Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of inâclass and outâofâclass cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of outâofâclass cheating, but not with outâofâclass cheating behaviours. Students with less experience in outâofâclass assessment display a less ethical attitude toward outâofâclass cheating.View full textDownload full textKeywordsacademic dishonesty, cheating, plagiarism, higher education, TurkeyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03055698.2010.506321
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