Master of Science (MS)
Semester of Degree Completion
Utilizing qualitative methodology, participants' awareness of the academic standard and their development morally based of Kohlberg's theory of moral development. Through conduction one-on-one interview with third year student at a four year public institution, it was found participants have limited knowledge of academic misconduct. Participants were morally developed below what one would expect according to the theory of moral development. Participants stated that academic misconduct is not something most professors go over in class but is something either they have performed or witnessed their peers performing. Participants recommended professors explicitly spending time during syllabus review to go over what academic misconduct is and what the consequences will be for performing these actions. Recommendations for professors were to go in depth with discussion of academic misconduct and review the types with them. They should also take a zero tolerance policy on enforcing the consequences set out by student standards. For moral development, professors and student affairs professionals should continue to engage students in discussions and assignments that help them ask and answer the "why" question. Student Affairs professionals should also stake claim in promotion of academic misconduct within the residence halls and training of staff that interact with students on a day to day basis.
Rooney, Charles, "Moral Reasoning of Student and Academic Misconduct Habits: A Qualitative Evaluation" (2015). Masters Theses. 1898.