Loading…
Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?
The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 un...
Saved in:
Published in: | Higher education 2024-01, Vol.87 (1), p.111-129 |
---|---|
Main Authors: | , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
cited_by | cdi_FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923 |
---|---|
cites | cdi_FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923 |
container_end_page | 129 |
container_issue | 1 |
container_start_page | 111 |
container_title | Higher education |
container_volume | 87 |
creator | Ives, Bob Cazan, Ana-Maria |
description | The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased, (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another, and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct. |
doi_str_mv | 10.1007/s10734-023-00996-z |
format | article |
fullrecord | <record><control><sourceid>gale_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9860225</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A781879918</galeid><sourcerecordid>A781879918</sourcerecordid><originalsourceid>FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923</originalsourceid><addsrcrecordid>eNp9kk1v1DAQhi0EokvhD3BAkbj04uKPxB8XULUtUKlSL4DgZHmdya6rrL3YCRL99XVIPyhacbI988zr8fhF6DUlx5QQ-S5TInmNCeOYEK0Fvn6CFrSRHFNZf3-KFoRQhWkjyAF6kfMVIYTRhj9HB1xIyikXC_Tj1LfVsIFqefnt_BRTXe1saGHrXdWDLalY2VD54BLYDGVTWWfn_NZnF0M7umEKb_x6A6mCcraDj-HDS_Sss32GV7frIfr68ezL8jO-uPx0vjy5wK6ResCKaqUs5a1aMeAcutZKzQFqobhohNXW8lZq1ylSO2pXTDrRSU6Vo9xxzfghej_r7sbVFloHYUi2N7vktzb9NtF68zgT_Mas4y-jlSCMNUXg6FYgxZ8j5MFML4O-twHimA2TkhKlCK8L-vYf9CqOKZTnGVZaEUzwWj1Qa9uD8aGL5V43iZoTqaiSWtOJwnuoNQQoTcYAnS_hR_zxHv7uN_YWsLnApZhzgu5-JpSYyUBmNpApBjJ_DGSuS9Gbv6d5X3LnmALwGcglFdaQHkbwH9kbQtzOpQ</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2923626348</pqid></control><display><type>article</type><title>Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?</title><source>International Bibliography of the Social Sciences (IBSS)</source><source>Social Science Premium Collection</source><source>ABI/INFORM Global</source><source>Politics Collection</source><source>Springer Nature</source><source>PAIS Index</source><source>ProQuest One Literature</source><source>Education Collection</source><creator>Ives, Bob ; Cazan, Ana-Maria</creator><creatorcontrib>Ives, Bob ; Cazan, Ana-Maria</creatorcontrib><description>The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased, (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another, and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct.</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-023-00996-z</identifier><identifier>PMID: 36713136</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic disciplines ; Academic misconduct ; Cheating ; Cheating (Education) ; College students ; COVID-19 ; Data ; Distance learning ; Education ; Educational aspects ; Epidemics ; Higher Education ; Misconduct ; Pandemics ; Plagiarism ; Prevention ; Romania ; Statistics ; Surveys ; Teaching ; Tests ; United States</subject><ispartof>Higher education, 2024-01, Vol.87 (1), p.111-129</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>COPYRIGHT 2024 Springer</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923</citedby><cites>FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923</cites><orcidid>0000-0003-0912-1944</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2923626348/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2923626348?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,776,780,881,11667,12826,21357,21366,21373,27843,27901,27902,33200,33588,33589,33854,33855,33962,33963,36037,36038,43709,43856,43924,44339,62634,62635,62637,62650,73939,73964,74140,74211,74638</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36713136$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ives, Bob</creatorcontrib><creatorcontrib>Cazan, Ana-Maria</creatorcontrib><title>Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?</title><title>Higher education</title><addtitle>High Educ</addtitle><addtitle>High Educ (Dordr)</addtitle><description>The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased, (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another, and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct.</description><subject>Academic disciplines</subject><subject>Academic misconduct</subject><subject>Cheating</subject><subject>Cheating (Education)</subject><subject>College students</subject><subject>COVID-19</subject><subject>Data</subject><subject>Distance learning</subject><subject>Education</subject><subject>Educational aspects</subject><subject>Epidemics</subject><subject>Higher Education</subject><subject>Misconduct</subject><subject>Pandemics</subject><subject>Plagiarism</subject><subject>Prevention</subject><subject>Romania</subject><subject>Statistics</subject><subject>Surveys</subject><subject>Teaching</subject><subject>Tests</subject><subject>United States</subject><issn>0018-1560</issn><issn>1573-174X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><sourceid>8BJ</sourceid><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>DPSOV</sourceid><sourceid>M0C</sourceid><sourceid>M0P</sourceid><sourceid>M2L</sourceid><recordid>eNp9kk1v1DAQhi0EokvhD3BAkbj04uKPxB8XULUtUKlSL4DgZHmdya6rrL3YCRL99XVIPyhacbI988zr8fhF6DUlx5QQ-S5TInmNCeOYEK0Fvn6CFrSRHFNZf3-KFoRQhWkjyAF6kfMVIYTRhj9HB1xIyikXC_Tj1LfVsIFqefnt_BRTXe1saGHrXdWDLalY2VD54BLYDGVTWWfn_NZnF0M7umEKb_x6A6mCcraDj-HDS_Sss32GV7frIfr68ezL8jO-uPx0vjy5wK6ResCKaqUs5a1aMeAcutZKzQFqobhohNXW8lZq1ylSO2pXTDrRSU6Vo9xxzfghej_r7sbVFloHYUi2N7vktzb9NtF68zgT_Mas4y-jlSCMNUXg6FYgxZ8j5MFML4O-twHimA2TkhKlCK8L-vYf9CqOKZTnGVZaEUzwWj1Qa9uD8aGL5V43iZoTqaiSWtOJwnuoNQQoTcYAnS_hR_zxHv7uN_YWsLnApZhzgu5-JpSYyUBmNpApBjJ_DGSuS9Gbv6d5X3LnmALwGcglFdaQHkbwH9kbQtzOpQ</recordid><startdate>20240101</startdate><enddate>20240101</enddate><creator>Ives, Bob</creator><creator>Cazan, Ana-Maria</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7TQ</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>8BJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DHY</scope><scope>DON</scope><scope>DPSOV</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FRNLG</scope><scope>F~G</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>JBE</scope><scope>K60</scope><scope>K6~</scope><scope>KC-</scope><scope>L.-</scope><scope>LIQON</scope><scope>M0C</scope><scope>M0P</scope><scope>M2L</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-0912-1944</orcidid></search><sort><creationdate>20240101</creationdate><title>Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?</title><author>Ives, Bob ; Cazan, Ana-Maria</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Academic disciplines</topic><topic>Academic misconduct</topic><topic>Cheating</topic><topic>Cheating (Education)</topic><topic>College students</topic><topic>COVID-19</topic><topic>Data</topic><topic>Distance learning</topic><topic>Education</topic><topic>Educational aspects</topic><topic>Epidemics</topic><topic>Higher Education</topic><topic>Misconduct</topic><topic>Pandemics</topic><topic>Plagiarism</topic><topic>Prevention</topic><topic>Romania</topic><topic>Statistics</topic><topic>Surveys</topic><topic>Teaching</topic><topic>Tests</topic><topic>United States</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ives, Bob</creatorcontrib><creatorcontrib>Cazan, Ana-Maria</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>PAIS Index</collection><collection>ABI/INFORM Collection</collection><collection>ABI/INFORM Global (PDF only)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ABI/INFORM Global (Alumni Edition)</collection><collection>Education Database (Alumni Edition)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ABI/INFORM Collection (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Business Premium Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>Politics Collection</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>Business Premium Collection (Alumni)</collection><collection>ABI/INFORM Global (Corporate)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Business Collection (Alumni Edition)</collection><collection>ProQuest Business Collection</collection><collection>ProQuest Politics Collection</collection><collection>ABI/INFORM Professional Advanced</collection><collection>ProQuest One Literature</collection><collection>ABI/INFORM Global</collection><collection>Education Database</collection><collection>Political Science Database (Proquest)</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Business</collection><collection>ProQuest One Business (Alumni)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Higher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ives, Bob</au><au>Cazan, Ana-Maria</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education?</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><addtitle>High Educ (Dordr)</addtitle><date>2024-01-01</date><risdate>2024</risdate><volume>87</volume><issue>1</issue><spage>111</spage><epage>129</epage><pages>111-129</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><abstract>The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased, (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another, and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><pmid>36713136</pmid><doi>10.1007/s10734-023-00996-z</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0003-0912-1944</orcidid><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0018-1560 |
ispartof | Higher education, 2024-01, Vol.87 (1), p.111-129 |
issn | 0018-1560 1573-174X |
language | eng |
recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9860225 |
source | International Bibliography of the Social Sciences (IBSS); Social Science Premium Collection; ABI/INFORM Global; Politics Collection; Springer Nature; PAIS Index; ProQuest One Literature; Education Collection |
subjects | Academic disciplines Academic misconduct Cheating Cheating (Education) College students COVID-19 Data Distance learning Education Educational aspects Epidemics Higher Education Misconduct Pandemics Plagiarism Prevention Romania Statistics Surveys Teaching Tests United States |
title | Did the COVID-19 pandemic lead to an increase in academic misconduct in higher education? |
url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-05T00%3A44%3A55IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Did%20the%20COVID-19%20pandemic%20lead%20to%20an%20increase%20in%20academic%20misconduct%20in%20higher%20education?&rft.jtitle=Higher%20education&rft.au=Ives,%20Bob&rft.date=2024-01-01&rft.volume=87&rft.issue=1&rft.spage=111&rft.epage=129&rft.pages=111-129&rft.issn=0018-1560&rft.eissn=1573-174X&rft_id=info:doi/10.1007/s10734-023-00996-z&rft_dat=%3Cgale_pubme%3EA781879918%3C/gale_pubme%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c579t-81988a13d8b2e33efda793ee4683656a9aa3d79cf804c1ab27c6f7318c13c3923%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2923626348&rft_id=info:pmid/36713136&rft_galeid=A781879918&rfr_iscdi=true |