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The major factors that have been highlighted by researchers as amongst the major causes of cheating are limited time available to students, the prevailing culture that encourages cheating, weak regulations and punishments that discourage students from cheating in future as well as getting the opportunities to cheat. These causes have been explored in greater depth and their strength in leading students towards cheating has been highlighted. Cheating, often termed as academic dishonesty, is a frequently reported academic crime by various colleges and universities. According to the statistics by Duke University, approximately 10% of students in their graduating year had been guilty of cheating (Conlin). Further research in this area has explained the fact that cheating is not the story of just one college or university; it is the story of most universities and colleges across the globe. So much is the frequency of cheating that it has been defined as “rampant” according to one study (Simkin and McLeod). Statistics have depicted a continuous rise in the percentage of college students who have cheated, from 60% to as high as 86% (Whitley). The phenomenon of cheating is a matter of great concern not only to academic institutions today but also employers because it has been observed that cheating at the college level translates to immoral behavior at the workplace. Researchers have found a link between cheating and unethical practices at work (Thompson). Cheating is, thus, rooted in individuals’ attitudes towards dishonesty and is less a superficial practice and more of a serious issue. Thus, dishonesty in academics translates to dishonesty at work. A less obvious form of cheating is the practice of individuals who, for a large fee worth several dollars, take the test for an individual (Simkin and McLeod). A significant cause of cheating is the access to technology, particularly the internet that has encouraged the practice of cheating. The internet has boosted options for students to cheat; it provides various channels through which students can view solution manuals, test banks and quizzes (Simkin and McLeod). Exchange of solutions to future test questions amongst students is another major aspect of cheating. The mobile technology has also been used to take images of test papers as well as text the correct answers to students during exams. However, this has raised questions as to what are acceptable practices and what are not. If individuals are to succeed in managerial positions, they have to engage in sharing of information and resources as well as team work. According to some individuals, the practice of getting one’s exam written by someone else is seen as a sign of creativity on the part of students who look for new ways of succeeding (Conlin). According to these individuals, what matters is the concern that students have for getting the work done correctly, not the means through which it is done. Those who are against the practice of cheating, however, argue that cheating is looked down upon because it degrades the reputation of institutions, reduces the value of the degrees given to students, and results in dissatisfaction of employees who find that their employees are unable to perform the tasks that are depicted by their majors (Knowledge). In an interesting study regarding cheating in business schools, it was pointed out that business schools struggle to encourage ethical principles in students so that they display ethical behavior at workplace. This goes along with the expectation that business schools will put special effort to encourage ethical principles in students such that they will display true professionalism at work. The concern for cheating is especially high for business
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