Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students

Ted Brown, Helen Bourke-Taylor, Stephen Isbel, Louise Gustafsson, Carol McKinstry, Alexandra Logan, Jamie Etherington

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Background: Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. Objective: To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students’ engagement in dishonest academic behaviours. Design: A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. Settings: Five Australian universities. Participants: 701 occupational therapy students. Methods: Students completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. Results: Significant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students’ self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. Conclusions: The reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.

Original languageEnglish
Pages (from-to)13-19
Number of pages7
JournalNurse Education Today
Volume70
DOIs
Publication statusPublished - 1 Nov 2018

Fingerprint

occupational therapy
Occupational Therapy
integrity
Students
student
Moral Development
Education
Research
classroom
education
pressure to perform
Pressure
Workload
analysis of variance
Self Concept
cross-sectional study
health professionals
workload
Self Report
self-image

Cite this

Brown, Ted ; Bourke-Taylor, Helen ; Isbel, Stephen ; Gustafsson, Louise ; McKinstry, Carol ; Logan, Alexandra ; Etherington, Jamie. / Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students. In: Nurse Education Today. 2018 ; Vol. 70. pp. 13-19.
@article{96d8d400c1654907b5a671e0d3158025,
title = "Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students",
abstract = "Background: Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. Objective: To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students’ engagement in dishonest academic behaviours. Design: A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. Settings: Five Australian universities. Participants: 701 occupational therapy students. Methods: Students completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. Results: Significant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students’ self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. Conclusions: The reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.",
keywords = "Academic dishonesty, Academic integrity, International students, Occupational therapy education",
author = "Ted Brown and Helen Bourke-Taylor and Stephen Isbel and Louise Gustafsson and Carol McKinstry and Alexandra Logan and Jamie Etherington",
year = "2018",
month = "11",
day = "1",
doi = "10.1016/j.nedt.2018.08.005",
language = "English",
volume = "70",
pages = "13--19",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",

}

Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students. / Brown, Ted; Bourke-Taylor, Helen; Isbel, Stephen; Gustafsson, Louise; McKinstry, Carol; Logan, Alexandra; Etherington, Jamie.

In: Nurse Education Today, Vol. 70, 01.11.2018, p. 13-19.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Exploring similarities and differences among the self-reported academic integrity of Australian occupational therapy domestic and international students

AU - Brown, Ted

AU - Bourke-Taylor, Helen

AU - Isbel, Stephen

AU - Gustafsson, Louise

AU - McKinstry, Carol

AU - Logan, Alexandra

AU - Etherington, Jamie

PY - 2018/11/1

Y1 - 2018/11/1

N2 - Background: Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. Objective: To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students’ engagement in dishonest academic behaviours. Design: A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. Settings: Five Australian universities. Participants: 701 occupational therapy students. Methods: Students completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. Results: Significant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students’ self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. Conclusions: The reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.

AB - Background: Research into the prevalence of dishonest academic behaviours suggests that such behaviours may be extensive among international students in higher education. Objective: To compare the academic integrity of domestic and international occupational therapy students and identify possible contributors to students’ engagement in dishonest academic behaviours. Design: A quantitative cross-sectional study using a survey containing several standardised scales was used to collect the data. Settings: Five Australian universities. Participants: 701 occupational therapy students. Methods: Students completed a self-report questionnaire comprising demographic questions and six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale (ADCS); Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. One-way analysis of variance (ANOVA) was conducted to compare the scores of domestic and international students on academic dishonesty factors, moral development, and perceived sources of academic stress. Results: Significant differences between domestic and international students were observed on age; grade point average; hours per week spent in paid work; moral practice; tendency towards cheating; tendency towards cheating in research assignments; pressures to perform; and self-perception. No significant differences were found on students’ self-reported scores on academic dishonesty in academic classroom education contexts, fieldwork practice education settings or perceived stresses of workload and examinations and time restraints. Conclusions: The reported incidences of dishonest academic behaviours in the classroom and fieldwork settings were low for all occupational therapy students, irrespective of origin and were comparable to findings from cohorts of other health professional students. However, concomitant with existing research, international students were found to have a greater tendency to engage in dishonest behaviours particularly on research assignments. This may be reflective the socio-cultural issues and external pressures that international students experience. Further study in this area is recommended.

KW - Academic dishonesty

KW - Academic integrity

KW - International students

KW - Occupational therapy education

UR - http://www.scopus.com/inward/record.url?scp=85051633719&partnerID=8YFLogxK

U2 - 10.1016/j.nedt.2018.08.005

DO - 10.1016/j.nedt.2018.08.005

M3 - Article

VL - 70

SP - 13

EP - 19

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

ER -