International undergraduate students’ perspectives on academic integrity: a phenomenological approach

Abstract

Anecdotal evidence suggests that international undergraduate students are engaging in academically dishonest behavior on an increasing basis (Marcus, 2011; McGowan & Lightbody, 2008). In other words, they are found to occupy more time and resources than domestic students in the promotion of academic integrity and in administering punishments for academic dishonesty. This study explores international undergraduate student perspectives on issues related to academic integrity at a large, Western-Canadian university. Hofstede’s (1980) six cultural dimensions are used to learn to what extent, if any, culture and academic integrity are intertwined. Participants of the study were international undergraduate students in various faculties, years of study, and from various countries of origin: Azerbaijan, China, Hong Kong, India, Malta, Pakistan, South Korea, and United States of America. The findings of this study indicate that international undergraduate students have the impression that their group is more susceptible to engaging in academic dishonesty. Conversely, international undergraduate students are also found to possess a more advanced understanding of moral behavior, although they are sometimes unable to translate this fully to their academic lives. Implications for practice include: shifting to a taxonomy that frames positive or desired behaviors as opposed to the negative, sharing the burden of dealing with academic dishonesty, and better supporting faculty in relaying the message of academic integrity at the university using a bottom up approach.