چکیده (انگلیسی):

heating is a continual dilemma on university campuses, and academic integrity violations have reached
epidemic proportions according to current literature. In 1990, the American Council on Higher
Education reported that cheating was increasing, and this trend was expected to continue (Nowell,
1997). Studies throughout the 1990s confirmed this trend, revealing that up to 75 percent of college students had
cheated sometime during their college careers, many on a regular basis (Koch, 2000). The rapid growth of computer
technologies and their application in education has provided unethical students, and otherwise ethical students, with
new tools for their cheating activities. In 1999 at the University of Edinburgh, 117 freshman students were
implicated in the largest computer cheating investigation in the United Kingdom. The students were discovered
using e-mail to exchange test answers during an examination. By using plagiarism-detection software and
examining internal e-mail records, university officials verified students had transmitted answers to each other
(Wilson, 1999). In 2000, Northeastern University in Boston experienced an incident during which 30 engineering
students copied computer-based homework assignments from each other. The students were required to complete
assignments on computers for an Engineering Physics course. One student completed the assignment and verified
its accuracy. Subsequent students copied the previous student’s work into their own file. The 30 cheaters
submitted identical answers, which had been obtained by exchanging computer files (DiCesare, 2000).
While extensive research exists on academic integrity violations in higher education, there is a limited body
of research on students’ attitudes as to what constitutes academic integrity violations. Additionally, the authors
found no research comparing student propensities to cheat, when they believe what they are doing is cheating,
versus their propensities to cheat, when they believe the practices they are engaged in are not cheating. The purpose
of this paper is derived from the necessity to address the issue of what students consider cheating.