Academic Dishonesty: An Educator's Guide by Bernard E. Whitley Jr., Visit Amazon's Patricia

By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,

This booklet, written through nationally well known students within the quarter of ethics in greater schooling, is meant to aid lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of sensible recommendation, the publication is split into 3 elements. half I experiences the prevailing released literature approximately educational dishonesty between university and collage scholars and the way school individuals reply to the matter. half II offers functional recommendation designed to assist university and collage teachers and directors deal proactively and successfully with educational dishonesty. half III considers the wider query of educational integrity as a system-wide factor inside associations of upper schooling.

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Although the theory holds that both over- and underreward produce feelings of inequity, it is underreward that has been most studied, and it is in that sense that we use the term inequity here. Inequity is an aversive state, so people are motivated to reduce it by reestablishing equity; that is, by making their inputs and outputs proportional. Equity theory proposes a number of mechanisms for reducing feelings of inequity, the most studied of which is reducing one’s inputs to CHAPTER 3 45 match one’s rewards (Mowday, 1991).

12). may be alien to some international students: “Some cultures feel it disrespectful to the author to alter the original words [of a source document]’’ (Robinson, 1992, p. 15). The American emphasis on originality inacademic work can also cause problemsfor students from cultures in which the emphasis is on selfeffacement as well aslearning and adhering to theideas found in accepted authoritative works (Deckert, 1993; Robinson, 1992). Thesestudents might feelit necessary to disguise their ideas asthose of experts in the field.

The importance of success is a function of the expected reward value of success, perceived 34 W H A T IS DISHONESTY? 2. Proposed model of causes of expected benefits of academic dishonesty. AdaptedfromBernard E. Whitley, Jr. (1998). Research m Higher Education,vol. 39, no. 3, pp. 235-274. Adapted with permission. grade pressure, grade orientation, and high competition for grades. A s Houston (1978) found, uncertainty about whether one will succeed or fail increases the perceived benefit of academic dishonesty.

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