Disclosing academic dishonesty: perspectives from Nigerian and New Zealand health professional students

Abaraogu Ukachukwu Okoroafor *, Marcus A. Hening, Okpara Michael Chibuike, Vijay Rajput

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

Few cross-national studies have been conducted on academic dishonesty. The aim of this study was to explore students’ disclosed levels of academic dishonesty between New Zealand and Nigeria. The measures obtained included 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. 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. A binary logistic regression revealed that age and incidence were significant predictors of country allocation. Nigerian students reported more engagement in dishonest behaviors, and it is argued that these students have diverse cultural expectations, language variances, response strategies, norms, beliefs, and values. Educational interventions are essential to address concerns related to academic dishonesty such as promoting cross-cultural discourse, providing study skills programs, utilizing peer mentoring, creating formal exchange strategies, and endorsing honor codes.
Original languageEnglish
Pages (from-to)431-447
Number of pages17
JournalEthics & Behavior
Volume26
Issue number5
Early online date11 Aug 2015
DOIs
Publication statusPublished - Aug 2016

Keywords

  • academic honesty
  • health sciences
  • Nigeria
  • New Zealand
  • university students

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