Purpose

This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none.

Design/methodology/approach

A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA.

Findings

The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course.

Practical implications

This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions.

Originality/value

To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

中文翻译：

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对肯尼亚一所私立大学的商科学生作弊的态度

目的

这项研究的目的是调查肯尼亚一所私立大学的商科学生对作弊的态度，并研究在完成一门或两门道德课程的学生与未完成一门道德课程的学生之间在作弊观念上是否存在显着差异。

设计/方法/方法

共有554名本科商科学生参加了这项研究。使用描述性统计数据和单向方差分析对数据进行分析。

发现

结果发现，学生认为在与考试相关的情况下作弊是相当严重的，而在书面作业中作弊并不被视为严重罪行。单向方差分析的结果表明，三组的作弊知觉等级存在显着差异。使用Tukey HSD测试进行的事后比较表明，参加过两次道德课程的学生的平均得分与仅参加过一次道德课程的学生的平均得分显着不同。

实际影响

这项研究对教育者和管理者有许多启示。没有机构的支持，道德教育就无法对学生的行为取得理想的效果。管理员还需要意识到学校环境对学生作弊的影响。教师和大学管理者可以通过在教学和行政职能中实践学术诚信的方式来影响学生的行为。

创意/价值

就作者所知，该研究是探索肯尼亚一所私立大学的学术作弊的第一项研究，该大学向本科生讲授道德指导。