Academic dishonesty at the graduate level

We investigated the definition, prevalence, perceived prevalence and severi ty of, as well as justifications for and expected responses to, academic di shonesty at the graduate level in a sample of 246 graduate students, 49 fac ulty, and 20 administrators. Between 2.5 % and 55.1 % of students self-repo rted engaging in academically dishonest behaviors, depending on the nature of the behavior. Students and faculty rated 40 examples of academically dis honest behaviors similarly in terms of severity, but faculty tended to unde restimate the prevalence of academic dishonesty. Students and faculty also reported how they would idealistically and realistically expect themselves to respond to cheating situations. Students rated 21 behaviors in terms of their likeliness to increase or decrease academically dishonest behavior. S uggestions are given for developing a climate or culture of academic integr ity to address academic dishonesty.