This monograph addresses some common questions about academic dishonesty in higher education and reviews issues affecting these institutions in light of existing research. The extent of academic dishonesty and the perception that it is increasing is examined. Three studies cited indicate that cheating is chronic and that 60 to 75 percent of students do cheat. A look at causes of cheating include ignorance of concepts such as collaboration, fair-use, and plagiarism, and also stress, and competition for jobs, scholarships, and admission to post-college programs. Research indicates that cheating depends significantly on situational characteristics of the classroom or institutions and that cheating is less likely to occur when there are threats of detection or sanctions. Faculty reaction research suggests that despite concerns, faculty rarely discuss rules on academic dishonesty in their classrooms. Findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis. Research on how institutions respond to cheating incidents finds that key issues are: how academic dishonesty is defined, how cases are assessed, and how cheating is monitored. The paper concludes that institutions must take a proactive stance to reduce the incidence of cheating and to improve the climate for honesty. Contains 44 notes and 3 references. (JB)