| Occurrences of cheating in colleges and universities have increased since the widespread adoption of information technology over the past decade. As students often claim ignorance that the cheating behavior was dishonest when caught, a study was needed to determine if student and faculty perceptions of academically dishonest acts change when information technology is introduced to traditionally dishonest activities. The purpose of this study was to explore participant views of technology-assisted cheating in higher education to determine how, if necessary, institutions of higher education should be updating their honor codes, academic integrity policies, or other methods for preventing academic dishonesty.; Faculty and student perceptions were explored, including the differences between faculty and student subgroups such as gender and ethical position. Participants were divided into ethical categories based on scores from Forsyth's Ethics Position Questionnaire. Data analysis revealed that while information technology has a limited impact on changing perceptions of academic dishonesty, the ethical factor of idealism plays a significant role in forming perceptions of academic dishonesty. |
