Dissertation Defense Announcement: Tanisha N. Stevens for Doctor of Philosophy in Education
Promoting a Culture of Integrity:
A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University
Tanisha N. Stevens
M.A. in Human Development Counseling, January 2002, Saint Louis University
B.A. in Psychology, May 1999, University of Missouri-Columbia
Date: November 7, 2012
Time: 12:00 pm to 2:00 pm
Place: E. Desmond Lee Technology and Learning Center
Research studies have brought awareness to a number of individual, contextual and motivational factors that may influence engagement in academic dishonesty (e.g., McCabe, 1993a; McCabe & Trevino, 1997c; McCabe, Trevino & Butterfield, 1999b; Murdock & Anderman, 2006). Despite this, reports on student engagement in academically dishonest behaviors across institutions of higher education continue to increase. In response, a body of research reveals that in order to alter the environment in which academic dishonesty occurs, an understanding of how individuals perceive dishonesty and its severity is of great importance (Roberts & Rabinowitz, 1992). Accordingly, the purpose of this study was to examine the influence of faculty perceptions and student perceptions on general views regarding academic dishonesty, the frequency in which students engage in behaviors identified as academically dishonest and the clarity, consistency and effectiveness of institutional policies and procedures to address academic dishonesty.
The study involved 561 undergraduate students and 112 faculty members who primarily teach undergraduate courses at a large public Midwestern institution during the Fall Semester 2011. Results of the study showed statistically significant differences between faculty groups regarding the frequency in which students engaged in behaviors identified as academically dishonest and between students and faculty in regards to the effectiveness of institutional policies and procedures to address dishonesty. Further, the results of the study supported the notion that students may not perceive certain behaviors as constituting dishonesty and that faculty perceptions of student engagement in specific behaviors identified as academically dishonest may be more negative than student self-reports of engagement.
Defense of Dissertation Committee
- Shawn Woodhouse, Ph.D. (Advisor)
- Cody Ding, Ph.D.
- Patricia Boyer, Ph.D.
- Margaret Barton-Burke, Ph.D.
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