%0 Thesis %1 bies_faculty_1998 %A Bies, James Brian %D 1998 %K ADMINISTRATION EDUCATION, Higher, %T Faculty attitudes toward academic dishonesty: A private midwestern college perspective %X Relatively few studies have specifically explored faculty perceptions and the role they play in confronting academic dishonesty. This research attempted to increase the level of understanding about academic dishonesty from the perspective of faculty by examining the frequency and form of academic dishonesty at a private midwestern college. The study also explored attitudes toward cheating and actions taken to deter dishonest behavior. The population surveyed was the faculty of a private midwestern college. Participants were asked to complete a questionnaire designed to gather data about the frequency and form of academic dishonesty, the actions they took to confront the dishonesty, and the strategies used to prevent dishonest behavior during the 1997–98 academic year. Demographic characteristics of the population were analyzed to determine if there were significant differences. Following the analyses of the questionnaire, an interview survey was conducted with a faculty sample to qualitatively explore areas of ambiguity and to enhance the worth of the data. The study found that more than half of the faculty had experienced incidents of academic dishonesty in their classrooms during the academic year studied. Of this segment of the population, two out of three faculty encountered at least one form of dishonesty and almost one-half encountered three or more incidents. The forms of cheating reported most frequently were lying to a teacher to avoid taking a test or submitting an assignment on time, plagiarizing, and copying another's homework and submitting it as their own. The faculty indicated an understanding of and support for the college's policy and procedures for academic dishonesty. Few indicated hesitancy to confront students they believed to be cheating. Over two-thirds of the respondents believed the faculty member should be responsible for adjudicating cases of academic dishonesty themselves. Almost all faculty used at least one method they believed to deter cheating during the academic year studied. Proctoring exams was the most frequently used preventive strategy. The findings failed to demonstrate substantial relationships between one or more of the demographic characteristics of the faculty and their attitudes, actions, and preventive strategies related to academic dishonesty.

@phdthesis{bies_faculty_1998, abstract = {Relatively few studies have specifically explored faculty perceptions and the role they play in confronting academic dishonesty. This research attempted to increase the level of understanding about academic dishonesty from the perspective of faculty by examining the frequency and form of academic dishonesty at a private midwestern college. The study also explored attitudes toward cheating and actions taken to deter dishonest behavior. The population surveyed was the faculty of a private midwestern college. Participants were asked to complete a questionnaire designed to gather data about the frequency and form of academic dishonesty, the actions they took to confront the dishonesty, and the strategies used to prevent dishonest behavior during the 1997\–98 academic year. Demographic characteristics of the population were analyzed to determine if there were significant differences. Following the analyses of the questionnaire, an interview survey was conducted with a faculty sample to qualitatively explore areas of ambiguity and to enhance the worth of the data. The study found that more than half of the faculty had experienced incidents of academic dishonesty in their classrooms during the academic year studied. Of this segment of the population, two out of three faculty encountered at least one form of dishonesty and almost one-half encountered three or more incidents. The forms of cheating reported most frequently were lying to a teacher to avoid taking a test or submitting an assignment on time, plagiarizing, and copying another's homework and submitting it as their own. The faculty indicated an understanding of and support for the college's policy and procedures for academic dishonesty. Few indicated hesitancy to confront students they believed to be cheating. Over two-thirds of the respondents believed the faculty member should be responsible for adjudicating cases of academic dishonesty themselves. Almost all faculty used at least one method they believed to deter cheating during the academic year studied. Proctoring exams was the most frequently used preventive strategy. The findings failed to demonstrate substantial relationships between one or more of the demographic characteristics of the faculty and their attitudes, actions, and preventive strategies related to academic dishonesty.}, added-at = {2018-06-19T15:18:45.000+0200}, author = {Bies, James Brian}, biburl = {https://www.bibsonomy.org/bibtex/27a245160814cae0390ff7db377f515cc/prophe}, interhash = {d39420245229264faa97e85500ae6a15}, intrahash = {7a245160814cae0390ff7db377f515cc}, keywords = {ADMINISTRATION EDUCATION, Higher,}, school = {University of South Dakota}, shorttitle = {Faculty attitudes toward academic dishonesty: {A} private midwestern college perspective}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {Faculty attitudes toward academic dishonesty: {A} private midwestern college perspective}, type = {{PhD} {Thesis}}, year = 1998 }