Page 106 |
Save page Remove page | Previous | 106 of 183 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
ACADEMIC DISHONESTY AMONG INTERNATIONAL STUDENTS 106
The findings from this study also indicated that some faculty are reluctant, if not
unwilling, to adapt to the expectations of the university. Lisa, a staff member in the student
conduct office, stated that incidents of academic misconduct at Westerhaven are underreported
by faculty. She provided numerous reasons that faculty are reluctant to formally report incidents
of academic misconduct: “it’s too much work, it takes too much time, the process is
cumbersome, they fear retaliation, and [some faculty] prefer to address the matter internally.”
Lisa said that faculty are informed of the policies, procedures, and expectations, but for the
aforementioned reasons, incidents that are recommended by the university to be submitted often
go unreported. Faculty conveyed a reluctance to report incidents of academic misconduct while
maintaining a strong desire to uphold the values of academic integrity. This conflict is not so
dissimilar from the international student that understands, but does not agree with the act of
cheating.
Cheating is often viewed as a product of immoral and unethical behaviors (Bernardi et
al., 2004; Datig & Russell, 2015; Hu & Lei, 2012; Shi, 2011; Stephens & Nicholson, 2008);
however it is also important to recognize the impact that institutions may impose on a student’s
decision to engage in academic misconduct (Whitley & Keith-Spiegel, 2001). One student
participant who completed the survey, but wished to remain anonymous stated, “I have never had
a Professor show or give examples as to what is a proper citation. They just say, ‘look online,’
but that doesn’t help.” Another participant said “I don’t have much of any idea of what the
policies are. People who have not grown up in the American educational system have a rougher
understanding of the rules due to the lack of exposure to them.” When students are not provided
a sufficient understanding of what comprises academic misconduct, are subject to inconsistent
reporting mechanisms by faculty, and generally receive mixed messages regarding what is
Object Description
| Title | Academic dishonesty among international students: Exploring aspects of language and culture |
| Author | Zalma, Jacques Michael |
| Author email | zalma@usc.edu;jacques.zalma@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2018-04-30 |
| Date submitted | 2018-07-27 |
| Date approved | 2018-07-27 |
| Restricted until | 2018-07-27 |
| Date published | 2018-07-27 |
| Advisor (committee chair) | Tambascia, Tracy Poon |
| Advisor (committee member) |
Green, Alan Howlett, Byron Ellis, Jr. |
| Abstract | Academic misconduct among college students continues to trouble institutions of higher education and international students are involved in a disproportionate amount of academic misconduct relative to their enrollment. This study examined how the experiences of international students influence their decision to participate in academic misconduct. The conceptual framework of Acculturation was used to help understand the narratives of students, staff, and faculty participants. Data from this study found that there is a relationship between a student’s connectedness to the university and the courses that they are enrolled in, and their involvement in academic misconduct. Students who expressed a connection to the university or indicated that the courses they were taking had practical implications on their future career stated that they were less likely to engage in academic misconduct. ❧ Recommendations for practice include the need for academic misconduct to be clearly defined, for faculty to be cognizant of cultural differences and the need to include relevant examples and scenarios on course syllabi, and for policies to be consistently enforced. It is recommended that faculty and university administrators presume that students do not fully understand the concept of academic misconduct nor how to effectively avoid it. Including language and examples that embrace diverse cultural backgrounds on course syllabi may prevent unintentional acts of cheating. Additionally, it is recommended that universities implement systems that encourage reporting of academic misconduct early to prevent systemic issues from occurring. |
| Keyword | academic dishonesty; academic integrity; international; higher education; cheating; acculturation |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Zalma, Jacques Michael |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-ZalmaJacqu-6547.pdf |
| Archival file | Volume3/etd-ZalmaJacqu-6547.pdf |
Description
| Title | Page 106 |
| Full text | ACADEMIC DISHONESTY AMONG INTERNATIONAL STUDENTS 106 The findings from this study also indicated that some faculty are reluctant, if not unwilling, to adapt to the expectations of the university. Lisa, a staff member in the student conduct office, stated that incidents of academic misconduct at Westerhaven are underreported by faculty. She provided numerous reasons that faculty are reluctant to formally report incidents of academic misconduct: “it’s too much work, it takes too much time, the process is cumbersome, they fear retaliation, and [some faculty] prefer to address the matter internally.” Lisa said that faculty are informed of the policies, procedures, and expectations, but for the aforementioned reasons, incidents that are recommended by the university to be submitted often go unreported. Faculty conveyed a reluctance to report incidents of academic misconduct while maintaining a strong desire to uphold the values of academic integrity. This conflict is not so dissimilar from the international student that understands, but does not agree with the act of cheating. Cheating is often viewed as a product of immoral and unethical behaviors (Bernardi et al., 2004; Datig & Russell, 2015; Hu & Lei, 2012; Shi, 2011; Stephens & Nicholson, 2008); however it is also important to recognize the impact that institutions may impose on a student’s decision to engage in academic misconduct (Whitley & Keith-Spiegel, 2001). One student participant who completed the survey, but wished to remain anonymous stated, “I have never had a Professor show or give examples as to what is a proper citation. They just say, ‘look online,’ but that doesn’t help.” Another participant said “I don’t have much of any idea of what the policies are. People who have not grown up in the American educational system have a rougher understanding of the rules due to the lack of exposure to them.” When students are not provided a sufficient understanding of what comprises academic misconduct, are subject to inconsistent reporting mechanisms by faculty, and generally receive mixed messages regarding what is |
