While on the other hand, academic dishonesty that particularly includes cheating forgery, plagiarism, and other dishonest acts harms the institutions in many ways. The dishonest conduct and acts devastates not only the educational missions but also the students' growth (personal as well as intellectual) is profoundly affected by it (Money, 2008)
Few of the scholars bring the fact to the surface that responsibility and respect for other's values are the major outcomes that are learned by the students from the phenomenon of academic honesty. This undoubtedly indicates the idea that if the student practices academic honesty and integrity, they are able to value and respect the original work of others due to which they provide exact references of the works that is copied in their original ideas (Staats, Hupp & Hagley, 2008)
This severe competition has raised various ethical dilemmas, especially in the academic lives of the students. Cheating, plagiarism, misinterpretation of abilities or efforts, exam dishonesty, multiple submissions of same works without explicit permissions, falsification of records, unauthorized collaboration and so forth are few of the behaviors that are increasingly being observed than ever by the students as a result of competition (Whitley, & Keith-Spiegel, 2002)
Academic Honesty -- Plagiarism Defining Plagiarism In general, plagiarism refers to the presentation of the intellectual ideas, opinions, or analyses of others as the author's own ideas (Harvey, 2003)
Finally, simple over-reliance on source material would be where the student properly references all material but does not actually include any original analyses in the work at all (iParadigm, 2003). Citing, Quoting, Paraphrasing, and Expressing Another's Ideas In principle, any thought or idea that is not the writer's own intellectual analysis must be properly referenced (Harvey, 2003; iParadigm, 2010) unless it is common knowledge (Thompson, 2008)
In examining the importance of academic honesty, it is imperative to discuss the characteristics of dishonesty in academia. Plagiarism, collusion, cheating, and duplication of work are all examples of dishonesty in the academic world (Alexander & Kilsby, Date Unknown)
, 1996). The need to get a good grade was frequently linked to engaging in academic dishonesty (Coston & Jenks, 1998; Genereux & McLeod, 1995; Robinson, & Kuin, 1999; Whitley, 1998)
In fact these cheaters sometimes cite fairness as their justification for cheating. According to Barton, Hogan, and Lambert (2003), "other reasons for cheating were the desire to receive good grades (McCabe, 1992; Singhal, 1982) or the need to keep a scholarship (Diekhoff et al
In fact these cheaters sometimes cite fairness as their justification for cheating. According to Barton, Hogan, and Lambert (2003), "other reasons for cheating were the desire to receive good grades (McCabe, 1992; Singhal, 1982) or the need to keep a scholarship (Diekhoff et al
20) Although honesty is what Alceste desires and promotes, the man is incapable of mixing honest opinion with a little tact and doesn't realize that his honest views are seen as insensitive remarks that actually hurt others. To call Alceste a misanthrope would be utterly wrong because he is not 'an enemy of the mankind' in any sense of the word (Rousseau, 37)
"Brutal honesty may undermine the respect of the dignity of the patient to receive information in a way and at a time that is appropriate for him or her." (Caulfield, p
55). The results of a recent survey of college students in the United States found that fully 38% of these students conceded that they had committed some type of "cut and paste" plagiarism using Internet sources during the survey year, and an even higher percentage (40%) admitted to plagiarizing from written sources (Willen, 2004)
In any event, they were just "working together," not cheating. Meanwhile, author Julianne East presents plagiarism as a moral issue and makes the case that those who are "making judgments about plagiarism" should take time to reflect on this issue: are their actions a violation of social values and morality, or are they just part of the convention? (East, 2010, p
Sikes is talking about the many companies that will write essays for students for a price. There has been a "shift in moral and other values resulting in different perceptions of what is acceptable" (Sikes, 2009, p
200) Shelly Yeo conducted a survey of first year science and engineering students, exploring the views of these students vis-a-vis what they perceive as plagiarism. Published in the journal Higher Education Research & Development, Yeo's article clearly points to the fact that plagiarism is "…not a universally understood or accepted concept in academia" (Yeo, 2007, p
Given the maturity level of tertiary students, it should perhaps not be surprising that they increasingly use the increasing availability of access and information as means to obtain better results at their institutions of learning. Further influencing this is the fact that young people tend to be more competent Internet users than their instructors (Etter, Cramer and Finn, 2006, p
Hence, the student is more likely to adhere to the friendship norm than the more general institutional one. Forming peer groups on campus (Hutton, 2006, p
One such case is described by Long (1992) where a senior student in one of America's most prestigious institution of higher learning was accused of forging recommendation letters so as to be admitted to the university. What shocked many in this particular case according to the author was the fact that in addition to having an enviable record in matters academic, this particular student also possessed "near genius" abilities (Long, 1992)
Although the lecturer in this case was subsequently overruled by the university in which case the offending/plagiarized papers were passed, his decision was upheld after the matter was highlighted in the media prompting the government to intervene. According to polls taken at the time, this particular incident led to "a drop in the level of public faith, not only in the University of Newcastle, but in universities in general" (Sutherland-Smith, 2008)