Academic crime and punishment: Faculty members' perceptions of and responses to plagiarism.

Abstract

Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with it. Using case studies, we examined faculty characterizations of the severity of students' uncited use of another's work, and their suggested actions, reports, and sanctions, by source, use, and amount of material. In addition to multiple interactions, we found that faculty members' perceptions of severity strongly mediate the consequences they recommend. However, within-case, recommended consequences (e.g., course actions, reports and sanctions) vary widely. Implications for development of guidelines based on level of plagiarism are discussed.Plagiarism of printed material has long been considered academic misconduct, punishable in forms varying from mild reprimands to expulsion from the institution in which it occurs. However, the advent of the "information age," as well as access to website-based resources (ranging from journal abstracts to entire pa-

Disciplinary action for academic dishonesty: does the student’s gender matter?

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No More Excuses - Personality Traits and Academic Dishonesty in Online Courses

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