There have been growing concerns regarding the misuse of academic information systems such as misconduct within Web-based assessments. A number of studies have reported significant levels of deception and dishonesty within Web-based activities that are confined by a strict code of conduct. These have been noted to be facilitated through the unmonitored nature of Web-based assessments where users have the opportunity to collaborate or utilize unauthorized resources during the assessment. Studies from criminology that utilize deterrence theory have reported that video surveillance can be useful in deterring misconduct. As such, this study explored the use of Webcam based surveillance during Web-based assessments as a potential countermeasure to deter the misuse of these information systems. The primary goal of this study was to investigate the deterrent effect of Webcam based proctoring on Information Systems (IS) misuse such as misconduct during Web-based assessments. Therefore, this study involved an experiment in which the results from an experimental group and a control group were examined. Both groups took the same set of Web-based assessments, with the only distinction being that one group was monitored by a Web-based proctor while the other was not monitored. The results of this study found no statistical significant difference between the scores of each group. However, there was a statistical significant difference between each group on the time taken to complete the Web-based assessments. A post-experiment survey was also administered to help assess the level that participants admit about the perceived opportunity they had to collaborate and utilize unauthorized resources during the Web-based assessments. This further helped to determine the deterrent effect of Webcam based surveillance. The survey analysis indicated that those who were not monitored perceived to have experienced greater levels of opportunity to engage in misconduct than those who were monitored by a Web-based proctor. This study is unique in its application of deterrence theory as well as its approach to the problem as other potential technology based solutions have focused on authentication and identity verification whereas this study seeks to address the problems of misconduct that occur after authentication. As such, contributions will be made to multiple domains regarding deterrence and surveillance within specific Web-based information systems. The results of this study may also provide practical guidance to academia and relevant industry experts particularly those involved with Web-based assessments.

Thesis advisor: Robert J. Starrratt / Academic cheating undermines teachers' ability to assess student learning and disadvantages honest students. Today's students increasingly express both an acceptance of cheating and a conviction that cheating is the only way to succeed. Academic dishonesty reflects a larger educational problem in which students fail to value school work. Research on cheating suggests that cheating is more prevalent in older grades but neither the cheating behaviors of middle school students nor the development of cheating habits is well understood. Using goal orientation and neutralization theories, this study examined the conditions under which typical eighth graders perceive cheating as acceptable though not right. A cross-case study method compared student views with those of their teachers. Data included focus groups, interviews, classroom observations, and artifacts. Findings indicate that characteristics of assignments, student-teacher relationships, classroom orientation, and student accountability are central to reducing cheating. Results suggest implications for teaching practice and administration in fostering academic honesty. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

A correlational quantitative research project was conducted at a large public research institution in the Southeast to investigate the relationship between ethical regard and academic dishonesty among undergraduate college students. An online survey was completed by 273 undergraduates. Participant engagement in cheating behaviors established a Propensity To Cheat (PTC) score, which was then analyzed in conjunction with student characteristics, ethical self-perception, ethical ideology, and perception of cheating behaviors. Data were analyzed using ANOVAs, independent t tests, correlations, and descriptive statistics. Findings indicate that students aged 22-23 were significantly more likely to cheat than students in other age ranges; Millennials were significantly more likely to cheat than non-Millennials. No significant difference existed between PTC compared by gender or academic classification. When given a response set of 11 behaviors commonly defined as academic misconduct, the majority of students indicated agreement that the identified behavior is a cheating behavior. The behavior most commonly perceived as cheating was copying from a classmate’s exam or permitting copying by a classmate (99.3% agreement). The behavior least likely to be perceived as cheating was seeking exam content from a peer who had taken the exam (55.7% agreement); students cited this cheating behavior as the most commonly committed (46.5%). A correlational analysis was conducted for each of the 11 cheating behaviors; results indicate that in 8 of the 11 behaviors, students were less likely to engage in the specific behavior if they perceived the behavior as cheating. Overall, 77.3% of respondents reported cheating, and 30.8% reported 4 or more cheating behaviors. The study is significant because few researchers have evaluated academic misconduct through the lens of ethical ideology. Therefore, this study contributes to the existing literature related to academic integrity among college students by employing ethical ideology as a conceptual framework to examine cheating behaviors and prevalence. In the analyses students who exhibit absolutist ideologies are significantly less likely to cheat than students with subjectivist ideologies. Furthermore, higher ethical self-perception scores significantly correlate to a lower PTC.

Distance from a partner can put a strain on romantic relationships, especially when one is surrounded by attractive alternatives, as is often the case when moving away to college. Long distance relationships are often associated with increased stress, less relationship stability, and lower levels of relationship satisfaction. Distance may also be associated with cheating on one's romantic partner. The few studies that have examined cheating behavior in college students have found an increase in cheating over a very short, non-representative interval of time when partners were separated (e.g. spring break) but did not control for important variables such as alcohol use or relationship satisfaction. We were interested in determining if these effects could be replicated over a longer, more representative period of time (a full college semester). We examined whether distance predicted cheating among college students in committed relationships while accounting for relationship satisfaction and binge drinking, variables likely to play a role in cheating behavior. Using a large, aggregated sample (N=1,333) of college students in exclusive dating relationships, 10% percent of respondents reported physical cheating, 15% reported emotional cheating, and 6% reported both. Being 11-200 miles from a romantic partner was associated with a 31% increased likelihood of physical cheating compared to those in the same city as their partner. However, being 200+ miles from a romantic partner was associated with a slight reduction in the likelihood of physical cheating. There were no significant difference in the rates of cheating between men and women in our sample; however, these effects were moderated by gender such that distance was only related to an increased likelihood of physical cheating for women. For emotional cheating, distance was associated with an increased likelihood of cheating for both men and women. These results suggest that there is a distance danger zone for college students. Being in the same town and being very far away are associated with less likelihood of physical or emotional cheating than being in a middle zone in which your partner is around 100 miles away. Perhaps because those who have chosen to continue a relationship while living across the country are very committed to their partner, whereas living within driving distance but not the same city creates conditions that make cheating more likely.

It can be argued that perceptions of the quality of the nation's universities are fundamental to Australia's economy. At a time when universities are competing more and more in a global marketplace, reputation is a key factor in attracting students, and therefore funding. When reputations are called into question, the sustainability of institutions becomes uncertain. Scandals surrounding academic dishonesty in Australia have not been uncommon in recent years. In response, universities have demonstrated an increasing awareness of the problem and a move toward updating or instigating policies to deal with it. However, the evidence base for such policy development is scant. Outside the USA, there have been few studies of academic dishonesty and virtually no large-scale, multi-campus research. The present research was designed to provide such an evidence base. Three studies were conducted to explore the extent and nature of dishonest academic behaviour, together with an investigation of factors which might precipitate students' engagement in these activities. In addition to variables which had previously been shown to be related to cheating, it was theorised that factors identified by General Strain Theory as being related to delinquency and general deviance, may also be associated with student cheating. A large-scale multi-campus survey was conducted (N= 9543; 11 universities). Findings were analysed to assess the extent of cheating amongst students and identify factors which contribute to these behaviours. Two qualitative studies followed which were designed to tap the experiences of, and understandings about, academic dishonesty of both staff and students. Overall the research established that levels of dishonest academic behaviours by the students in this study, while still worryingly high, are somewhat lower than those reported in the international literature. A number of risk factors for student engagement in dishonest behaviour were identified. Chief amongst these were the experience of stressful life events and the presence of dishonest peers. To a lesser, but still significant extent, were factors related to student age, year of enrolment, and field of study. Implications for addressing the problem at the level of policy development and strategic response are discussed.

Disertacijoje skirtingų teisinių ir kriminologinių paradigmų kontekste tiriama sukčiavimo sporto srityje samprata ir požymiai; teisės aktų, reglamentuojančių atsakomybę už dvi vienas iš pavojingiausių sukčiavimo sporto srityje formų – manipuliacijas sporto varžybų rezultatais ir dopingo vartojimą, – kūrimo ir taikymo praktika tarptautiniu ir nacionaliniu mastu. Taip pat atskleidžiama sukčiavimo sporto srityje prevencijos samprata ir prevencijos lygmenys. Analizuojamas dviejų pavojingiausių sukčiavimo sporto srityje formų paplitimas Lietuvoje, atitinkami empirinio tyrimo duomenys lyginami su kitose šalyse atliktų tyrimų duomenimis bei moksline literatūra. Kriminologinių-sociologinių teorijų kontekste atskleidžiami veiksniai, sąlygojantys sukčiavimą sporto srityje, ir pasiūlomos prevencinės strategijos, kuriomis būtų siekiama tokius veiksnius neutralizuoti. Disertacijos paskutinė dalis skirta sukčiavimo sporto srityje kriminalizavimo problemoms – jos pabaigoje siūloma kriminalizuoti neteisėtą disponavimą sporte draudžiamomis medžiagomis ir metodais bei manipuliacijas sporto varžybų rezultatais. / In the dissertation the concept and attributes of cheating in sports are analyzed from the context of various legal and criminological paradigms; also the legal liability for illegal possession of doping and match-fixing is studied and how such liability might be applied in Lithuania and abroad. Moreover, the concept of prevention of cheating in sports is unfolded and the levels of prevention are introduced. The prevalence of two most dangerous forms of cheating in sports is analyzed; accordingly the data of empirical research are compared with foreign empirical data and scientific literature. The factors that contribute to cheating in sports are explained on the basis of various criminological-sociological theories and concrete recommendations that curb such factors are offered. The last part of dissertation is devoted for criminalization problems – in the end of thesis it is offered to criminalize illegal possession of prohibited substances and methods and manipulations of sports results.

In the dissertation the concept and attributes of cheating in sports are analyzed from the context of various legal and criminological paradigms; also the legal liability for illegal possession of doping and match-fixing is studied and how such liability might be applied in Lithuania and abroad. Moreover, the concept of prevention of cheating in sports is unfolded and the levels of prevention are introduced. The prevalence of two most dangerous forms of cheating in sports is analyzed; accordingly the data of empirical research are compared with foreign empirical data and scientific literature. The factors that contribute to cheating in sports are explained on the basis of various criminological-sociological theories and concrete recommendations that curb such factors are offered. The last part of dissertation is devoted for criminalization problems – in the end of thesis it is offered to criminalize illegal possession of prohibited substances and methods and manipulations of sports results. / Disertacijoje skirtingų teisinių ir kriminologinių paradigmų kontekste tiriama sukčiavimo sporto srityje samprata ir požymiai; teisės aktų, reglamentuojančių atsakomybę už dvi vienas iš pavojingiausių sukčiavimo sporto srityje formų – manipuliacijas sporto varžybų rezultatais ir dopingo vartojimą, – kūrimo ir taikymo praktika tarptautiniu ir nacionaliniu mastu. Taip pat atskleidžiama sukčiavimo sporto srityje prevencijos samprata ir prevencijos lygmenys. Analizuojamas dviejų pavojingiausių sukčiavimo sporto srityje formų paplitimas Lietuvoje, atitinkami empirinio tyrimo duomenys lyginami su kitose šalyse atliktų tyrimų duomenimis bei moksline literatūra. Kriminologinių-sociologinių teorijų kontekste atskleidžiami veiksniai, sąlygojantys sukčiavimą sporto srityje, ir pasiūlomos konkrečios prevencijos strategijos, kuriomis būtų siekiama tokius veiksnius neutralizuoti. Disertacijos paskutinė dalis skirta sukčiavimo sporto srityje kriminalizavimo problemoms – jos pabaigoje siūloma kriminalizuoti neteisėtą disponavimą sporte draudžiamomis medžiagomis ir metodais bei manipuliacijas sporto varžybų rezultatais.

The subject of this study was academic cheating among college students. Academic cheating has been described as both epidemic and endemic. It is considered a significant problem because it is occurring on all college campuses with high frequency and because it undermines the foundation of the college as a learning institution. A review of the literature on cheating behaviors revealed percentages of self-reported cheating ranging from 23.7% to 98%.The present study explored the relationship between academic dishonesty and student backgrounds, along with student attitudes. A replication of the research previously done by Melody Graham, Jennifer Monday, Kimberly O'Brien, and Stacey Steffen, (1994) was conducted at Indiana Institute of Technology (IIT). The faculty and the students were included in the research study. Three main areas explored in the present study concerned the relationship of student background variables, perceptual differences between faculty and students, and faculty background variables to attitudes of cheating. More lenient attitudes toward cheating were found with the variables of race, religiosity, coming from urban areas, living in dorms or college apartments, majoring in business, and playing sports.The findings of the present study indicated that 94.81% of the student respondents had engaged in one of the seventeen cheating behaviors that were identified in the Graham et al. study. However, these seventeen cheating behaviors included some acts that were less serious than others. Also, it should be noted that many students engage is such behaviors infrequently. The seventeen behaviors along with an explanation of the tabulations for the 94.81% statistic, were included on pages 221-222 of the study. The severity rating of each behavior was listed in Table 7, page 134.A Synthesis Model of Cheating Decision Making was developed as an implication of the research conducted for the present study. This Model can assist faculty in understanding the cheating decision process of students. Also, students can use the Model to facilitate a self evaluation of their decisions. / Department of Educational Leadership

This paper provides logit estimates of the probability that students will cheat in a specific class using randomized response and direct question data in two logit models. The results predict that there are several indicators of the probability of cheating occurring in a class. These factors include both student and instructor characteristics. They suggest several steps that can be taken to reduce the incidence of cheating which are relatively inexpensive yet potentially very successful. Further, this study explores the usefulness of the randomized response survey technique in obtaining information about sensitive behavior. Estimates indicate that there are steps that instructors can take to reduce the amount of cheating that takes place in their classes. This study suggests that using multiple versions of each exam, non-multiple choice exams and reducing the weight of each exam score toward the final course grade are all measures which will lower the incidence of academic dishonesty in a class. By allowing a respondent more anonymity the randomized response method encourages more truthful answers than direct questioning. In both models studied here, randomized response yields higher estimates of cheating. The randomized response estimates also appear to be more consistent with previous estimates of cheating than do the direct question estimates. This lends confidence to the conclusion that when surveying respondents about potentially sensitive or threatening information the direct question method yields inaccurate predictions of actual behavior and randomized response is a more appropriate methodology. / Graduation date: 1994

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 133-143) and appendices.