Higher Education Ph.D. Dissertations


Faculty Perceptions of Undergraduate Academic Dishonesty

Date of Award


Document Type


Degree Name

Doctor of Philosophy (Ph.D.)


Higher Education Administration

First Advisor

Michael Coomes (Advisor)


This study was a qualitative research initiative involving faculty participants from a mid-sized, public university. The faculty shared information about their knowledge of, personal and professional experiences with, and communication about academic dishonesty. Inductive data analysis led to the emergence of four major themes: the definition and nature of academic dishonesty, shaping influences, values and beliefs, and proactive and reactive responses to academic dishonesty. The results indicated that faculty perceptions and decision-making are strongly influenced by their personal value systems. Faculty socialization plays a large role in the faculty understanding of, and response to, issues related to academic dishonesty. Implications for practice are presented, including ways in which faculty may remain authentic while responding consistently to cheating incidents.