What actions can be taken to increase whistle-blowing in the classroom?

Bernardi, Richard A.; Landry, Alexandra C.; Landry, Erynne E.; Buonafede, Mitchell R.; Berardi, Marissa

doi:10.1080/09639284.2015.1107496

Cited by 11 publications

(3 citation statements)

References 42 publications

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“…On the one hand, research has shown that loyalty to the ingroup increases cheating (Pulfrey et al, 2018). On the other hand, several studies showed that the amount of past cheating behaviors among students decreases their tendency to speak up on other students’ cheating, and increases their tendency to perceive whistleblowing as a disloyal practice (Bernardi et al, 2011, 2012, 2016). However, these lines of research did not investigate whether ingroup membership, actual cheating, and reduced whistleblowing are indeed associated.…”

Section: Omertà and The Mediating Role Of Cheatingmentioning

confidence: 99%

Omertà in intragroup cheating: The role of ingroup identity in dishonesty and whistleblowing

Rullo

Presaghi

Baldner

et al. 2023

Group Processes & Intergroup Relations

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Why are people willing to denounce or, contrarily, to keep silent on others’ misconduct? We hypothesized that people would be more likely to cheat, and consequently less likely to blow the whistle, when among an ingroup (vs. outgroup). In two experiments, participants witnessed a same nationality or a different nationality group member cheating during a group task. Participants either had the opportunity to cheat themselves before witnessing this cheating act (Experiments 1 and 2) or did not have this opportunity (Experiment 2). In the ingroup condition, participants cheated more and denounced others’ cheating less than in the outgroup condition (Experiments 1 and 2). However, when participants were not allowed to cheat themselves, they equally denounced ingroup and outgroup cheaters (Experiment 2). This provides evidence that cheating mediates the group effect on whistleblowing and is reminiscent of omertà, that is, the code of silence among criminals. We provide suggestions for future research.

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Section: Omertà and The Mediating Role Of Cheatingmentioning

confidence: 99%

Omertà in intragroup cheating: The role of ingroup identity in dishonesty and whistleblowing

Rullo

Presaghi

Baldner

et al. 2023

Group Processes & Intergroup Relations

View full text Add to dashboard Cite

show abstract

“…The classification of the responses excluded these entries. The remaining responses that were not excluded were very similar, and as such, we categorized them into six groups: protected anonymity, incentivization, instructor encouragement, ethics instruction, built-in prevention, and other, similar to Bernardi et al (2016).…”

Section: Studentengagementmentioning

confidence: 99%

Does the HyFlex Learning Environment Affect Student Likelihood to Whistle-Blow on Academic Dishonesty?

Diala,

Zhao,

Parra

et al. 2023

JLAE

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The reality of possible disruptions in daily life such as the COVID-19 pandemic has necessitated increased adoptions of flexible hybrid learning, namely the HyFlex modality. With greater use of online or hybrid learning, concerns about academic dishonesty are more prevalent. Despite the empirical evidence that shows that whistleblowing reduces academic dishonesty, accounting education empirical literature on whistleblowing has mostly focused on traditional classroom modalities. This paper administered a survey to 232 students in HyFlex accounting classes and provides empirical evidence that HyFlex learning environment’s characteristics of engagement and campus connectedness are positively linked to whistleblowing likelihood, whereas HyFlex students who prefer in-person attendance are less likely to whistle-blow. Open-ended questions analyzing ways to increase whistleblowing revealed that students who feel engaged in HyFlex classes are more likely motivated to report on misconduct when they are incentivized and provided protected anonymity.

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“…In response, various strategies have been introduced by higher education institutions. One of widely used mechanisms to mitigate academic dishonesty among universities' students is whistle-blowing [11]- [14]. Whistle-blowing is defined as disclosure by organization members of illegal, immoral or illegitimate practices to persons or organizations that may be able to effect action [15].…”

Section: Introductionmentioning

confidence: 99%

Machine learning in predicting whistle-blowing intention of academic dishonesty with theory of planned behaviour

Masrom

Samad

Rahman

et al. 2023

IJEECS

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The COVID-19 pandemic and its aftermath have caused most higher educations to choose to implement remote learning as a new method of instruction and assessment. Nevertheless, remote learning has been criticized by having adverse impact on academic integrity. Whistle-blowing has been regarded as an effective mechanism in limiting such unethical behavior. Thus, the main objective of this study is to identify the influence attributes of whistle-blowing intention among university students. The effectiveness of the whistle-blowing attributes was observed in prediction models based on machine learning technique. This paper presents the fundamental knowledge on evaluations of tree-based machine learning algorithms namely decision tree, random forest, to be compared with logistics regression and gradient linear model. A rigorous evaluation reports are provided that includes the area under curve (AUC) as a supplementary metric to measure the model accuracy. Additionally, to provide a clearer insight on the whistle-blowing prediction models, the pattern of influences from the whistle-blowing attributes based on the adoption of theory of planned behavior (TPB) and demography are presented. The findings revealed that both TPB and demography attributes contain some degree of impressive knowledge for the machine learning to generate a good prediction result.

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What actions can be taken to increase whistle-blowing in the classroom?

Cited by 11 publications

References 42 publications

Omertà in intragroup cheating: The role of ingroup identity in dishonesty and whistleblowing

Omertà in intragroup cheating: The role of ingroup identity in dishonesty and whistleblowing

Does the HyFlex Learning Environment Affect Student Likelihood to Whistle-Blow on Academic Dishonesty?

Machine learning in predicting whistle-blowing intention of academic dishonesty with theory of planned behaviour

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