abstract: Perceptions of legitimacy are an important antecedent of rule-abiding behavior. However, most research on the link between legitimacy and compliance has focused on legal authorities (i.e., police, courts, and corrections). To help fill this gap, the present study investigates the relationship between students' perceptions of the legitimacy of institutional authority and compliance with a code of conduct in a university context. This study uses cross-sectional data from pencil-and-paper surveys administered to 517 individuals 18 years and older that were enrolled in 12 undergraduate classes at a large southwestern university. Results from the multivariate regression models show that procedural justice judgments are associated with perceived legitimacy. The evidence also supports the link between legitimacy and compliance in that the former is inversely related to students' behavioral intentions to cheat on an exam. However, legitimacy was not significantly associated with plagiarism. Overall, findings support the application of the process-based model of regulation to the university context in regards to academic misconduct. In addition to contributing to the process-based model literature, this study emphasizes the utility of the process-based model as a guide for the development of fair processes, in order to reduce the prevalence of student academic misconduct. / Dissertation/Thesis / Masters Thesis Criminology and Criminal Justice 2015

The purpose of this study was to determine if statistically significant differences existed between identified student demographic characteristics (gender and age), academic variables (classification, GPA, and major), and students’ perceptions of academic dishonesty, as measured by the Attitudes and Perceptions of Academic Dishonesty survey. A pen-and-paper survey was used to gather the data at the 3 participating universities and college (a 4-year public university, a 4-year private university, and a 2-year public community college). There were 22 items on the survey. There were 328 surveys distributed by the investigator to participating classes at the 3 institutions of higher education. All 328 surveys were returned. There were 116 student responses gathered from the 4-year private university, 103 student responses gathered from the 2-year public college, and 109 student responses gathered from a 4-year public university. All of the responses were valid and fit the perquisites for inclusion in the survey. These perquisites were that each student was at least 18 years of age and each student was registered as an undergraduate. There were 5 dimensions included in the survey (Dimension 1- Use of Technology, Dimension 2- Perceptions of Policy, Dimension 3- Instructor Consequences, Dimension 4- Student Consequences, and Dimension 5- Student Conduct). For Research Questions 2, 4, and 6 there were no significant differences found among any of the groups for any of the 5 dimensions. In Research Question 1 the 5 dimensions of the survey were compared among the 3 participating institutions (public 4-year university, private 4-year university, and public 2-year college). Dimension 4 (student consequences) was significantly different between the public 4-year university and the private 4-year university, with students at the private 4-year university scoring higher. In Research Question 4 a comparison of traditional aged and nontraditional aged students was made on the 5 dimensions. A significant difference was found between the 2 age groups on Dimension 3 (instructor consequences) and Dimension 5 (student conduct), with nontraditional students scoring higher in both cases. For Research Question 6 a comparison of criminal justice majors was made to other majors. Only Dimension 4 (student consequences) was statistically significant with other majors expressing a desire for more student consequences as a result of participating in academic misconduct.

The No Child Left Behind Act of 2001, fundamentally changed the focus of education in the United States from that of providing an opportunity for all to learn to mandating that all do learn. Central to this Act are the measures of school accountability established through assessment of learning policies. The development of these policies initiate with federal, state, and local governance bodies, but implementation takes place by individual teachers. Therefore, the failure of individual teachers to implement assessment policies with fidelity creates a fissure at the core of institutional credibility. The purpose of this study is to investigate the relationship between teachers’ values and ethical frames and behavior with respect to academic misconduct. Findings offer clues as to how academic dishonesty might be reduced. There exists a large body of research that has probed academic dishonesty, values and ethical frames; however, there appears to be a void in research that distinctly connects the three. Utilizing a survey instrument, data were collected from elementary teachers (N=155) in one suburban school district. The collected data were then analyzed using both descriptive and inferential statistical tests to inform six research questions. In some incidents, the small sample size produced violations of the assumptions of nonparametric statistical tests, thus hindering deeper analysis of selected data. However, the results in general appeared to support the hypothesis that elementary teachers appeared to engage in academic misconduct. The findings also appeared to suggest misconduct was influenced by social adaptation theory (R2N = .32); organizational socialization (Wald (1) =5.79, p < .05), values (Wald (1) =5.16, p < .05), and ethical frames (Wald (4) =25.22, p < .001). Thus, this study concluded that factors such as collaboration and professional development can possibly be utilized to reduce policy violations.

The purpose of this study was to explore the effect of an act of academic misconduct on transfer student GPA, retention and completion. Three groups were compared from data compiled from 2009-2015: freshman and new transfer, transfer and native student in honor code violations, and transfer student between violators and non-violators. The outcome determined if not committing an act of academic misconduct benefits students’ immediate academic success as seen through a maintained or higher GPA, retention from one semester to another, as well as completion. The study utilized the quantitative, quasi-experimental study design. The research was conducted using descriptive statistics to analyze data research question one, What are the differences in the number of honor code violations for transfer and native students. Then, an independent t-test was administered to determine significance regarding research question two: What are the differences in academic indicator for violators and non-violators? (a) GPA in the semester of violation, (b) Retention, and (c) Graduation rate and research question three: What are the differences in academic indicator for transfer student violators and non-violators? (a) GPA at the end of the first semester (b) Retention and (c) Completion

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本研究係針對會計師及會計系學生之不當學習行為是否會影響其日後對一般工作不道德行為與審計專業不道德行為之認知與意圖進行探討，並試圖瞭解兩者形成從事審計專業不道德行為意圖之考慮因素。 本研究係以問卷方式蒐集資料，其中，會計師樣本係從台北市會計師公會登錄之會計師進行隨機選取，學生樣本則係從北部四所大學會計系四年級學生為對象進行問卷調查。研究結果顯示： 一、 會計師相對於會計系學生而言，較能確定不會從事審計不道德行為，且對於不當學習行為之認知亦較學生嚴重。 二、 會計師與會計系學生若認為他人亦有從事審計不道德行為之意圖時，就愈有可能從事該審計不道德行為；且不論是會計師或是會計系學生，曾經做過愈多不當學習行為者，就愈可能存有從事審計不道德行為之意圖。 三、 對於不當學習行為認知愈不嚴重之會計師，對於一般工作不道德行為之認知亦愈不嚴重；而對不當學習行為的認知愈不嚴重之會計系學生，對於一般工作不道德行為或是對審計專業不道德行為之認知亦愈不嚴重。 / This research was aimed to examine relationship among academic misconduct, improper business practice and morally questionable behavior in auditing of CPAs and auditing students. In addition, this research also examined the factors affecting the intention of CPAs and auditing students to behave unethically in auditing. The data were collected by questionnaires. The CPA samples were chosen randomly from CPAs registered in the CPA Association of Taipei City and the student samples were auditing students from four universities in northern Taiwan. Empirical results were summarized as follows: 1. CPAs appeared more certain about refraining from morally questionable behavior in auditing and perceived academic misconduct more seriously than auditing students. 2. When CPAs or auditing students deemed that others would breach ethics in auditing, they appeared to be more prone to do the same. Besides, if they had committed academic misconduct previously, it was more likely for them to choose morally questionable behavior in auditing. 3. CPAs who took academic misconduct less seriously perceived improper business practice less seriously. Auditing students who took academic misconduct less seriously perceived improper business practice and morally questionable behavior in auditing less seriously.