Why Do Students Cheat Essay Example | Topics and Well Written Essays - 1500 words

Why Do Students Cheat - Essay Example The major factors that have been highlighted by researchers as amongst the major causes of cheating are limited time available to students, the prevailing culture that encourages cheating, weak regulations and punishments that discourage students from cheating in future as well as getting the opportunities to cheat. These causes have been explored in greater depth and their strength in leading students towards cheating has been highlighted. Cheating, often termed as academic dishonesty, is a frequently reported academic crime by various colleges and universities. According to the statistics by Duke University, approximately 10% of students in their graduating year had been guilty of cheating (Conlin). Further research in this area has explained the fact that cheating is not the story of just one college or university; it is the story of most universities and colleges across the globe. So much is the frequency of cheating that it has been defined as â€Å"rampant† according to one study (Simkin and McLeod). Statistics have depicted a continuous rise in the percentage of college students who have cheated, from 60% to as high as 86% (Whitley). The phenomenon of cheating is a matter of great concern not only to academic institutions today but also employers because it has been observed that cheating at the college level translates to immoral behavior at the workplace. Researchers have found a link between cheating and unethical practices at work (Thompson). Cheating is, thus, rooted in individuals’ attitudes towards dishonesty and is less a superficial practice and more of a serious issue. Thus, dishonesty in academics translates to dishonesty at work. A less obvious form of cheating is the practice of individuals who, for a large fee worth several dollars, take the test for an individual (Simkin and McLeod). A significant cause of cheating is the access to technology, particularly the internet that has encouraged the practice of cheating. The interne t has boosted options for students to cheat; it provides various channels through which students can view solution manuals, test banks and quizzes (Simkin and McLeod). Exchange of solutions to future test questions amongst students is another major aspect of cheating. The mobile technology has also been used to take images of test papers as well as text the correct answers to students during exams. However, this has raised questions as to what are acceptable practices and what are not. If individuals are to succeed in managerial positions, they have to engage in sharing of information and resources as well as team work. According to some individuals, the practice of getting one’s exam written by someone else is seen as a sign of creativity on the part of students who look for new ways of succeeding (Conlin). According to these individuals, what matters is the concern that students have for getting the work done correctly, not the means through which it is done. Those who are against the practice of cheating, however, argue that cheating is looked down upon because it degrades the reputation of institutions, reduces the value of the degrees given to students, and results in dissatisfaction of employees who find that their employees are unable to perform the tasks that are depicted by their majors (Knowledge). In an interesting study regarding cheating in business schools, it was pointed out that business schools struggle to encourage ethical principles in students so that they display ethical behavior at workplace. This goes along with the expectation that business schools will put special effort to encourage ethical principles in students such that they will display true professionalism at work. The concern for cheating is especially high for business

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Essay

Ideas of Adam Smith, Niccolo Machiavelli, Karl Polanyi, Jean-Jacques Rousseau - Essay Example Machiavelli reiterates that crimes may win an empire but they can never win glory moreover he believed necessary wars were just wars and that the arms of a nation are hallowed when it lacks other resources apart from fight. In addition, concerning the markets, Machiavelli considers increase of land and things to be core (Machiavelli 13-14). Rousseau believes in a monarchy that guarantees the needs and the universal will of its people are executed. He believes the pressing interest of a ruler is his most indispensible duty is observing the laws of which the individual is the minister and on which the whole authority is founded. Moreover, he considers social actions to be reciprocal in nature thus impracticable for anyone to position himself beyond the law without relinquishing the advances of the law in a sovereign country. Rousseau believes that the government is not the master of the law but it is much of guarantor of the law and posses many means of inspiring love of it, which makes the talent of reigning. Rousseau believes that people are born amoral however, when people enter society they acquire the capacity for vice as well as the capability for virtue. Rousseau’s analysis regarding vice is comprehensible and well developed which exemplifies that vice results from competition. According to Rousseau, human beings are born free but in many political societies they are subjected to a form of dependence that amounts to slavery. Moreover, Rousseau considers two kinds of inequality that include natural and contrived inequalities but only natural inequalities are acceptable. As well, Rousseau believes justice is impossible to achieve in a world that is stark of social inequality in addition he believes that concentrations of wealth increases inequality (Rousseau 8). In wealth of nations, Smith closely ties liberation of the desire for wealth to commerce and free market, which he considered the most effective way of satisfying that desire, which is synonymous with Rousseau’s view on governance. Thus in Smith’s view, life is ceaselessly driven by desire, anxiety and fear hence life is eternally filled with disturbance and disquiet (Fitzgibbons 3). Smith considers people by nature to have a tendency for improving their circumstances through buildup of goods of affluence, status a nd power. Smith considers the accumulation of wealth as means that jeopardizes tranquility as opposed to producing it, which is also synonymous with Rousseau regarding personal interest. Therefore, both perspectives of Smith and Rousseau consider the pursuits of wealth to be deeply misleading; for instance, Smith argues on the condition of the material world (Gudz 2). Polanyi in The Great Transformation clarified precincts of self-regulating markets and currently there is no reputable, intellectual hold for the proposition that markets by themselves result in competent, let alone equitable outcomes. This view is also synonymous with Rousseau model which considered the concentration of wealth to be the cause of increase in inequality. Polanyi addresses a certain defect in self-regulating economy which involves the relationship between the economy and society in how economic systems affect the way people relate to one another. This view is also considered by Rousseau who believed accu mulation of w