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This study examined the influence that faculty and students have on academic dishonesty. Results showed that instructors who employ more safeguards against academic dishonesty and who discuss plagiarism, collaboration, and source attribution are more likely to observe students engaging in academic dishonesty behaviors. This study also found that students are less likely to report engaging in serious plagiarism if the instructor spends time discussing plagiarism and are more likely to believe that copying sentences is a serious form of academic dishonesty if the instructor discusses source attribution. Finally, results showed that students' engagement in academic dishonesty is most influenced by whether they believe their peers are engaging in academic dishonesty. These findings suggest that instructors should talk more about their expectations for academic honesty and use safeguards that deter cheating and plagiarism. These findings also suggest that institutions should seek opportunities to have students talk with other students about the importance of academic honesty.