![]() A binary logistic regression revealed that age and incidence were significant predictors of country allocation. There were 844 medical and health science students who participated in the study and completed a questionnaire that explored incidence, acceptability, and justification of dishonest action. It was hypothesized that there would be differences between the two groups and that differences could be explained in terms of deontology, cultural relativism, utilitarianism, rational fair exchange, and/or response bias. The measures obtained included incidence, acceptability, and justification of dishonest action. The aim of this study was to explore students’ disclosed levels of academic dishonesty between New Zealand and Nigeria. Strategies to overcome the problems rests with pedagogical approaches and a greater emphasis on competency based learning and assessment.įew cross-national studies have been conducted on academic dishonesty. While regulatory framework is important from an administrative point of view, it is not the solution as the culture of dishonesty seems widespread and well imbedded. On the questions related to plagiarism there is close agreement between student's own experience and their perceptions, with the exception of the issue of copying an assignment from some source, where own experience is much lower (33.6%) than perceptions (59.9%). In many instances, staff hold the view that misconduct occurs at higher frequency than perceived by students. Secondly, perceptions are higher on issues of plagiarism than cheating. In general, perceptions of both students and staff is that academic dishonesty is relatively high (much higher than what is indicated by the disciplinary cases), the lowest level being at about 21% on the question “use of cheat sites for preparing assignments”. The paper highlights the recent trends in relation to formal student misconduct cases resulting from academic dishonesty and investigates the perceptions of students and staff. The institution, one of three major higher education institutions in Namibia has had, over a number of years, a well-defined regulatory framework dealing with student academic conduct. Hence this paper reports on the prevalence of academic misconduct of students and compares student and staff perception of academic cheating and plagiarism at the Polytechnic of Namibia. ![]() In the Namibian higher education system there has been very little or no studies that deal with the question of academic dishonesty. As a result many of the institutions have tended to downplay the levels of this behaviour. Extensive research reveals that despite the fact that academic dishonesty has disastrous effects on the integrity and reputation of higher education institutions, it however remains a persistent challenge all over the world.
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