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<p>Academic cheating is of broad concern in higher education. Most students report having cheated at least once; to avoid cheating, students need the support of peers, instructors, and institutions. Research on cheating is often separated from how institutions handle cheating and seek to promote academic integrity. This mixed-methods paper reports lessons from three internal studies of academic integrity and cheating, drawing on a campus-wide survey (<i>N</i> = 1,110), analyses of reported cheating (<i>N</i> = 1,195), and workshops for students held responsible for cheating (<i>N</i> = 80), at a large, public university in the western United States. Findings indicated that most students care about academic integrity but nonetheless cheat because they fail to recognize what counts as cheating, see cheating as justified in certain situations, or face academic, personal, or social pressures. By identifying variability across groups, majors, and instructors, our findings contextualize cheating and point to ways of fostering academic integrity through collaboration.</p>

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Understanding and Promoting Academic Integrity: Findings from a Campus Partnership

  • 期刊论文

  • 发表日期：

    2025年12月26日

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  • Audun Dahl,
  • Tal Waltzer,
  • Fiona C. De Bernardi,
  • Alan Christy,
  • Tracy Crick,
  • Jody Greene,
  • Richard Hughey,
  • Flora Lu,
  • Greer Murphy

摘要

Academic cheating is of broad concern in higher education. Most students report having cheated at least once; to avoid cheating, students need the support of peers, instructors, and institutions. Research on cheating is often separated from how institutions handle cheating and seek to promote academic integrity. This mixed-methods paper reports lessons from three internal studies of academic integrity and cheating, drawing on a campus-wide survey (N = 1,110), analyses of reported cheating (N = 1,195), and workshops for students held responsible for cheating (N = 80), at a large, public university in the western United States. Findings indicated that most students care about academic integrity but nonetheless cheat because they fail to recognize what counts as cheating, see cheating as justified in certain situations, or face academic, personal, or social pressures. By identifying variability across groups, majors, and instructors, our findings contextualize cheating and point to ways of fostering academic integrity through collaboration.