Change search
ReferencesLink to record
Permanent link

Direct link
University teacher and student judgements on misleading behavior in study situations
University West, Trollhättan, Sweden.
Örebro University, School of Health Sciences. (Handikappvetenskap)
2016 (English)Report (Refereed)
Abstract [en]

This study deals with teachers’ and students’ judgments of misleading (e.g. cheating or plagiarism) behaviors during examinations. The data was collected at a university in Sweden using a questionnaire presenting specific behaviors to be judged. In total, 253 individuals completed the questionnaire. The teachers, in contrast to the students, tended to judge the behaviors presented as more serious. There was, however, plenty of variation in the judgments made by both teachers and students. Although the teachers, on average, tended to judge the behaviors as more serious, about 20% of the students were found to judge the behaviors as more serious than the average teacher. It was also found that about 20 % of the teachers judged the scenarios as less serious compared to the average student judgments. This indicates a lack of agreement among teachers and students on the definition of misleading behavior. Subjective opinions seem to play a more important role for judgment than having actual knowledge about the rules and regulations stating what misleading behaviors really are in academic work.

Abstract [sv]

Den aktuella studien undersöker lärares och studenters bedömningar av vilseledande beteenden vid högre utbildning (t.ex. fusk eller plagiat). Datainsamlingen gjordes vid en svensk högskola genom att forskningsdeltagarna blev presenterade för scenarier och fick till uppgift att bedöma i vilken grad dessa beteenden kunde bedömas som fall av fusk och plagiat. Totalt avslutade253 personer enkäten. Resultaten visade att lärarna tenderade att bedöma de beteenden som presenteras som mer allvarliga än vad studenterna gjorde men det fanns också stora variationer i bedömningar bland både lärare och studenter. Till exempel visades att, trots att lärarna i genomsnitt tenderade att bedöma beteendena som mer allvarliga, bedömde ungefär 20 % av studenterna beteendena som allvarligare än den genomsnittliga läraren. Dessutom bedömde omkring 20 % av lärarna scenarierna som mindre allvarliga jämfört med den genomsnittliga bedömningen från studenterna. Dessa resultat indikerar brist på överenstämmelse mellan lärares och studenters bedömningar och om hur vilseledande beteende definieras. I det akademiska arbetet tycks subjektiva bedömningar och betraktelsesätt spela stor roll, ibland större roll än att ha kännedom om de regler och förordningar som anger vad vilseledande beteende egentligen är.

Place, publisher, year, edition, pages
Trollhättan: University West , 2016. , 26 p.
Series
, Högskolan Väst rapportserie, 2016:4
Keyword [en]
Misleading behavior, Cheating, plagiarism, University students, University teachers
National Category
Social Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:oru:diva-51916OAI: oai:DiVA.org:oru-51916DiVA: diva2:956922
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2016-09-01Bibliographically approved

Open Access in DiVA

fulltext(303 kB)6 downloads
File information
File name FULLTEXT01.pdfFile size 303 kBChecksum SHA-512
3a2327f9d85ce6f82939113f403b615982f8e22b527a4dd8a852df6d123ac1808408240bcd264d6bcffa7e97e0f17bd82676d5036cb309d87c5594ba7bf4ed37
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Widén, Stephen
By organisation
School of Health Sciences
Social SciencesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 6 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 20 hits
ReferencesLink to record
Permanent link

Direct link