This document discusses academic dishonesty such as cheating and plagiarism. It begins with an introduction and outline. Section 1 examines reasons why students cheat from the perspective of students, professors, and administrators. Section 2 reviews literature on cheating over 20 years, predictors of cheating, and causes of cheating in China. It also discusses plagiarism and includes a bibliography. Section 3 presents criteria for evaluating ethical behavior. Section 4 calls for joint reflection. Section 5 proposes a plan of action. The document provides statistics on cheating, summaries of research studies, recommendations, and evaluation frameworks to address academic integrity issues.

1. Teodoro Wigodski
Octubre 2009
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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
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3. Por qué copio?
Fuente: Encuestas a alumnos(as) y elaboración propia
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4. Por qué se copia?
Fuente: Encuestas a alumnos(as) y elaboración propia
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5. Por qué se copia?
Fuente: Encuestas a alumnos(as) y elaboración propia
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6. College Cheating: A Twenty-Year Follow-
Up and the
Addition of an
Honor Code
• 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
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7. Motivational Predictors of Academic Cheating Among
First-Year
College Students: Goals, Expectations,
and Costs.
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
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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
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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.
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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
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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.)
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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
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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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17. Reflexión conjunta
• 1
• 2
• 3
• 4
• 5
• 6
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18. Plan de Acción
• 1
• 2
• 3
• 4
• 5
• 6
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