Faculty and student perceptions on college cheating: evidence from Turkey

Abstract

Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in-class and outof-class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of out-of-class cheating, but not with out-of-class cheating behaviours. Students with less experience in out-of-class assessment display a less ethical attitude toward out-of-class cheating