04. Graduate School of Education
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Browsing 04. Graduate School of Education by Subject "academic dishonesty"
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Item Open Access ACADEMIC DISHONESTY IN KAZAKHSTANI HIGHER EDUCATION: THE CURRENT SITUATION AND ANTECEDENTS(Nazarbayev University Graduate School of Education, 2021-05) Makhmutova, AliyaAcademic dishonesty is a widespread phenomenon that can be detrimental to the country’s intellectual progress. Students who cheat and plagiarize lose the learning opportunities. Thus, it is of great importance to try to understand the reasons for this behavior and to prevent unfavorable outcomes. However, the research on the topic of academic dishonesty in the Kazakhstani context is very limited. The current study aimed to contribute to the knowledge about academic misconduct in Kazakhstani higher educational context by analyzing the causes of the problem. The quantitative anonymous questionnaire adopted from Comas-Forgas and Sureda-Negre (2010) was answered by 180 students and teachers from two universities in Kazakhstan...Item Open Access The Effect of Academic Integrity Policy on Students’ Perception of Academic Dishonesty: A Case of One Kazakhstani University(Nazarbayev University Graduate School of Education, 2020-06-26) Sarsenbayeva, AliyaNeither Kazakhstan nor Kazakhstani education is perceived as corruption-free. To get rid of such a negative situation which has a detrimental effect on society, the state adopts various reforms including the sphere of education. One of the measures that are called to address the issue is the establishment of the academic integrity culture with zero-tolerance of any dishonesty practices. The tool, which is in charge of disseminating integrity values, is considered to be academic integrity policies which are introduced into the academic process by many Kazakhstani educational institutions. The primary role of the policies is to reduce the number of violation cases that can be done by enhancing students’ negative perception of academic dishonesty. In Kazakhstan, there is little research dedicated to the influence of academic integrity policies on students’ perception of academic dishonesty. Therefore, the purpose of the current study is to analyze students’ perceptions of academic dishonesty based on one Kazakhstani university that applies the policy in its academic process. The quantitative study was carried out employing a cross-sectional survey among undergraduate students. The study revealed that students are aware of various forms of academic dishonesty, but have split perceptions of the effectiveness of the policy. It was also revealed that they do not treat dishonesty practices equally in relation to their severity, which may affect their involvement in various forms of academic dishonesty. The findings of the study could be implied for Kazakhstani universities with the view to improve the integrity practices at their site and other researchers for further studies.Item Open Access Exploring High School Students’ Understanding of and Attitudes towards Academic Misconduct in Nur-Sultan(Nazarbayev University Graduate School of Education, 2020) Adekenova, UmitThis qualitative study investigated Kazakhstani high school students’ understanding of and attitudes towards academic misconduct. Six eighteen years old students from two schools in Nur-Sultan participated in semi-structured interviews. The transcribed interviews were analyzed by coding and the development of thematic categories. The study found that high school students understand the term ‘academic misconduct’ and are aware of school-based academic honesty codes. The commonly used term by the students was “cheating”. The students’ attitudes towards misconduct covered a wide spectrum: from the perception that misconduct was morally wrong, through to the view that misconduct was socially acceptable. Four out of the six participants revealed they had acted with misconduct. All students were aware of peers who had acted with misconduct. The students identified internal and external factors affecting their decisions to act with academic honesty or dishonesty. Internal factors included individual values, lack of personal organization and the school subject’s perceived importance. External factors included academic performance pressure, peers’ influence, perceived limited consequences of misconduct and the perceived attitudes of teachers. The findings suggest that teachers’ concerned attitudes and more active intervention to detect and prevent students’ misconduct may reduce misconduct among school students. The understanding of high school students’ attitudes to academic misbehavior will be beneficial for educators to reduce academic misconduct in Kazakhstani schools.