El fraude académico en la universidad de los andes ¿qué, qué tanto y por qué ?

Abstract

In this article we present the results of a research project in which we describe academic cheating at Universidad de los Andes and identify possible factors associated with the students' decision to cheat or not to do it. The participants were 1.194 undergraduate students who answered a survey in which they identified cheating behaviors, rated them according to how serious they considered them, admitted types of cheating committed, rated reasons that would make them cheat or stop them from doing it and evaluate different arguments related to two moral dilemmas. Ninety four percent of students admitted having committed at least one type of cheating. We found differences in types and frequencies of cheating across academic departments. Academic overload and specific types of evaluation were among the reasons most commonly mentioned for cheating. While those who rated highly heteronomic arguments were more prone to cheating, those who rated highly autonomic arguments were more prone to not cheating. However, a closer look at the relation between cheating and moral development did not lead to definite conclusions. The results made us realized that it is a severe problem that needs to be addressed, among other approaches, from a pedagogical perspective. We suggest some ideas about it.