Faculty and Student Attitudes and Perceptions of Academic Dishonesty

Abstract

During the spring of 2015, faculty and students from the four units of a small, private Midwestern university (the College of Arts and Sciences, the School of Education, the School of Nursing, and the School of Professional and Graduate Studies) participated in this quantitative study. The purpose of the study was to determine whether there were differences between faculty perceptions of students engaging in academically dishonest activities and student perceptions of engaging in academically dishonest activities; faculty and student perceptions of the academic environment; faculty and student perceptions of how students learn about academic dishonesty; faculty and student perceptions about the frequency of instruction about the actions that constitute academic dishonesty; and faculty and student perceptions about the frequency of instruction about the actions that constitute academic dishonesty.Comparisons between the two groups and within the two groups were made using data collected from two surveys; one was administered to each group. Five hypotheses revealed significant findings related to faculty and student attitudes and perceptions of academic dishonesty. The results of the findings may help to inform academic leaders, faculty, and students on how clear communication, concise policies, and resources for defining academic dishonesty can help to curtail instances of academic dishonesty within a learning community.