Cheating by Students - Analysis

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It is well established through various studies (Butterfield, McCabe and Treviño, 2001; Davis and Ludvigsen, 1995) that lack of academic integrity is pervasive and ever-increasing. While it is imperative that cultural changes in colleges be brought about through implementation of honour codes as mentioned in the article (Butterfield et al., 2001) the ground-work must begin at the high-school stage itself. The article recognizes the cheating malaise plaguing the high-school system and the negative ‘cultural hangover’ that freshmen carry to college, but does not seem to underscore the importance of promoting/executing a cultural shift at the high-school stage.“In 1969, 34 percent of high-school students admitted using cheat sheets on tests; by 1989, that figure had doubled. Today eight out of ten high-school students say they cheat. Their teachers often make it easy." (Reader’s Digest, 1995). The dramatic rise in plagiarism with the advent of the internet has made it pivotal to embed elements of academic integrity into high-school pedagogy (Davies and Howard, 2009). An idealistic mindset with regards to academic integrity must be inculcated in students as Diekhoff, Labeff, Shinohara, and Yasukawa (1999) showed that non-cheaters in Western and Oriental cultures saw ‘guilt’ as the most powerful deterrent to them engaging in academic dishonesty. Another point of concern is the reluctance of faculty to enforce punishment on cheaters due to laborious operational procedures, fear of litigation, etc. (Pavela, 1997). A solution to this can be streamlining existing procedures and adding the element of accountability of faculty. Summarizing the aforementioned - A change in mindset early-on and collective action of both students and administration is required for achieving high levels of academic integrity. REFERENCES Butterfield, K. D., McCabe, D. L., & Treviño, L. K.

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