Exploring perceptions of technology’s impact on academic misconduct
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 13 April 2015
Abstract
Purpose
The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how current technologies contribute to academic misconduct, and how perceptions influence policy and practice.
Design/methodology/approach
An interpretive qualitative approach was used to explore participants’ perceptions. Data were collected through observations, interviews, and document analysis.
Findings
Results suggest that while faculty restrict technology in order to decrease opportunity for students to engage in academic misconduct, such technology restrictions may contribute to an increase in student rationalization. Faculty perceive that the restrictions reduce the instances of academic misconduct by reducing the opportunity technology affords. Student perceptions reflect an increase in rationalization that may result in an increase in academic misconduct that seems to be a student response to restrictive policies. Efforts to reduce academic misconduct may need to focus more on positive and proactive approaches to integrating technology rather than restricting or policing technology.
Originality/value
Few studies have explored both faculty and student perceptions about the role of technology and its impact on academic misconduct contemporaneously, and few attempts have been made to qualitatively assess these issues. Findings may help guide the development of innovative teaching practices that embrace technology and provide incentives for faculty to adapt their instructional methods.
Keywords
Citation
Walters, A.A. and Hunsicker-Walburn, M.J. (2015), "Exploring perceptions of technology’s impact on academic misconduct", Journal of Applied Research in Higher Education, Vol. 7 No. 1, pp. 32-42. https://doi.org/10.1108/JARHE-02-2014-0024
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited