The Impact of Honour Codes and Perceptions of Cheating on Academic Cheating Behaviours, Especially for MBA Bound Undergraduates

Autor/inn/en	O'Neill, Heather M.; Pfeiffer, Christian A.
Titel	The Impact of Honour Codes and Perceptions of Cheating on Academic Cheating Behaviours, Especially for MBA Bound Undergraduates
Quelle	In: Accounting Education, 21 (2012) 3, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2011.590012
Schlagwörter	Cheating; Ethics; Student Behavior; Undergraduate Students; Online Surveys; Liberal Arts; Masters Degrees; Business Administration Education; Grade Point Average; Statistical Analysis; College Entrance Examinations; Scores; Student Characteristics; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Prellen; Ethik; Student behaviour; Schülerverhalten; Statistische Analyse; Aufnahmeprüfung
Abstract	Researchers studying academic dishonesty in college often focus on demographic characteristics of cheaters and discuss changes in cheating trends over time. To predict cheating behaviour, some researchers examine the costs and benefits of academic cheating, while others view campus culture and the role which honour codes play in affecting behaviour. This paper develops a model of academic cheating based on three sets of incentives--moral, social and economic--and how they affect cheating behaviours. An on-line survey comprising 61 questions was administered to students from three liberal arts colleges in the USA in spring 2008, yielding 700 responses, with half from colleges with honour codes. Econometric modelling indicates that students ultimately seeking MBA degrees, and those who lack a perception of what constitutes cheating, undertake more cheating, regardless of whether an honour code is in place. Additionally, unless an honour code is embraced by the college community, the existence of an honour code by itself will not reduce cheating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01