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ERIC Number: EJ949660
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0260-2938
Confusion about Collusion: Working Together and Academic Integrity
Sutton, Anna; Taylor, David
Assessment & Evaluation in Higher Education, v36 n7 p831-841 2011
An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to which they exchanged information or worked in informal study groups. Over 1000 responses were gathered from students at pre- and post-92 universities engaged in either business or psychology degrees. Four behavioural factors emerged from the data: trust, cooperation, use of IT and conscientious practices. Results indicated that students engage in practices relying on trust and cooperation less often than other practices, implying a concern with avoiding issues of academic misconduct. This was supported by focus group discussions where students described their strategies for working together whilst ensuring the quality and integrity of their own work. Comparisons between academic disciplines revealed that business students were more likely to engage in sharing and group-work behaviours than psychology students, as were students at the post-92 university. Comparisons between years found no significant differences. Recommendations are made for improving student understanding of collusion whilst still encouraging the development of skills important to employability. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)