ERIC Number: ED415826
Record Type: Non-Journal
Publication Date: 1997-Nov-6
The Meaning and Mediated Nature of Cheating and Plagiarism among Graduate Students in a College of Education. ASHE Annual Meeting Paper.
Love, Patrick G.; Simmons, Janice M.
Cheating and plagiarism were studied at a midwestern public university's College of Education, by interviewing three male and three female students who were in Master's programs in health education, rehabilitation counseling, and community counseling. None of the six students had had a formal orientation program covering expectations about performance, rules, or policies. While there seemed to be an assumption that Master's students should know what constitutes cheating and plagiarism, most respondents were unable to identify how they learned about these concepts. Three students thought there might be specific behaviors related to plagiarism about which students were unaware. Although cheating and plagiarism seemed to be occurring, the respondents were uncertain about the sanctions for these behaviors. Factors noted as contributing to cheating included: pressures related to grades, the number of assignments, and running out of time; leniency of professors and their tendency to avoid addressing these issues; lack of awareness of the rules of plagiarism; and personal attitudes such as wanting to avoid hard work or lack of interest in the topic. Factors noted as inhibiting cheating and plagiarism included fear and guilt, personal confidence, positive professional ethics, and the desire to work or learn. Implications of the findings for practice and research are considered. (Contains 18 references.) (SW)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A