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From Policies to Principles: The Effects of Campus Climate on Academic Integrity, a Mixed Methods Study

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Abstract

This mixed methods study examines how college students’ perceptions and experiences affect their understanding of academic integrity. Using qualitative and quantitative responses from the Personal and Social Responsibility Institutional Inventory (PSRI), both quantitative and qualitative results demonstrate that while campuses may see a reduction in overall levels of cheating when punitive academic integrity policies are present, students may develop higher levels of personal and academic integrity through the use of more holistic and community-focused practices.

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Acknowledgements

The authors are grateful to the Association of American Colleges and Universities for providing access to the Core Commitments data.

Funding

The John Templeton Foundation and the Association of American Colleges and Universities supported data collection in 2006–2007. The authors of this manuscript did not receive any funding to support this project.

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Authors and Affiliations

  1. College of Education, N491 LC, University of Iowa, Iowa City, IA, 52242, USA

    Ryan L. Young, Graham N. S. Miller & Cassie L. Barnhardt

Authors
  1. Ryan L. Young
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  2. Graham N. S. Miller
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  3. Cassie L. Barnhardt
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Corresponding author

Correspondence to Graham N. S. Miller.

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The authors declare that they have no conflicts of interest.

Human Subjects

The authors of this study were approved by the Institutional Review Board (IRB) at the University of Iowa to use data as de-identified secondary data (IRB #201210740).

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Young, R.L., Miller, G.N.S. & Barnhardt, C.L. From Policies to Principles: The Effects of Campus Climate on Academic Integrity, a Mixed Methods Study. J Acad Ethics 16, 1–17 (2018). https://doi.org/10.1007/s10805-017-9297-7

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