Date of Award

Spring 5-15-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Boyd L. Bradbury

Keywords

Plagiarism, Online, Undergraduate Faculty, Reporting Behaviors

Abstract

Plagiarism is a growing concern for colleges and universities around the globe. Research has shown that an overwhelming majority of college students today have admitted to cheating at some point during their academic career; however, some studies have demonstrated that faculty reporting rates are not mirroring this trend. While many studies detail faculty perceptions on plagiarism, this study focused specifically on faculty plagiarism reporting behaviors at a predominantly online institution. Additionally, this study identified five predetermined value statement factors derived from the available literature and further explored how those factors influenced and/or impeded faculty decisions to report a plagiarism violation. For this study, a pragmatic mixed methods approach was chosen to better define both the ‘what’ and the ‘why’ within this project. The study consisted of 101 faculty participants and nine Academic Deans from a predominantly online private college who were recruited to participate in a questionnaire (faculty) and virtual focus group (deans) that provided feedback and perspective into faculty reporting behavior. This perspective also created valuable insight into the institutional reporting tools and processes that existed at the institution under study and how they could be streamlined for a more effective and efficient faculty experience.

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