Cheating: Why students do it and how we can discourage it

Academic integrity has always been an interest of mine. Over the years, I have come to appreciate the challenges it creates for us as faculty and trying to understand why students don't seem to value it. I, for one, continue to believe that honesty and integrity are important, especially for future healthcare providers as well as humankind. Recently, I came across an article in The Chronicle of Higher Education that provided some helpful information and insights into the current state of academic integrity and the issue of cheating in higher education.  

First, let's be clear. Academic integrity is an ethical and moral concept, not a legal one. It defines the expected and appropriate behavior in academia, especially among scholars. A scholar is a learned person, such as a faculty member, or one who attends school or studies with a teacher, such as a student. The core tenets of this concept include honesty, fairness, respect, responsibility, and courage (ICAI, 2021). Academic integrity aims to instill the importance of ethical and moral values into all behaviors and actions, not only in one's professional work but also as a desired human quality.  

However, if we look at what we currently know about student cheating, it seems this concept continues to decline in higher education. The fact is students have always cheated, and most students do so at some point (Stephens, 2019). The reasons for doing so have been relatively constant, and data hasn't provided clear evidence that today's students cheat more. However, what has changed is the increased pressure on students to get high grades and the ease at which they can cheat and get away with it (McMurtrie, 2024; Stephens, 2019; Waltzer & Dahl, 2022).  

Part of the problem is that cheating has become embedded in the campus culture because it is so widespread, and once something is part of the culture, many students consider it acceptable to do, even knowing it is wrong. They dismiss responsibility by saying, "Everybody does it" (McMurtrie, 2024).  

Some institutions and PA programs have adopted an honor code as a way to encourage academic integrity. However, recent research shows that most students find them meaningless. In fact, two studies, one at Middlebury College in Vermont and one at Stanford University in California, found that the rate of honor code violations almost doubled between 2019 and 2024 (McMurtrie, 2024).  

So, why do students cheat?

Research consistently supports that students do know that cheating is morally and ethically wrong, but they do it anyway. The lack of maintaining academic integrity and students' willingness to cheat seems to come down to personal and situational factors that work to override students' commitment to do the right thing (Davis, 2022; McMurtrie, 2024; Miles et al., 2022; Waltzer & Dahl, 2022).  

Some of the most common reasons include (Davis, 2022; McMurtrie, 2024; Miles et al., 2022; Waltzer & Dahl, 2022):

• Pressure to get high grades, fear of failing
• Lack of a clear understanding of what constitutes cheating
• The ease at which they can cheat
• See others do it and succeed
• Workload coupled with poor time management and study skills
• If they feel that the assignment or task is just busy work
• If caught, believe there will not be much punishment, if any  

I believe most of us can appreciate that the stakes are high in PA education. There is not a lot of wiggle room if a student is struggling. Our students have high-stress levels and perfectionistic attitudes regarding getting all As or not failing. Research shows that in such situations, students are more likely to cheat to ensure they get the desired grade or pass (Miles et al., 2022). The end justifies the means.  

Another reason well supported by research is that students lack an accurate understanding of academic integrity and what constitutes cheating. While some of us may be surprised by this, it has been my experience that sometimes an assumption is made that they have a solid understanding by the time they get to graduate-level education. This is especially true regarding plagiarism (Miles et al., 2022). In one program, a student completely plagiarized her capstone paper. She was 2 months from graduation. Passage of the paper was required to pass the course. If she failed the course, she would not be able to graduate. When we met with the student, she claimed she didn't know she plagiarized. She clearly did not understand plagiarism or how to cite sources accurately.  

Although it may be easier to cheat today, given digital devices and now AI, another important factor influencing whether students cheat is the perceived risk and consequences of getting caught (Davis, 2022; McMurtrie, 2024; Miles et al., 2022; Waltzer & Dahl, 2022). Students are more likely to cheat if they see other students doing it and getting away with it, or they believe the institution doesn't take it seriously by witnessing little or inconsistent disciplinary actions for students who are caught (Miles et al., 2022).  

However, the problem isn't only the students. In my experience and consistent with the literature, faculty are reluctant to report cheating for several reasons. They don't feel the hassle they will go through is worth it, especially if they fear nothing will come of it, and because the process can be demoralizing when students are found not guilty or not held accountable for their actions. Faculty may not be 100% certain that the student cheated, and if observed or suspected, the correct action response is not always clear. In today's environment, there needs to be undeniable proof. So they wait, hesitate, or make no response. Faculty also worry the institution won't support them and any penalties will not be severe enough to send a strong message that academic dishonesty won't be tolerated (Ezarik, 2021; McMurtrie, 2024).  

Possible approaches to reducing cheating

Teach It

Research has shown that professors may assume that students have a solid understanding of what academic integrity means and why it's essential, so they don't see a need to cover it at the start of their courses (Waltzer et al., 2023). But given what we know about student cheating and their lack of understanding of academic integrity, it is important to take the time to actually teach what it is and what violations of it are, using examples. Include the consequences of those violations and review them at the start of each semester or quarter and possibly in each course. Be sure they understand plagiarism fully.  

Faculty's Role

Academic integrity is also our responsibility as faculty. We must be mindful when creating and designing our courses, assignments, and assessments to do so in ways that discourage and mitigate dishonestly. I know some of you feel that we should be able to trust our students. However, Tricia Bertram Gallant, the director of the academic integrity office at the University of California in San Diego, responds to that statement with, "You can trust that they're human beings and they're going to make bad decisions under stress and pressure. That's what you can trust" (McMurtrie, 2024). Therefore, it is up to us to consider creating structure and guardrails that will discourage students from cheating, including explicitly teaching them about academic integrity and explaining violations. Addressing these specific to the course's assignments and assessments can be helpful. Create assignments that make using AI, not an option, such as requiring personal reflection or perspective, using class debates or discussions, and oral presentations. A simple Googleâ search will provide additional suggestions. Mix up different teaching methods, such as in-class small group work or flipped classroom. Use various assessments, such as short answers, essays, and multiple-choice questions. Create different exam versions and use effective exam proctoring.  

In addition, since we know about the pressure students are under, consider providing resources and ideas on how to manage their workload. Look at intentionally spacing out course readings, assignments, and assessments concerning your course, and how they collide with the assignments and assessments in the other courses the students are currently taking. Ensure your assignments or course tasks have educational value, meaning they will contribute to what the student must learn in your course. Students who fail to recognize its importance or think it is just busy work are more inclined to cheat.  

The research is abundantly clear. Students cheat - even PA students. However, there are things we can do to support integrity, as presented above. However, who and how we are as teachers also plays a role. Our presence, personality, and commitment to academic integrity significantly influence student behaviors. If they respect you and feel you are truly invested in their learning, they are less likely to act in a dishonest manner (Sterns, 2001; Rabi et al., 2006). Academic integrity is the responsibility of the student, the faculty, and the institution. It is imperative we all play our part in ensuring students understand it, faculty encourage it and report violations, and institutions consistently demonstrate support and commitment to it.

References and Resources 

Davis, J. E. (2023, September 28). The real roots of student cheating. Let's address the mixed messages we are sending to young people. Psychology Today. https://www.psychologytoday.com/us/blog/our-new-discontents/202309/what-to-do-about-student-cheating  

Ezarik, M. (2021, December 6). Shades of gray on student cheating. Inside Higher Education. https://www.insidehighered.com/news/2021/12/07/what-students-see-cheating-and-how-allegations-are-handled  

International Center for Academic Integrity [ICAI]. (2021). The fundamental values of academic integrity. (3^rd ed.). www.academicintegrity.org/the-fundamental-values-of-academic-integrity  

McMurtrie, B. (2024, November 4). Cheating has become normal: Faculty members are overwhelmed, and the solutions are clear. The Chronicle of Higher Education. https://www.chronicle.com/article/cheating-has-become-normal  

Miles, P. J., Campbell, M., & Ruxton, G. D. (2022). Why students cheat and how understanding this can help reduce the frequency of academic misconduct in higher education: A literature review. Journal of Undergraduate Neuroscience Education. 20(2). A150-160. doi: 10.59390/LXMJ2920  

Newton, P. M., & Essex, K. (2024). How common is cheating in online exams and did it increase during the COVID-19 pandemic? A systematic review. Journal of Academic Ethics, 22. 323-343. https://doi.org/10.1007/s10805-023-09485-5  

Stephens, J. M. (2019, July 5). Natural and normal, but unethical and evitable: The epidemic of academic dishonesty and how we end it. Change: The Magazine of Higher Learning, 51(4). 8-17. https://doi.org/10.1080/00091383.2019.1618140  

Stearns, S.A.(2001). The student-instructor relationship's effect on academic integrity. Ethics and Behavior. 11(3). 287–305. doi: 10.1207/S15327019EB1103  

Rabi, S. M., Patton, L.R., Fjortoft, N, & Zgarrick, D.P. (2006). Characteristics, prevalence, attitudes, and perceptions of academic dishonesty among pharmacy students. American Journal of Pharmaceutical Education. 70(4):A1–A8. doi: 10.5688/aj700473.  

Waltzer, T., Bareket-Shavit, C., & Dahl, A. (2023, August 10). Teaching the what, why and how of academic integrity: Naturalistic evidence from college classrooms. Journal of College and Character, 24(3). 261-284. https://doi.org/10.1080/2194587X.2023.2224575  

Waltzer, T., & Dahl, A. (2022, Jan 27). Why do students cheat? Perceptions, evaluations and motivations. Ethics and Behavior, 33(2). 130-150. https://doi.org/10.1080/10508422.2022.2026775