Perceptions of Academic Integrity of Students in a First-Year Engineering Program

Given the increasing efficiency and expanding functionality of communications technology, and the degree to which students use these technologies to connect and/or access course materials, it is important to update our understanding of students’ perceptions and habits with regard to academic integrity. The purpose of this study is to learn about engineering students’ perceptions of and experiences with academic integrity at the start of their undergraduate experience (post K-12). It answers the following research questions: (1) How do students define academic dishonesty? (2) What is the frequency with which they witness and participate in academically dishonest behaviors?, and (3) What are the motivations for engaging in these behaviors? A survey was administered to all first-year engineering students enrolled in the University’s required first-year engineering course (ENGR 0011) in the Fall 2016 semester. The survey was administered at the beginning of the semester to capture their K-12 perceptions and experiences. 113 of the 526 enrolled students completed the survey, for a response rate of 21.5%. The survey consisted of both qualitative and quantitative items. Qualitative items included two open-ended questions: “How would you define academic dishonesty?” and “Please share your thoughts and experiences with academic dishonesty.” The second question included additional prompts to guide student responses. Qualitative responses were analyzed using open coding to identify themes from the students’ responses. The results indicated that a majority of students define academic dishonesty as cheating and wrongdoing, getting an unfair advantage, disobeying instructions or policies, or inaccurately representing their knowledge. The main motivations for engaging in academically dishonest behaviors included: pressure to get good grades, laziness, workload and stress. Quantitative items asked students to select which behaviors, from a given list, they considered to be academically dishonest. Students were then asked to identify the frequency with which they have witnessed and/or personally engaged in those behaviors. Quantitative items were analyzed using descriptive statistics. Main behaviors students witnessed include: copying assignments from peers and asking another student questions about a test or quiz they have not yet taken. These are also the main behaviors students personally engage in (according to the self-reported data). This study presents the initial findings of a study looking at the perceptions of and experiences with academic integrity that students bring with them post K-12, at the start of their undergraduate engineering careers. It also provides a foundation to help track the evolution of students’ perceptions of academic dishonesty as they progress through their studies.