Fraude académico en la universidad: Análisis de un caso real, el conflicto y su resolución

Abstract

This study analyzes a real case of academic fraud in a university sent from a tutor of a course to the director of the degree for its resolution. The conflict started when a group of students accessed the content of several quarterly exams before taking the tests, and dishonestly received grades higher than usual. As the whole group’s grades averages were affected, the rest of their classmates suffered academic damage. While they did not wanted to consent to this damage, they were not willing to give away the offenders. The incident had several concomitant problems, in addition to the academic fraud itself: the deterioration of class group relationships, both among students and among students and teachers; the lack of objective evidence of fraud to support the students' complaint; the threat of going public if an appropriate solution was not reached, along with the subsequent loss of prestige for the educational institutions involved in this incident; and the possibility that compliance with regulations could lead to the culprits’ expulsion from their degree program and the academic institution. Through mediation, a consensual solution was sought and achieved among all parties involved. This solution reestablished good classroom coexistence and allowed the offenders to continue their academic degrees once they admitted their fault and accepted the imposed sanctions.

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

“…This does not dismiss the fact that different trends for different areas can be identified, raising the hypothesis that there are different levels of self-efficacy in students from different fields of study [26]. Additionally, the phenomenon of academic fraud is not confined to a particular country, and the problem can be found in Anglo-Saxon countries such as Canada [3] and the US [24]; in European countries such as Bulgaria [6], Portugal [4], Spain [33], Switzerland [34], and Slovenia [35]; in Asian countries such as China [26]; and in other parts of the world such as Saudi Arabia and New Zealand [5], Australia [21], Israel [9], and Russia [36]. However, there may be particularities and some differences between countries in their greater or lesser preponderance, as shown by some studies [37], highlighting the influence of cultural factors and the characteristics of education systems.…”

The ethical conduct of nutrition undergraduates at a public university in Brazil

“…É necessário procurar formas de aprimorar a conscientização dos estudantes sobre a importância da conduta ética em sua educação. Sugere-se a promoção de cursos sobre a importância da propriedade intelectual e como redigir trabalhos acadêmicos sem plágio 22 , além de reforço extracurricular nas disciplinas mais difíceis, bem como encorajamento a estágios extracurriculares.…”

El fraude académico: Un análisis de estudio cualitativo del alumnado en la Facultad de Medicina de la Universidad de Antioquia

“…El sistema educativo basa su eficacia y la promoción de los estudiantes en la evaluación como método de medición del logro de los objetivos planteados. La evaluación, de esta manera, se convierte en un determinante sistemático del mérito y el avance académico del individuo, que mostrará el logro de los objetivos propuestos cuando evidencie que ha superado las pruebas impuestas por los docentes mediante diferentes herramientas, que en la gran mayoría de casos corresponden a exámenes escritos (Pardo, Rodríguez-Casals, 2019). Bunn, Caudill y Gropper (1992) consideran que el fraude académico es, "cualquier comportamiento no lícito en un estudiante universitario, en torno a exámenes o a trabajos escritos, realizados como requisito para superar una asignatura", pero en realidad es difícil establecer una definición única de fraude académico, ya que en últimas su conceptualización depende de cada uno de los reglamentos estudiantiles de las instituciones educativas, en un ejercicio de autonomía institucional (Bunn, Caudill y Gropper, 1992;Comas, Sureda, Casero y Morey, 2011).…”