Faculty responses to academic integrity violations

2006 2006

Other formats: Order a copy

Abstract (summary)

The purpose of this study was to examine faculty responses to academic integrity violations. The study focused on the ability of Theory of Planned Behavior model to predict the target behavior of whether faculty would speak face-to-face with a student suspected of cheating. After an elicitation phase to determine modal salient beliefs, a questionnaire was developed to measure the Theory of Planned Behavior variables, respondent demographics and additional characteristics of interest related to faculty responses and opinions on academic integrity violations. The respondent database contained 206 tenured and non-tenured faculty from two large comprehensive universities, one located in United States and the other in Canada.

A stepwise multiple regression demonstrated the usefulness of the Theory of Planned Behavior. Overall the model explained 43% of the variance in predicting faculty members' intention to speak face-to-face with a student suspected of cheating. The most significant contribution was made by subjective norms (β = 0.39), followed by attitude (β = 0.34), and perceived behavioral control (β = 0.24).

Specific questions pertaining to demographic, cultural, gender, and experiential variables were also addressed. Among the significant findings were that the departmental chair was the most important influence as to whether faculty members dealt with cheating; that individuals with previous bad experiences were less likely to confront cheaters; and that both male and female faculty believed that male faculty have an easier time dealing with students suspected of cheating.

Particular attention was paid to faculty members who ignored or failed to act on student cheating. While the majority of faculty (76.7%) felt that instructors should always deal with instances of cheating when suspected, 40.3% of respondents indicated they had ignored suspected incidents of cheating. Based upon the results, recommendations were made regarding administrative policy and support for faculty who must deal with academic integrity violations, a problem which 61.7% of faculty members reported was one of the most negative aspects of the job.

Indexing (details)

School administration;
Higher education;
Behaviorial sciences
0514: School administration
0745: Higher education
0384: Behaviorial sciences
Identifier / keyword
Education; Psychology; Academic integrity; Cheating; Faculty; Plagiarism; Planned behavior
Faculty responses to academic integrity violations
Coren, Arthur
Number of pages
Publication year
Degree date
School code
DAI-A 67/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Seagren, Alan T.
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.