Perceptions of Students and Teachers of the University of Montenegro on Academic Integrity
At the University of Montenegro, increasing emphasis has recently been placed on academic integrity. Academic integrity is based on the principles of honesty, objectivity, openness, freedom in teaching and research, and responsibility to academia and society/the community. One of the basic principles of academic integrity is honesty. The present study is based on examining the perception of students and teachers of the University of Montenegro concerning different segments of academic honesty. The aim of the research was to examine ethical behaviour related to respect for someone else’s work (using and referring to literature) and copying as well as using illicit means in exams. The research was conducted using quantitative research on a sample of 200 students and 50 teachers at the University of Montenegro. For this purpose, the authors used a Likert-type assessment scale. The findings suggest that the respondents understand the importance of academic integrity, that is, honesty as its principle, but that they do not recognise all of the segments that it covers in the same way. For example, different answers were received regarding the claim that students copy papers without paraphrasing, and despite the observed negative attitude towards the disciplinary procedure in both groups, teachers seem to lead in this attitude.
Alschuler, A. S., & Blimling, G. S. (1995). Curbing epidemic cheating through systemic change. College Teaching, 43(4), 123–125. https://doi.org/10.1080/87567555.1995.9925531
Altbach, P. (2005). Academic corruption: The continuing challenge. International Higher Education, 38. https://ejournals.bc.edu/index.php/ihe/article/view/7454#:~:text=Education%2C%20(38)
Bandura, A. (2006). Guide for constructing self-efficacy scales. In T. Urdan, & F. Pajares (eds.), Selfefficacy beliefs of adolescents (pp. 307–337). Information Age Publishing.
Barton BE. (2005). Sixword rule could turn description into plagiarism. Nature, 436(24). https://doi.org/10.1038/436024c
Baruchson, S. & Yaari, E. (2004). Printed versus internet plagiarism: A study of students’ perception. International Journal of Information Ethics, 1. http://container.zkm.de/ijie/ijie/no001/ijie_001_05_baruchson.pdf
Bernardi, R. A., Banzhoff, C. A., Martino A. M., &. Savasta, K. J. (2012). Challenges to academic integrity: Identifying the factors associated with the cheating chain, accounting education. Accounting Education, 21(3), 247–263. https://doi.org/10.1080/09639284.2011.598719
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Breen, L., & Maassen, M. (2005). Reducing the incidence of plagiarism in an undergraduate course: The role of education. Issues in Educational Research, 15(1), 1–16.
Calkins, S. D., & Williford, A. P. (2009). Taming the terrible twos: Self-regulation and school readiness. In O. A. Barbarin, & B. H. Wasik (eds.), Handbook of child development and early education: Research to practice (pp. 172–198). The Guilford Press.
Cerić, H. (2018). „Varati ili ne varati, pitanje je sad.” O razlozima akademske nečestitosti. [“To cheat or not to cheat, that is the question now.” About the reasons for academic dishonesty]. Educa, XI(11), 63–67.
Cizek, G. (2004). Cheating in academics. In C. Spielberger (ed.), Encyclopaedia of applied psychology (pp. 307–311). Academic Press. https://doi.org/10.1016/B0-12-657410-3/00815-1
Colella-Sandercock, J. A., & Alahmadi, H. W. (2015). Plagiarism education: Strategies for instructors. International Journal of Learning, Teaching and Educational Research, 13(1), 76–84. http://ijlter.org/index.php/ijlter/article/view/395/190
Ćurak, N., Cerić, H., & Turcalo, S. (2016). Nelegalni oblici stjecanja znanja na visoko školskim institucijama u Bosni i Hercegovini: Studija socijalne deformacije u akademskoj kulturi [Illegal forms of knowledge acquisition at higher education institutions in Bosnia and Herzegovina: A study of social deformation in academic culture]. Atlantic Initiative.
Curtis, G. J., & Tremayne, K. (2019). Is plagiarism really on the rise? Results from four 5-yearly surveys. Studies in Higher Education, 1–11. https://doi.org/10.1080/03075079.2019.1707792
Curtis, G., & Vardanega, L. (2016). Is plagiarism changing over time? A 10-year time-lag study with three points of measurement. Higher Education Research & Development, 35(6), 1167–1179. https://doi.org/10.1080/07294360.2016.1161602
DuPree, D., & Sattler, S. (2010). McCabe academic integrity survey report. Texas teach University.
Eaton, S. E. (2021). Plagiarism in higher education. Tackling tough topics in academic integrity. Libraries Unlimited An Imprint of ABC-CLIO.
Eaton, S. E., Guglielmin, M., & Otoo, B. (2017). Plagiarism: Moving from punitive to pro-active approaches. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (eds.), Selected proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 28–36). Werklund School of Education, University of Calgary. https://prism.ucalgary.ca/items/0ada9efa-bf13-4d47-948d-61063258113d
Eaton, S.E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. Libraries Unlimited.
Eisenberg, J. (2004). To cheat or not to cheat: Effects of moral perspective and situational variations on students’ attitudes. Journal of Moral Education, 33(2), 163–178.
Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: Moderating role of school identification and self-efficacy. The Journal of Educational Research, 97(3), 115–122. https://doi.org/10.3200/JOER.97.3.115-121
Gačić, M. (2012). Pisanje znanstvenih i stručnih radova. [Scientific and professional paper writing]. Školska knjiga.
Gotal, E. (2018). Uloga visokoškolske knjižnice u informiranju studenata o citiranju i plagiranju: na primjeru Knjižnice Filozofskog fakulteta. [The role of the university library in informing students about citation and plagiarism: The example of the Faculty of Philosophy Library]. Diplomski rad. Filozofski fakultet.
Hamman, D., Berthelot, J., Saia, J., & Crowley, E. (2000). Teachers’ coaching of learning and its relation to students’ strategic learning. Journal of Educational Psychology, 92(2), 342–348. https://doi.org/10.1037//0022-05618.104.22.1682
Hebrang Grgić, I. (2016). Časopisi i znanstvena komunikacija [Newspapers and scientific communication]. Naklada Ljevak.
Hebrang Grgić, I. Ivanjko, T., Melinščak Zlodi, I., & Mučnjak, D. (2018). Citiranje u digitalnom okruženju. Priručnik. [Citation in the digital environment. A manual]. Hrvatska akademska i 102 perceptions of students and teachers of the university of montenegro on ... istraživačka mreža. https://pilot.e-skole.hr/wp-content/uploads/2018/03/Prirucnik_Citiranje-u-digitalnom-okruzenju-1.pdf
Hrabak, M., Vujaklija, A., Vodopivec, I., Hren, D., Marušić, M., & Marušić, A. (2004). Academic misconduct among medical students in a post-communist country. Medical Education, 38(1), 276–285. https://doi.org/10.1111/j.1365-2923.2004.01766.x
International Center for Academic Integrity (2020). Facts and Statistics. https://academicintegrity.org/resources/facts-and-statistics
Jones, D. L. R. (2011). Academic dishonesty: Are more students cheating? Business communication quarterly, 74(2), 141–150. https://doi.org/10.1177/1080569911404059
Karabalić, V. (2016). O citiranju u suvremenim hrvatskim pisanim medijima. [About citation in Croatian contemporary written media]. In V. Rišner (ed.), Jezik medija nekada i sada (pp. 148–163). Hrvatska sveučilišna naklada / Filozofski fakultet u Osijeku.
Law on Academic Integrity. (2019). Official Gazette of Montenegro, 17/19.
Leonard, M., Schwieder, D., Buhler, A., Beaubien Bennett, D., & Royster, M. (2015). Perceptions of plagiarism by STEM graduate students: A case study. Science and Engineering Ethics, 21(6), 1587–1608.
Ludeman, R. (1988). A survey of academic integrity practices in U.S. higher education. Journal of College Student Development, 29, 172–173.
Magnus, J. R., Polterovich, V. M., Danilov, D. L., & Savvateev, A. V. (2002). Tolerance of cheating: An analysis across countries. Journal of Economic Education, 33, 125–135.
Mccabe, D., & Trevino, L. (1997). Individual and contextual influences on academic dishonesty: A multicampus investigation. Research in Higher Education, 38. https://doi.org/10.1023/A:1024954224675.
McCabe, D. (2016). Cheating and honor: Lessons from a long-term research project. In T. Bretag (ed.), Handbook of academic integrity (pp. 187–198). Springer Singapore.
McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in academic institutions: A decade of research. Ethics and Behavior, 11(3), 219–232.
Mercè, C., Concepción G., M. del Mar, B., & Ramon C. (2012). Procrastination and cheating from secondary school to university. Facultat de Psicologia, Universitat Autònoma de Barcelona.
Park, C. (2003). In other (people’s) words: Plagiarism by university students—literature and lessons. Assessment and Evaluation in Higher Education, 28(5), 471–488. https://doi.org/10.1080/0260293032000120352
Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research and applications. Merill-Prentice Hall.
Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (eds.), Handbook of self-regulation. Academic Press.
Putarek, V, Pavlin-Bernadić, N., & Bunoza, B. (2022). Varanje na ispitima: uloga motivacije za učenje i kontekstualnih čimbenika [Cheating at exams: The role of learning motivation and contextual factors], Društvena istraživanja, 31(1), 89–111.
Rimm-Kaufman, S., Curby, T., Grimm, K., Nathanson, L., & Brock L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958−972. https://doi.org/10.1037/a001586
Rogerson, A., & McCarthy, G. (2017). Using Internet-based paraphrasing tools: Original work, patchwriting or facilitated plagiarism? International Journal for Educational Integrity, 13(1), 2. https://doi:10.1007/s40979-016-0013-y
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
Strom, P., & Strom, R. (2007.). Cheating in middle school and high school. The Educational Forum, 71, 104–116. https://doi.org/10.1080/00131720708984924
Šorgo, A., Vavdi, M., Cigler, U., & Kralj, M. (2015). Opportunity makes the cheater: High school students and academic dishonesty. Center for Educational Policy Studies Journal, 5(4), 67-87.
Štambuk, M., Maričić, A., & Hanzec, I. (2015). Cheating is unacceptable, but... teachers’ perceptions of and reactions to students’ cheating at schools and universities. Croatian Journal of Education, 17(4), 259–288. https://doi.org/10.15516/cje.v17i0.1258
Torres-Cladera, G., Simó-Gil, N., Domingo-Peñafiel, L., & Amat-Castells, V. (2021). Building professional identity during pre-service teacher education. Center for Educational Policy Studies Journal, 11(3), 35–55. https://doi.org/10.26529/cepsj.1070
University of Montenegro (2022, November). The Code of Ethics of the UCG (Article 2, point 14). https://www.akademskiintegritet.ucg.ac.me/dokumenta
Univerzitet Crne Gore (2019, September). Etički kodeks Univerziteta Crne Gore. [Code of Ethics of the University of Montenegro]. https://www.akademskiintegritet.ucg.ac.me/wp-content/uploads/2019/10/Eticki-kodeks-Univerziteta-Crne-Gore.pdf
Usher, E., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443–463. https://doi.org/10.1177/0013164407308475
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In Wittrock, M. (ed.), Handbook of research on teaching (pp. 315–327). Macmillan.
Winne, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (eds.), Metacognition in educational theory and practice, (pp. 277–304). Erlbaum. https://doi.org/10.4324/9781410602350-19
Zgaga, P. (2022). The saga of academic autonomy in Slovenia (1919–1999). Center for Educational Policy Studies Journal. 2023: Recently Accepted Paper (VARIA) https://doi.org/10.26529/cepsj.1475
Zimmerman, B. (1994). Dimensions of academic self regulation: A conceptual framework for education. In D. Schunk, & B. Zimmerman (eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3–21). Erlbaum.
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.