Success in Studying at the University of Montenegro: Is there Hyper-production of Diplomas?

Perovic, Djurdjica; Vučković, Dijana

doi:10.7906/indecs.17.2.13

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…This phenomenon concerns different contents, such as general academic writing, adequate selection of literature and its proper citation, but also other important aspects. Many students do not have learning skills developed (Perović and Vučković 2019).…”

Section: Causes Effects and Prevention Of Fraudmentioning

confidence: 99%

“…Namely, Thomas (2017) study, conducted with 207 university students in Thailand (in an area marked by a collectivist culture), corresponds to our study because Montenegrin culture is also collectivist and belongs to the region of South-Eastern Europe, which is also recognized as an area of collectivist utilitarian cultures (Brodowsky et al 2019). In addition, teaching and learning at the university level in Montenegro, despite a number of changes that have taken place since the signing of the Bologna declaration in 2003, is still marked by traditional transmissive teaching which does not encourage a growth mind-set and agency, as confirmed by research (Perović and Vučković 2019;Vučković 2010).…”

Section: Research Contextmentioning

confidence: 99%

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Attitudes towards cheating behavior during assessing students᾽performance: student and teacher perspectives

et al. 2020

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Our aim in this study was to determine students’ and teachers’ attitudes towards cheating in assessing students’ performance. We used mixed methodology and the main research method was a case study. We aimed to describe how our respondents: 1. recognize ethical misconduct (EM) in several situations given through case studies, 2. understand the roles of each subject involved, 3. predict consequences of the EM and how they understand its possible causes, 4. create individual answers to EM or resolve problem situations. The research sample of students (120) includes participants from three basic study programs and two postgraduate programs in the field of education. A sample of teachers (42) was obtained from a number of faculties by random selection. Our respondents have identified most forms of EM reasonably well, although in some situations, the respondents recognized other errors (poor organization of time for learning, professors’ strict deadline for paper submission, etc.) as EM. Therefore, the issues of ethics are not completely clear to all respondents, which leads to the conclusion that universities must organize training in this field. Both groups of respondents understand EM in a similar way, and whether it is a professor or a student (or students) who commits EM has not affected their responses. Our results suggest that it is necessary to work on the prevention of fraud by discussing the consequences (especially the long-term ones, which were not considerably discussed in the comments), by learning ethical reasoning, by developing functional strategies of learning for the purpose of preventing fraud.

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Section: Causes Effects and Prevention Of Fraudmentioning

confidence: 99%

Section: Research Contextmentioning

confidence: 99%