Purpose – The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how current technologies contribute to academic misconduct, and how perceptions influence policy and practice. Design/methodology/approach – An interpretive qualitative approach was used to explore participants’ perceptions. Data were collected through observations, interviews, and document analysis. Findings – Results suggest that while faculty restrict technology in order to decrease opportunity for students to engage in academic misconduct, such technology restrictions may contribute to an increase in student rationalization. Faculty perceive that the restrictions reduce the instances of academic misconduct by reducing the opportunity technology affords. Student perceptions reflect an increase in rationalization that may result in an increase in academic misconduct that seems to be a student response to restrictive policies. Efforts to reduce academic misconduct may need to focus more on positive and proactive approaches to integrating technology rather than restricting or policing technology. Originality/value – Few studies have explored both faculty and student perceptions about the role of technology and its impact on academic misconduct contemporaneously, and few attempts have been made to qualitatively assess these issues. Findings may help guide the development of innovative teaching practices that embrace technology and provide incentives for faculty to adapt their instructional methods.
Journal of Applied Research in Higher Education – Emerald Publishing
Published: Apr 13, 2015