Identity, Agency, and Academic Integrity
Even building the habits of ethical behavior in anticipation of professional challenges is not easy, though it is extremely worthwhile. Students, like the one I mentioned at the beginning of this chapter, can find themselves tempted to act in dubious ways academically for a variety of reasons that fall into three basic categories: opportunity, rationalization, and/or pressure (Choo and Tan, 2008). First, cheating can seem to be too easy to do without significant barriers, or they have the opportunity. Second, they may have justified it to themselves as not cheating or not that bad because they don’t understand the rules and expectations or they see others doing it, in other words, they rationalize it to justify the behavior. Finally, they feel pressure from a difficult workload, or expectations of their families or themselves and cut corners just to get through the difficult time. In sum, they get caught up in the ethic of expediency.
This is complicated by the stakes seeming low in their academic studies because “no one will get hurt” by academic misconduct. However, that is wrong. You get hurt. Your habits suffer. Your self-perception and identity diminish, which makes it much more difficult to the right and best thing later in the face of larger pressures and perhaps when the stakes are higher.
The “if everyone is doing it, I should too” argument is a common logical fallacy known as the bandwagon argument used to rationalize behavior because it is popular. The common retort is: “If everyone jumped off of a bridge, should you too?” A better quotation to respond to this argument would be: “The only thing necessary for the triumph of evil is for good men to do nothing.” It is true that it will seem that others are getting away with it; however, choosing to participate in it, not only makes the situation worse, it also comes at a significant cost to one’s perceptions of oneself. Witnessing others copying assignments or consulting unauthorized sources during exams and considering it permission to do those behaviors yourself systematic eroding of one’s self perceptions, self-esteem, and character. In addition, it perpetuates an unethical culture by making the actions seem permissible to anyone witnessing your behavior.
So, what should one do instead?
- Make sure you know what is and is not appropriate in assignments and exams in terms of academic integrity
- If you are confused about expectations, talk to your professor in advance of the deadline
- Confirm that you understand where the line between collaboration and collusion is
- Avoid buying answers from websites (or selling course materials to them) that purport to be “study support”, but instead have you bypass the learning process of doing the exercise
- Focus on learning over grades whenever possible
- Remember that failure, while unpleasant and not without consequences, is ultimately an opportunity to learn and build character in how you handle it
- If you feel pressure mounting and like the only way out is to cheat in some way, talk to your professor or student advisors for resources and support
- Be a good example for your colleagues to create an excellent culture now, but to build and maintain a reputation of integrity that will follow you long past your education
- Choose not to associate with, support, or participate in unethical behavior
University guidelines on academic misconduct are not about “gotcha” moments and trying to catch students doing something wrong. They are about ensuring you are learning the material promised by the degree, maintaining the integrity of the degree process for all involved, and supporting the long-term credibility of both you and the institution to industry and the public.
