Is there a relationship between student attitudes and behavior regarding integrity issues?

Abstract

Stimulating responsible conduct of research is considered important within universities and research organizations. In this contribution, we investigated if there are gender differences regarding three aspects: students’ attitudes towards integrity related issues, self-reported misconduct, and suspicions of misconduct and willingness to report fellow students. A questionnaire was sent to 1266 first year starting master students in the life sciences. Male students were significantly more likely to report not doing their fair share in group work and putting their name on work without checking it. No significant differences were found regarding attitude and suspecting and reporting other students.

A concept analysis of misconduct: Application to nursing education

“…The authors concluded that lack of time and knowledge were the major antecedents of misconduct. 17 Congruently with Dorea-Bandeira et al, Farahat, and Cocca and Cocca; Mol and van den Hoven indicated breaches of academic integrity as the explanation of misconduct. 15–18…”

“…In the Netherlands, Mol and van den Hoven 17 investigated the differences between males and females in committing academic misconduct and the type of unethical behaviors practiced by graduate students studying life science. The authors concluded that lack of time and knowledge were the major antecedents of misconduct.…”

“…The authors concluded that lack of time and knowledge were the major antecedents of misconduct. 17 Congruently with Dorea-Bandeira et al, Farahat, and Cocca and Cocca; Mol and van den Hoven indicated breaches of academic integrity as the explanation of misconduct. [15][16][17][18] Following the same track, Kadayam Guruswami et al 19 studied health professionals-students' perceptions of academic misconduct and reasons for such behaviors.…”

“…17 Congruently with Dorea-Bandeira et al, Farahat, and Cocca and Cocca; Mol and van den Hoven indicated breaches of academic integrity as the explanation of misconduct. [15][16][17][18] Following the same track, Kadayam Guruswami et al 19 studied health professionals-students' perceptions of academic misconduct and reasons for such behaviors. The findings indicated that academic workload and the pressure to earn high grades were the main antecedents that forced students to commit unethical behaviors (misconduct).…”

“…This literature revealed that the consequences of misconduct were penalties within academic institutions. 12,[15][16][17][18][19][20][21][22] Business. The business world views misconduct as a practice done throughout an entire organization or personal behavior.…”