911³Ô¹Ï

Grant program: Teaching and Learning Development Grant (TLDG)

Grant recipient: Andrew Flostrand, Beedie School of Business

Project team: Sarah Lord Ferguson, research assistant

Timeframe: November 2018 to June 2019

Funding: $6000

Courses addressed:

• BUS 702 – Marketing Management
• BUS 752 – Strategic Management of Technology-Based Firms
  
• BUS 756 â€“ Strategic Use of Information and Knowledge
  
• BUS 803 â€“ Financial Econometrics

Final report: View Andrew Flostrand's final report (PDF)

Description: This study builds on a previous teaching and learning development grant study (insert link) that was designed to survey undergraduate students on academic dishonesty. This study extends our work to graduate students in order to determine if student perceptions of academic dishonesty are similar or different when compared with the undergraduate sample.

Questions addressed:

• What are graduate business student’s attitudes towards academic dishonesty? Specifically, how do students rate various scenarios illustrating academic dishonesty on a scale from ethical to unethical.
• What do students view as the most common examples of academic dishonestly occurring in the business classroom?
• What reasoning leads to students engaging in dishonest behaviour and what are some forms they are aware of?
• What do students view as the most important activities that the university should engage in to address academic dishonesty?
• Are students aware of 911³Ô¹Ï’s policy on academic integrity?

Knowledge sharing: The research findings were discussed informally with colleagues at the Beedie School of Business.  The findings have not been published or presented at a conference to date, however, we look forward to doing so in the future. 

Keywords: Academic dishonesty, student survey, focus groups, cheating, plagiarism, university policies