Managing for Academic Integrity in Higher Education: Insights From Behavioral Ethics

Sheldene Simola
Scholarship of Teaching and Learning in Psychology
Vol 3(1), Mar 2017, 43-57.

Despite the plethora of research on factors associated with academic dishonesty and ways of averting it, such dishonesty remains a significant concern. There is a need to identify overarching frameworks through which academic dishonesty might be understood, which might also suggest novel yet research-supported practical insights aimed at prevention. Hence, this article draws upon the burgeoning field of behavioral ethics to highlight a dual processing framework on academic dishonesty and to provide additional and sometimes counterintuitive practical insights into preventing this predicament. Six themes from within behavioral ethics are elaborated. These indicate the roles of reflective, conscious deliberation in academic (dis)honesty, as well as reflexive, nonconscious judgment; the roles of rationality and emotionality; and the ways in which conscious and nonconscious situational cues can cause individual moral identity or moral standards to become more or less salient to, and therefore influential in, decision-making. Practical insights and directions for future research are provided.

The article is here.