Cheating and Integrity - Essay Example

Cheating and Integrity Introduction One of the major problems that the society faces in the modern society does not solely focus on the criminal offenses that the citizens commit. As the information technology caters to and offers convenience to its wide variety of users, it also provides an avenue for creating a society whose integrity continues to decline. Due to modern technology, people all over the globe can share and access different information. This sharing of information allows an area for everyone to manipulate these information and use them for individual convenience. Moreover, this situation eventually leads to cheating, an unethical behavior that causes the decline of the society. According to Lee (2009), cheating in school may simply be an extension of what is happening in the society. Recent studies on the various negative situations in the society have shifted its focus from the corporate standards to the academic standards for which the leaders of businesses and the political leaders of the next generation will son arise. There were significant findings that the scholars found necessary considering the inclusion of the study of ethics in the schools' curriculum. Students' exposure to various ethical standards, especially in the academic community may strengthen their resistance to unethical behaviors due to a higher priority to integrity. Exposing the students to the different unethical behaviors and decisions early on may affect their attitudes towards committing one in the future (Smyth et al, 2009). Cheating in the Classroom Cheating comes in different styles and forms. Gerdeman (2000) identified the different manifestation of cheating inside the classroom, specifically in the community colleges or universities such as cheating on exams, plagiarism, falsifying bibliographies, taking credit for someone else's work, receiving improper help from others, and facilitating cheating by others. In addition, Nath and Lavaglia (2009) further includes stealing a test and fabricating academic documents are but among other forms of cheating inside the classroom. In a study conducted by Volpe (2008) (p. 7) on the attitudes and behaviors of the faculty with regards to cheating, it was found that members in the academe underestimate the amount of cheating in the classroom. This result is an irony to students' self-reported rate of students who cheat. This discrepancy between the instructors and the students is a reflection of how diversified professionals and students are in their perception about cheating. As a result, this also leads t the argument that the student may see cheating as a minor offense instead of a high-risk factor affecting the integrity of the institution and the society as well. Taking the issue too lightly by the instructors greatly influences the perception of students towards cheating. There are, on the other hand different factors that initiate cheating. The need to graduate or to get a good grade is the most common factor that encourages students to cheat. Marital status is also another factor such that married students are more likely to cheat than the non-married students. Sorority and fraternity memberships also increase the chances of students cheating such that they wanted to spend more time with their friends than studying. Age is another factor in cheating whereas younger students cheat more than older ones. Finally, the students' major in the university affects their probability of cheating (Nath & Lavaglia, 2009). As common cheating may be in the classroom, studies also provide results that show that students have varying affections in relation to this issue. In a study conducted by Firmin et al (2009), diverse emotions have been observed from the respondents who were witnesses to peer cheating in completing their tests. Such varying emotions were classified as hostility, anxiety and empathy. Some respondents thought the act as unfair, while some felt annoyed and frustrated. There were those who felt responsible for being a witness to such unethical act and there also those who simply felt bad for the consequences that the cheaters would suffer next. Avoiding Cheating There have been several strategies that were implemented by the institution so as to prevent students from cheating. One of the most common solutions that academic institutions utilize in avoiding such academic misconduct is the development of honor codes. Students must acknowledge this honor codes upon entering the college or university in order to preserve the school's integrity. On the other hand, those that have been implementing such strategies were found to have more cases of cheating among its students (Scanlan, 2006). Many scholars suggest different ways of addressing this unethical behavior in the classroom. As part of the role that academic instructors play in the classroom, they are also recognized as the role models of the students. The faculty is therefore expected to support and uphold school policies concerning cheating misconduct (Scanlan, 2006). Furthermore, they should behave in an ethical behavior as well - that is competent in their fields, at the same time diligent in making examination papers for the students every academic year. This way, the students may not have a chance of stealing old exams (Puka, 2005). According to Lee (2009), building a mutual respect between the faculty and the students is one factor that may help prevent such misconduct. Moreover, trust can be built if the instructors refrain from reusing old exams since this may imply laziness on their part. Assignments must also contain a special or unique feature that would not allow the students from copying from a pre-made paper. Letting the students submit a rough draft of their assignments may be one (Volpe, 2008). Furthermore, upon achieving respect in the classroom, the students eventually learn how to respect themselves. Thus, gaining self-respect among the students would discourage them from cheating such that they have reached regard from their peers and from themselves (Lee, 2009). It is still deemed important that the faculty should have a form stand against dishonesty in the classroom. Meaning, the faculty must have a well laid out outline of the consequences that students may face once they are caught cheating (Volpe, 2008). It is as well important that the institute conduct trainings for the students regarding the school policies that involve cheating. This way, the students become aware of the integrity of the college or university, thus building a high respect to the institute itself. Summary The issue on cheating and integrity in the higher education level is not only a problem that the academic institutions have to be responsible of. Being found to be related to professional dishonesty and misconduct, cheating has had the most attention of sociological studies. Cheating is an unethical behavior that everyone has to be responsible for, including the students. The strategies in which this ethical social behavior must be addressed should be paid more attention these days such that the increasing incidences of dishonesty in the workplace have been associated to cheating in the academic level. There are yet other ways in which this unethical behavior can be prevented. However, it is deemed necessary to look into the different factors affecting this situation. The various institutional strategies dealing with such problem must also be examined such that there are other aspects that must be given more consideration to. References and Works Cited: Firmin, M. et al. 2009. Affective Responses of Students Who Witness Classroom Cheating. Educational Research Quarterly; Mar 2009; 32, 3; ProQuest Education Journals. p. 3 Lee, D. 2009. Cheating in the Classroom: Beyond Policing. The Clearing House. pp. 171 - 174 Nath, L. & Lovaglia, M. 2009. Cheating on Multiple Choice Exams: Monitoring, Assessment, And an Optional Assignment. College Teaching. 57, 1. pp. 3-8 Pricer, W. 2009. At Issue: Academic Integrity, An Annotated Bibliography. The Community College Enterprise. pp. 63-73 Puka, B. 2005. Student Cheating: As Serious an Academic Integrity Problem as Faculty- Administration Business as Usual. Liberal Education; Summer 2005; 91, 3/4; ProQuest Education Journals. p. 32 Scanlan, C. 2006. Strategies to Promote a Climate of Academic Integrity and Minimize Student Cheating and Plagiarism. Journal of Allied Health; Fall 2006; 35, 3; ProQuest Education Journals. p. 179 Smyth, L. et al. 2009. Students' Perceptions of Business Ethics: Using Cheating as a Surrogate for Business Situation. Journal of Education for Business; 84, 4. pp. 229-238 Volpe, R. et al. 2008. Faculty Attitudes and behaviors Concerning Student Cheating. College Student Journal; Mar 2008; 42, 1; ProQuest Education Journals. p. 164 Read More