2. Índice
1. ¿Por qué copio?
� Alumno(a)
� Profesor
� Administración de Docencia
2. Revisión bibliográfica y web
� Copiar/hacer trampa (cheating)
� Seguimiento 20 años
� Predictores motivacionales
� Causas en China
� Plagio
� Bibliografía
3. Criterios para evaluar comportamiento ético
4. Reflexión conjunta
5. Plan de Acción
2 /18
3. Por qué copio?
Alumno(a)*
Exceso de carga académica
diploma es obstáculo para trabajar
Salir rápido:
Posibilidad de anular inscripción curso avanzado el semestre
Otras prioridades " importantes
más " Sobre el mínimo
Aprobar
Desmotivación, desinterés
Cerca del máximo
Precaria organización del tiempo
Inasistencias a clases
Falta de grupo de estudio y/o apoyo
Vacios cognitivos: aprobar
! aprender y articular
No saber
* Estudiantes con puntaje PSU superior y sobrevivientes del Plan Común
(no sería limitación de "materia prima")
Fuente: Encuestas a alumnos(as) y elaboración propia
3 /18
4. Por qué se copia?
Profesores
Carga académica superior a las UD asignadas
Descoordinada demanda académica de los cursos del semestre
Mejorable diseño de las actividades docentes
Karaoke power point
homo videns
Estimulante para
Fuente: Encuestas a alumnos(as) y elaboración propia
4 /18
5. Por qué se copia?
Administración de Docencia
Seguimiento desempeño docentes
Evaluación docente obligatoria para alumnos
Complacencia versus logros
Modelos y procedimientos docentes definidos
Mejoramiento continuo
Difusión de mejores prácticas: locales e internacionales
Innovaciones docentes con apoyo y seguimiento
Fuente: Encuestas a alumnos(as) y elaboración propia
5 /18
6. College Cheating: A Twenty-Year Follow-Up
and the Addition of an Honor
Code Michael A Vandehey; George M Diekhoff; Emily E LaBeff
Journal of College Student Development; Jul/Aug 2007 Psychology Journals
�Cheating evolution
�1984 54%
�1994 61%
�2004 57%
�Honor code: cheaters and noncheaters: similar effect
�“I don´t want to cheat, but it is the only way to compete in an
environment in which cheating is so widespread”
�Punitive factors continue be perceived as the most effective
deterrents
�Moral and ethics reasoning may become increasingly important
goal
6 /18
7. Motivational Predictors of Academic Cheating Among First-
Year College Students: Goals, Expectations, and Costs.
Sieman, Ashley Mouberry, PhD, 2008
Results showed that:
�goals and expectations are important for understanding how
students’ perceive the costs associated with cheating, and
�that attitudes toward cheating and past cheating behavior are
among the strongest predictors of intention to cheat and
actual cheating behavior
7 /18
8. The proposed model
suggested…
�That students’ decisions to cheat are primarily based on
a cost/benefit analysis and students’ assessments of the
costs and benefits associated with cheating are
influenced by their academic goals and expectations.
�That homework cheating was more common than test
cheating
8 /18
9. With respect to attitudes
�Educators need to help students realize the role that
homework plays in building a foundation of knowledge for
future learning and assignments.
�Additionally, educators should demonstrate to students
that assignments are not simply “busy work” and that
they serve a specific purpose.
�One way to do this is to create and communicate learning
outcomes and objectives for each assignment.
9 /18
10. With respect to subjective
norms….
�The biggest hurdle* for educators to overcome is
students’ perception that “everyone is doing it.”
�When students perceive that a majority of their peers are
cheating and are being rewarded for it, they may be more
inclined to cheat in order to avoid an unfair disadvantage.
* Obstáculo
10 /18
11. With respect to perceived behavioral
control
�Educators should be aware that students feel much more
confident in their ability to cheat on homework and get
away with it than they do in their ability to successfully
cheat on tests
�Using multiple versions of homework assignments may
reduce the amount of cheating that takes place
�If educators view homework and test cheating as equally
unacceptable, they should clearly communicate
punishments associated with both types of cheating
11 /18
12. Recomendations
�Results showed that one of the strongest predictors of
cheating frequency in the respondent’s most challenging
course was past cheating, particularly cheating during the
first semester
�Students must be reminded early and often about
institutional and classroom standards for integrity
�Not only must educators help students learn the
institutional expectations, they must also help students
learn and practice the skills needed to complete work
with integrity (i.e., planning, time management, use of
library resources and services, use of academic support
resources and services, etc.)
12 /18
13. On the cause of university students’ cheating
phenomenon …
ZHOU Run-xian, ZHOU Xiao-pin, 2007
(School of Business Administration, Zhongnan University of Economics and Law, Wuhan Hubei
430205, China;
Wuhan International Trade University, Wuhan Hubei 430205, China)
� When university students establish the target to pass examination and obtain a
certificate, they produce a kind of expectation in the meantime, they make a
subjective evaluation on their own ability …, when their own ability can’t reach
the target, the “cheating” behavior seems to be in a clear pattern.
� Cheating behavior is the decided by the interaction of three factors, which are:
� personal character of university students,
� social environment, and
� higher education management
� To clear up the cheating behavior phenomenon, we should start from three
aspects:
� norm university students behavior,
� excellent social environment and
� … improves various internal functions for development of students’
comprehensive character and education
http://www.ceps.com.tw/ec/ecjnlarticleView.aspx?jnlcattype=0&jnlptype=0&jnltype=0&jnliid=3445&issueiid=56694&atliid=961154 13 /18
14. Plagio en educación
� Se pide a los estudiantes que realicen trabajos de redacción o
investigación.
� Por holgazanería, por voluntad deliberada de engañar o por temor de
no hacer un buen trabajo, algunos de ellos utilizan textos ajenos que
entregan al profesor sin citar su origen.
� Los profesores suelen considerar este tipo de comportamiento como plagio,
y por lo tanto como un comportamiento impropio que conlleva
sanciones o penalizaciones en la nota otorgada al trabajo.
� Este fenómeno ha alcanzado una dimensión creciente (las universidades
hacen firmar a los estudiantes un "contrato de honradez"), debido al
acceso a las nuevas tecnologías que han multiplicado las posibilidades de
reproducción y manipulación de textos.
� Se han desarrollado software para detectar el plagio
� Google: Resultados 1 .130.000 "plagiarism detection software".
Fuente: http://es.wikipedia.org/wiki/Plagio
14 /18
15. Bibliografía
� The Cheating Culture: Why More Americans Are Doing Wrong to
Get Ahead by David Callahan (Paperback - Dec 1, 2004)
� Is It Still Cheating If I Don't Get Caught? by Bruce Weinstein and
Harriet Russell (Paperback - April 14, 2009)
� Lying, Cheating, and Stealing: A Moral Theory of White-Collar
Crime (Oxford Monographs on Criminal Law and Justice) by Stuart
P. Green (Paperback - May 17, 2007)
� Cheating Lessons by Nan Willard Cappo (Mass Market Paperback
- May 1, 2003)
� Guiding Students from Cheating and Plagiarism to Honesty and
Integrity: Strategies for Change by Ann Lathrop and Kathleen Foss
(Paperback - Oct 30, 2005)
� How To Succeed in Business Without Lying, Cheating, or Stealing
by Jack Nadel (Paperback - Sep 30, 2000)
� Student Cheating and Plagiarism in the Internet Era: A Wake-Up
Call by Kathleen Foss and Ann Lathrop (Paperback - Jun 15,
2000)
� Psychology of Academic Cheating by Eric M. Anderman and
Tamera B. Murdock (Hardcover - Nov 21, 2006)
� Detecting and Preventing Classroom Cheating: Promoting Integrity
in Assessment (Experts In Assessment Series) by Dr. Gregory J.
Cizek (Paperback - April 10, 2003)
� Cheating on Tests: How To Do It, Detect It, and Prevent It by
Gregory J. Cizek (Paperback - Jul 1, 1999)
� Cheating (Ripped from the Headlines) by Stephen Currie (Library
Binding - Sep 2007)
� Cheating (Introducing Issues With Opposing Viewpoints) by Patty
Jo Sawvel (Library Binding - Dec 14, 2007)
� The American Educationsl Dilemma: High-Stakes Cheating and High-Stakes
Testing by Roland Ashby Rier (Paperback - Feb 1, 2008)
15 /18
16. Criterios para evaluación
ética
1. Identificar los stakeholders
2. Utilitarista (Mills): Es bueno para la mayoría?
3. Deontología (Kant): Se respetan los derechos de
todos?
4. Teoría de las virtudes (Aristoteles y MacIntyre): Se
satisfacen las virtudes que los stakeholders
esperan de los alumnos?
� Templanza: término medio entre el miedo y la audacia
� Justicia
� Prudencia
� Honestidad
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