Abstract
Dealing with students who cheat can be one of the most stressful interactions that faculty encounter. This study focused on
faculty responses to academic integrity violations and utilized the Theory of Planned Behaviour model to predict the target
behaviour of whether faculty would speak face-to-face with a student suspected of cheating. After an elicitation phase to
determine modal salient beliefs, a questionnaire was developed to measure the model’s variables. The respondent database contained
206 tenured and non-tenured faculty from two large comprehensive universities. A stepwise multiple regression demonstrated
the usefulness of the Theory of Planned Behaviour. Overall the model explained 43 % of the variance in predicting faculty
members’ intention to speak face-to-face with a student suspected of cheating. The most significant contribution was made
by subjective norms (β = 0.39), followed by attitude (β = 0.34), and perceived behavioural control (β = 0.24).
faculty responses to academic integrity violations and utilized the Theory of Planned Behaviour model to predict the target
behaviour of whether faculty would speak face-to-face with a student suspected of cheating. After an elicitation phase to
determine modal salient beliefs, a questionnaire was developed to measure the model’s variables. The respondent database contained
206 tenured and non-tenured faculty from two large comprehensive universities. A stepwise multiple regression demonstrated
the usefulness of the Theory of Planned Behaviour. Overall the model explained 43 % of the variance in predicting faculty
members’ intention to speak face-to-face with a student suspected of cheating. The most significant contribution was made
by subjective norms (β = 0.39), followed by attitude (β = 0.34), and perceived behavioural control (β = 0.24).
- Content Type Journal Article
- Pages 1-14
- DOI 10.1007/s10805-012-9162-7
- Authors
- Arthur Coren, School of Business, Kwantlen Polytechnic University, 12666-72 Avenue, Surrey, British Columbia V3W 2M8, Canada
- Journal Journal of Academic Ethics
- Online ISSN 1572-8544
- Print ISSN 1570-1727