IB_17(34). Listing and Plagiarism: Student Stands and Reputation Reactions

Evgeniia Shmeleva and Egor Sagitov
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Evgeniia Shmeleva: National Research University Higher School of Economics (Russian Federation)
Egor Sagitov: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2022, issue 18, 1-34

Abstract: The newsletter presents the results of the study of factors of student cheating and plagiarism and identifies the categories of students at risk of dishonest practices. The study is based on the data from surveys of students and teachers as part of the Monitoring of the Economics of Education in 2020/2021. Specific attention is paid to such factors as opportunities for individualization of learning, a level of satisfaction with quality of education, and a prevalence of passive teaching practices. In addition, the study explores teachers’ typical reactions to academic dishonesty as well as the scale of institutional measures to combat plagiarism. Key takeaways from the release: ? The study confirms earlier results about the high prevalence of academic dishonesty among students: according to the Monitoring of the Economics of Education, about half of students copy homework from time to time. ? At risk are the least involved students, as well as students who are dissatisfied with the quality of education at their university or the choice of university or field of study. Such students may lack the motivation to independently complete the required amount of learning tasks. ? Students are more likely to cheat if their teachers use mostly passive learning practices which encourage retelling and rewriting. The prevalence of active activities in the classroom, such as discussions or applying theoretical concepts to cases, on the contrary, can lead to a decrease in cheating. ? Students consider cheating justified they are afraid to forget the learning material, if they do not cope with the academic load, and if they doubt the value the course for the future career. At the same time, cheating is criticized because it can interfere with the acquisition of skills and knowledge. This underscores the importance of teachers highlighting and substantiating the value of their courses, as well as the possibility of practical application of the acquired knowledge in the future. ? For a little less than half of the students surveyed, the belief that there is nothing wrong with cheating was formed at school. ? The practice of veryfying the originality of student papers is ubiquitous in Russian universities, but often does not apply to all the paper instead of the selective types of students' papers. At the same time, most teachers tolerate plagiarism, namely, they give the opportunity to redo the work in which it was found.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2022
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