22 SES 13 A, Teaching, Learning and Assessment in Higher Education
The objective of the current study was to investigate if individual and collaborative forms of academic dishonesty among UK undergraduate business related students could be predicted by students’ approaches to learning, age and gender. The study addresses Marsden et al.’s (2005) concern about the poor internal reliability of the instrument they used to measure academic orientation and adopts Tait et al’s (1998) short form Approaches and Study Skills Inventory for Students (ASSIST) as the appropriate construct to measure students’ learning approaches. Additionally, it focuses on an under-researched classification of cheating behavior which reflects our modern collaborative society, namely a collectivist–individualist dichotomy. Data were collected for 1,033 UK business undergraduate students. Confirmatory factor analysis was used to test the fit of the data. Findings suggest that students’ approaches to learning are a determinant of academic misconduct, both of an individual and collaborative nature.
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