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Academic Honesty: Definition and Importance

Importance of academic honesty, viewpoints of students and faculty, causes of academic dishonesty, strategies to ensure academic honesty.

Bibliography

Educational institutions are the places where students are taught to build their values, moral integrity, and strength of character. As such it is very important that academic honesty is inculcated in them through rules, regulations, and guidelines. Academic honesty has become the focus of discussion among educators in recent times due to increased possibilities of cheating, making use of new technology such as the Internet and wireless.

Academic honesty is ensuring a moral code of behavior in the educational context. Academic dishonesty is a widely prevalent problem. According to a study by McCabe and Trevino (1993), based on 6,096 undergraduate students from 31 colleges in the United States, almost 75% of the students admitted to engaging in some form of academically dishonest activity during their college days; about 50% confessed to cheating in examinations or indulging in plagiarism, and slightly more than 50% admitted to cheating on homework assignments. Such prevalence of dishonesty within the academic circle can only be seen as a sign of declining ethical standards or a sign of a faulty educational system.

Thesis: Academic dishonesty is widely prevalent today and it can be tackled only through integrated efforts of students, faculty, the administrative board, and the society at large.

Pavela’s (1978) definition of academic dishonesty has been widely accepted. According to Pavela, academic dishonesty consists of cheating, fabrication, plagiarism, and facilitating academic dishonesty. Cheating refers to the acts of using crib notes, copying during the test, and indulging in unauthorized collaboration on homework assignments. Fabrications refer to inventing false information such as making up sources for the bibliography or reporting fictitious results for a lab experiment.

Plagiarism refers to using paper written by another student and passing it off as one’s own, buying a paper from some source, or using the work of other people within one’s paper without properly referencing it. Facilitating academic dishonesty involves knowingly helping a fellow student through some form of academic dishonesty. More activities might be added to the list proposed by Pavela (Whitley Jr. and Spiegel, 2002). Academic dishonesty can include misrepresentation by telling lies to an instructor, failure to contribute to a group project, and hindering others from completing their work.

It is important to have an academically honest environment because all students who come to college or school deserve to have an unpolluted learning environment where they will be independently judged on their performance. Educational institutions have the obligation to model and uphold integrity for future generations. Good scholarship and learning can happen only when they are based on a clear sense of academic honesty and responsibility.

When high standards of honesty are not maintained within the campus, faculty members are defrauded, students are subjected to unfair treatment, and society becomes deprived of its moral strength. Babson College brochure says that “academic dishonesty violates the most fundamental values of an intellectual community and depreciates the achievements of the entire college community”. Rutgers University points out the importance of academic honesty by saying that “Academic freedom is a fundamental right in any institution of higher learning. Honesty and integrity are necessary preconditions of this freedom”.

Students are often unaware of what constitutes academic honesty. They generally believe that it is acceptable to use: old test papers as long as they are not stolen, shortcuts such as reading an abbreviated version of the assigned work, and help from others. They also believe that some minor forms of plagiarism and conning teachers are acceptable. It is a significant finding that many students believe that facilitating academic dishonesty is justified when the intent is to help a friend.

McCabe (1992) found that 26% percent of the students, who confessed to helping a friend cheat, had never cheated themselves. Faculty members sometimes excuse some seemingly dishonest activities if they are done accidentally, or due to ignorance of proper behavior or uncertainty over what is allowed or when it approximates proper behavior (Whitley Jr. and Spiegel, 2002).

Students thus tend to take a more tolerant view of academic dishonesty than faculty members. However, both the students and the faculty feel that intentional dishonesty is a more severe ethical violation than opportunistic dishonesty (Whitley Jr. and Spiegel, 2002). Intentional dishonesty is when a student conspires with another student to copy during a test. Opportunistic dishonesty is when the chance to copy comes up when a student leaves his paper or notebook exposed (Whitley Jr. and Spiegel, 2002). However, there are always differences in the way people perceive what is cheating and what is not.

College students cite several reasons as to why they indulge in academic dishonesty. Cochran, Wood, Sellers, Wilkerson, and Chamlin (1998) have found that low self-control is one of the major causes of academic dishonesty, based on a study at the University of Oklahoma. Students have also confessed that alienation is another triggering factor. Due to alienation, college students often appeal to higher loyalties to groups such as campus secret cults, fraternities, etc. (Lambert et al, 2003). Sometimes students cheat for the simple reason to get good grades (Coston and Jenks, 1998). It has been the reason cited by students most frequently (Kibler et al, 1988).

Studies show that factors that cause students to engage in academic dishonesty are of three groups: personal traits of the students who cheat, the situation and the reasons students give for cheating (Kibler, 1993). Specifically, among several reasons which students give for academic dishonesty, concern about grades has been mentioned most frequently (Aluede et al, 2006). That is, pressure to get good grades makes most students engage in acts of academic dishonesty

Researchers have found that the following factors encourage academic dishonesty: competition, pressure to get good grades, excessively demanding environment, inefficient faculty, the leniency of the faculty, peer pressure, and a diminishing sense of morality and values among students (Aluede et al, 2006).

To protect the students from indulging in dishonest activities, colleges should enforce changes at the institutional level. They must provide environments that nurture the moral development of the students. Whenever students do indulge in such behavior, they must be forced to face the moral implications of their behavior and made to understand that “effective learning depends largely on honesty, respect, rigor and fairness” (Kibler, 1994).

Colleges generally communicate about academic dishonesty through student handbooks, brochures, or orientation exercises. It would be more effective if higher education managers undertake an ethos of promoting academic integrity and thereby create a campus environment that promotes academic honesty (Kibler, 1994). Erica B. Stern and Larry Havlicek (1986:140) have suggested that smaller classes and closer monitoring of students discourage students from indulging in acts of academic dishonesty. However, neither students nor faculty involved in their study believed that an honor code or trust system would reduce cheating on examinations.

Pino and Smith (2003) suggest that one way of rebuilding academic integrity and reducing the incidences of academic dishonesty is to foster the development of an academic ethic among college students. The academic ethic refers to “learned behavior” that involves giving studies the highest priority over leisure activities, studying regularly and in an intense fashion (Rau and Durand 2000:23). Pino and Smith (2003) hold that procrastination from watching too much television can increase the likelihood of academic dishonesty in order to make up for a lost time. However, those with an academic ethic are much less likely to procrastinate and would therefore be less vulnerable to the temptation of engaging in academic dishonesty.

Academic honesty is the sum value of individual and collective honesty within the educational institution and has to be taught, role-modeled, and rewarded. Students generally desire to be honest. By creating an environment that does not facilitate cheating it is possible to ensure academic honesty at all levels. Students, administrators, and parents must be supportive of efforts to eliminate, discover, and sanction academic dishonesty. Ultimately, only by creating an academic ethic, academic dishonesty may be prevented.

Aluede, Oyaziwo; Omoregie, O. Eunice and Osa-Edoh, I. Gloria (2006). Academic Dishonesty as a Contemporary Problem in Higher Education: How Academic Advisers Can Help. Reading Improvement. Volume: 43. Issue: 2.

Cochran, J. K., Chamlin, M.B., Wood, P.B., & Sellers, C.S. (1999). Shame, embarrassment and formal sanction threats: Extending the deterrence/rational choice model to academic dishonesty. Sociological Inquiry. Volume 69. 91-105.

Coston, C. T. M., & Jenks, D. A. (1998). Exploring Academic Dishonesty among Undergraduate Criminal Justice Majors: A Research Note. American Journal of Criminal Justice. Volume 22. 235-248.

Kibler, W.C. (1993). Academic dishonesty: A student developmental dilemma. NAPSA Journal. Volume 30. 252-267.

Kibler, W.C. (1994). Addressing academic dishonesty: What are institutions of higher education doing and not doing? NAPSA Journal. Volume 31. 92-101.

Kibler, W.C., Nuss, E.M., Paterson, B.G., & Pavela, G. (1988). Academic integrity and student development: Legal issues, policy perspectives. College Administrators Publications. Asheville, NC.

Lambert, E.G., Hogan, N.C., & Barton, S.M. (2003). Collegiate academic dishonesty revisited: What have they done, how often have they done it, who does it, and why did they do it. Electronic Journal of Sociology.

McCabe, D. L., & Trevino, L. K. (1997). Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation. Research in Higher Education. Volume 38. 379-396.

McCabe, D.L. & Pavela, G. (1997). The principal pursuit of academic integrity. AAHE Bulletin. Volume 50. Issue 4. 11-12.

McCabe, D.L. (1992). The influence of situational ethics on cheating among college students. Sociological Inquiry. Volume 62. Issue 3. 356-374.

Pavela, G. (1978). Judicial review of academic decision- making after Horowitz. School Law Journal. Volume 55. Issue 8. 55-75.

Pino, W. Nathan and Smith, L. William (2003). College Students and Academic Dishonesty. College Student Journal. Volume: 37. Issue: 4. 490+.

Rau, W., & Durand, A. (2000). The Academic Ethic and College Grades: Does Hard Work Help Students to “Make the Grade”? Sociology of Education. Volume 73. 19-38.

Stern, E. B., & Havlicek, L. (1986). Academic Misconduct: Results of Faculty and Undergraduate Student Surveys. Journal of Allied Health. Volume 15. 129-142.

Whitley Jr., E. Bernard and Spiegel, K. Patricia (2002). Academic Dishonesty: An Educator’s Guide. Lawrence Erlbaum Associates. Mahwah, NJ.

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Academic Integrity Essay | Importance and Essay on Academic Integrity 800 Words in English

October 21, 2024 by Prasanna

Academic Integrity Essay: Academic Integrity is a fundamental part of third-level instruction since it is the major structure block from which we determine our expert morals and integrity. It sets an example for long-lasting respectability in all everyday issues. Our work as understudies is to build information sincerely and reasonably. A culture of genuineness acquires a lot of regards.

Academic respectability is the quest for insightful action in an open, legit and dependable way. All understudies should act with individual respectability, regard other understudies’ pride, rights and property, and help establish and keep a climate wherein all can prevail through the products of their endeavours.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

Essay on Academic Integrity 800 Words in English

Academic integrity implies being ethically and morally upstanding with regards to Academics. Instruction should energize decency, and moral conduct considering assists individuals with developing and accomplish the objectives they merit. It remembers liability and integrity for Academics by keeping away from demonstrations of Academic unfortunate behaviour like cheating, utilizing unapproved materials during tests and ill-advised coordinated effort with different understudies on a given task or undertaking. Academic unfortunate behaviour additionally happens when one somebody duplicates work on the web and presents it as their own. It incorporates giving a task twice for isolated courses, producing, manufacturing or changing archives to get Academic benefit or helping others in the offence. Scary or attempting to pay off somebody to keep them from detailing unfortunate behaviour abuses the code of respectability.

There are six basic beliefs of Academic respectability that incorporate trust, decency, boldness, genuineness, obligation and regard. Deceptive understudies are deceiving the instructor to get a passing mark they don’t merit, and they are likewise misleading themselves. They are distorting their abilities and information. Cheating is indecent as it shows that one isn’t ready to deal with the workspace. Deceptive understudies can keep conning individuals in their social and private lives even after school since they are not used to difficult work. Another worth is the obligation, when an individual holds the title of a specialist, legal counsellor, or designer they are considered liable for their capacity to perform inside their calling.

The training framework is intended to hone understudies for this present reality and on the off chance that they will hold these titles, it is reckless of them as they might possibly jeopardize their lives and of individuals inside their workplace. Trust is another basic belief of Academic respectability. At the point when an understudy does a test or task, they are showing that they have learned and can be trusted with the following stage of the occupation they are seeking after. An expert can’t be trusted with his work in case he was not legit in his understudy function as they can’t play out the assignment they have been dependent on. This is will make an adverse consequence on the general public and the lying proficient.

An individual who maintains the upsides of Academic integrity recognizes his friends and instructors. It is very impolite to cheat in a test that different understudies have forfeited such a lot of time reading for and afterward get a similar grade or better. It is additionally unscrupulous to the experts who put in the energy to instruct and be remunerated for it unjustifiably; it extends an absence of regard and sabotages their insight. It is wrong to meddle with the respectability code and examinations done by the uprightness council. Plagiarism is one more type of unfortunate behaviour and is generally normal among understudies.

It is additionally unjustifiable that an unscrupulous understudy ought to get a passing grade they don’t merit; the understudy enjoys an upper hand over the rest since they don’t have equivalent admittance to data in the test room. It is unreasonable to the legit understudies who stepped up to the plate and try sincerely and afterward get a similar assessment as an in understudy a test. The exploitative understudy may even perform better compared to the rest and end up on the senior member’s rundown along with the understudy who put in a ton of difficult work. It is unjustifiable likewise the experts who get a bogus fulfillment that the understudies have learned and furthermore uncalled for to the understudy since they cheat themselves out of learning freedom to learn and work on their insight into the course. That equivalent an understudy may find a new line of work opportunity dependent on their bogus Academic capabilities locking out meriting understudies who mastered something about the subject and are more equipped for the work.

Mental fortitude is one more excellence in Academic respectability. Gutsy understudies ought to gain from falling flat and try sincerely and perform better the following time. They ought to be sufficiently fearless to be the informant when they witness somebody cheating. They ought not to be terrified of the outcomes of fizzling. Understudies ought to be adequately fearless to oppose pressure from their friends to take the path of least resistance by cheating or not considering when it is required. It isn’t right and an absence of respectability to assume acknowledgment for something an understudy has not buckled down for. An understudy ought not to cheat on the off chance that they don’t anticipate being undermined and in the event that they anticipate reasonable evaluating from their educators.

Cheating subverts the upsides of instruction; it makes understudies indiscreet and lethargic and makes them; subordinate which influences their character and may prompt a disgraceful way of life. An understudy that doesn’t cheat may lose the motivator to work for their grades and select conning that may prompt age of Academic hoodlums. The individuals from the staff are dependent on the troublesome undertaking to implement Academic honesty. They ought to likewise make mindfulness about it and should lead by commendable conduct.

FAQ’s on Academic Integrity Essay

Question 1. What is academic integrity?

Answer: The significant thing about Academic integrity is that is what’s genuinely going on with learning. It gives a chance to an Academic foundation to meet up as a local area since it gives authenticity to the quests for all understudies.

Question 2. Why is academic integrity important?

Answer: Academic honesty is key to picking up, instructing and research at the University. Academic integrity permits understudies and staff the opportunity to assemble novel thoughts, information and innovative works while regarding and recognizing crafted by others.

Question 3. What is an example of academic integrity?

Answer: Academic Integrity is the fundamental center of learning. The more you fill in school likewise implies you become more personal. The more you learn, the more you find out with regards to things you never thought to consider. It esteems keeping away from things like cheating or literary theft.

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Home — Essay Samples — Education — Academic Dishonesty — Why is Academic Honesty so Important?

Why is Academic Honesty so Important?

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Published: Dec 3, 2020

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Works Cited:

Foster Wallace, D. (2005). This is water: Some thoughts, delivered on a significant occasion, about living a compassionate life. Little, Brown.
Gardner, J. (2011). "This is Water" by David Foster Wallace. The New York Review of Books, 58(10), 51-52.
Gunnarsson, B. L. (2016). Persuasive language and thought-provoking arguments in David Foster Wallace's “This Is Water” commencement speech. Argumentation and Advocacy, 53(3), 214-229.
Lynch, J. J. (2017). “This Is Water” by David Foster Wallace: A rhetorical analysis. Journal of the Western States Communication Association, 45(1), 21-36.
Maxwell, J. C. (2013). Developing the leader within you. HarperCollins Leadership.
Pinker, S. (2014). The sense of style: The thinking person’s guide to writing in the 21st century. Penguin Books.
Ramage, J. D., Bean, J. C., & Johnson, J. (2018). Writing arguments: A rhetoric with readings. Pearson.
Ramage, J. D., Bean, J. C., & Johnson, J. (2020). The Allyn & Bacon guide to writing. Pearson.
Vallor, S. (2018). Technology and the virtues: A philosophical guide to a future worth wanting. Oxford University Press.
Williams, J. M. (2014). The world beyond your head: On becoming an individual in an age of distraction. Penguin Books.

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Academic Integrity: Plagiarism and Academic Dishonesty Essay

Introduction, overarching importance of the book, citation (use of internet), importance of the book to my personal and academic development, works cited.

Issues of academic integrity are on the minds of most instructors, in different levels of education. For example, plagiarism and academic dishonesty are ubiquitous in many academic circles. The growing numbers of educational institutions that have site licenses to use anti plagiarism softwares show that issues of academic integrity are both pervasive and frustrating in the education sector.

This paper is an essay about a book titled, “Doing Honest Work in College: How to Prepare Citations, Avoid Plagiarism, and Achieve Real Academic Success”, by Lipson (1). From an ethical and moral perspective, this essay provides an overview of the book and explains its contribution to my academic endeavors. It also highlights its importance in improving the quality of my academic pursuits.

In his book, Lipson (2) discusses two main issues – academic honesty and citation. His text is useful to academicians because it highlights the importance of honest work by explaining the main principles of honesty and the importance of maintaining consistent standards of academic integrity throughout all stages of one’s academic career.

His work is also beneficial to academicians because it explains the importance of citation (to avoid plagiarism) and provides a guide for students to follow when using different citation styles, including APA, MLA, Chicago and other citation styles (Lipson 66-87).

Although this citation guide is elaborate, I did not find some citation styles useful to my academic pursuits because some of them focus on academic disciplines that I do not pursue. For example, I did not find the ACS and CSE citations useful to me because they focus on chemistry and biology (respectively), which I do not study.

Lipson (21) presents some valuable lessons regarding the use of internet research as a source of study materials. Many researchers use virtual articles because of increased access to the internet and the ease of obtaining materials online. However, Lipson (21-22) cautions us not to use internet sources blindly. Some of the most significant issues he highlights include the following:

The quality of information on the web varies significantly (anybody with a computer and an internet connection can post anything on the web)
While internet search may help to narrow down on a topic, it may erode the context of the research
Easy access to virtual information (copy pasting) may easily lead to plagiarism, which is an academic offense
Do not copy-paste too much information from online sources because it could be difficult to keep track of all the information

To address some of the above-mentioned issues, he recommends the following actions

Search for additional test strings in online research (look for background information) to understand the context of study (Lipson 25)
Screen sources and use only reliable virtual databases, such as e-journals to avoid plagiarism (Lipson 25)
Have Q-notes to keep track of all the information copied and pasted in the final paper
To save the URLs and of the websites visited and the dates accessed because such information would be important in later referencing (Lipson 21-22)
To crosscheck sources of virtual information (Lipson 21)
If unsure about which sources to use, it is important to ask the academic supervisor, or a librarian, for guidance

The technical issues of the book notwithstanding, I found the context of the book to be of importance to my personal and academic development

The gist of the information presented by Lipson (10) is the need to uphold academic integrity in academics. Academic integrity is a relatively broad term that outlines the moral and ethical codes of conducting academic studies. The concept addresses several issues, such as plagiarism, avoidance, and cheating (Lipson 10-15).

The main objective of upholding academic integrity is to observe high (quality) standards of conducting academic studies. The purpose of doing so is to encourage honesty and rigor when conducting research studies. Most of the integrity issues discussed by Lipson (10) made me reflect on the importance of having a proper studying schedule that lessens the need to cheat, or participate in dishonest academic work.

Particularly, his focus on time management has addressed the core of my failure to complete my assignments on time because procrastination and poor time management have contributed to my failure to deliver assignments on time. Furthermore, they have often increased the temptation to cheat. To address this problem, I would be a better planner. For example, I would break down the research process into different stages.

Each of them would have a timeline for completion. Instead of waiting until it is too late to start a research project, I would make sure I start each research process on time and complete it before it is due. My poor time management techniques have always increased the pressure to meet deadlines and possibly compromised my quality of work.

In order of importance, my priorities in school have been to

Participate in extra-curricular activities
Socialize (meet new people)
Visit new places

Academics fall within the learning context. Since it is first in my list of priorities, the information presented by Lipson (10), in his book, is invaluable to my personal and academic development. For example, it is useful in understanding the consequences of my actions. Indeed, when in college, it is easy to overlook how current actions affect the future. For example, there is a pressure to pass examinations and present good grades, regardless of the means used to do so.

Therefore, a student may believe that “the end justifies the means” because, after all, people are more inclined to appreciate performance, as opposed to the methods a student uses to get the grades. However, I believe my actions and lifestyle choices would affect my future because we live in a world where information spreads rapidly and the lack of integrity could mean the end of one’s career. Lipson (41) affirms this fact when he emphasizes the need for honesty in research work.

He cautions people from cooking data and presenting them in a manner that would please their audiences, while hiding the truth. Instead, he encourages academicians to present information as they are and not as people would want to see it (Lipson 41).

This assertion has influenced my perspective of life because I believe engaging in dishonest work is a short-term view of life because some of these ills could plague one’s career progress. For example, people may suffer a reputational damage if people learn that they cheated on their exams. Such concerns show that my present actions and lifestyle choices affect my future.

Lipson’s (26) work has also brought my attention to the need to change my communication style, behaviors, relationships, and perspective of life. In terms of my communication style, his work has highlighted the need for me to listen more and to be a better reader (Lipson 26).

I have found this inspiration through his excerpt on foreign language, where he says honesty could help people to learn new languages by teaching them how to be good readers and how to translate language more accurately (Lipson 26). By learning the same skills, Lipson (26) also says such skills would help to make readers more spontaneous speakers and writers. I believe these skills would positively influence my communication skills and relationships with my colleagues and family members.

Lipson’s (26) work has also encouraged me to change my perspective about my weaknesses and shortcomings. Concisely, I have learned that instead of looking at them as some of my greatest failures, I should look at them as learning experiences. Such changes in perspective could change my approach in life by making me more positive and receptive to criticism. This change would not only positively affect my behaviors, but also improve my attitude towards my academic and personal endeavors.

“Doing Honest Work in College: How to Prepare Citations, Avoid Plagiarism, and Achieve Real Academic Success” is not only an interesting literary piece about academic integrity and its importance, but also an elaborate guide to undertaking quality academic work. I would recommend other students to read it to avoid common academic violations, such as cheating and plagiarism (among others), because it openly explains the principles of academic integrity and outlines ways that most students could follow to meet them.

The book covers different spheres of academic work, including group work, laboratory assignments, and individual projects. In this regard, it is useful to different people in the academic field.

For example, teachers could find the book important in starting discussions about some of the ethical and moral issues associated with academic work. Students are also bound to find the text useful in understanding different citation styles, regardless of whichever academic field they like. Compressively, the book is an interesting read for teachers and students alike.

Lipson, Charles. Doing Honest Work in College: How to Prepare Citations, Avoid Plagiarism, and Achieve Real Academic Success , Chicago, IL: The University of Chicago Press, 2008. Print.

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