What question did this study set out to answer?

This research aims to understand student perceptions of academic dishonesty at a South African university.

May 25, 2026Open Access

Perceptions of academic dishonesty in a South African university: a q-methodology approach

Puntos clave

This research aims to understand student perceptions of academic dishonesty at a South African university.
Students ranked 48 statements on an 11-column grid regarding reasons for cheating.
Q factor analysis was used to identify shared perspectives among students.
Three perspectives on academic dishonesty emerged: moral transgressions, pressure transgressions, and confused transgressions.
Each perspective indicates distinct approaches needed to address academic dishonesty issues.

Resumen

The prevalence of academic dishonesty is a matter of considerable concern for institutions of higher education everywhere. We explored students�� perceptions of academic dishonesty using Q methodology, which provides insights that are different from those obtained through surveys or interviews. South African students ranked 48 statements, giving reasons why students cheat, on an 11-column grid, anchored by strongly agree and strongly disagree. Q factor analysis was used to identify groups of individuals who share the same perspective. The three perspectives that emerged viewed academic dishonesty as (a) moral transgressions, (b) pressure transgressions, or (c) confused transgressions. These suggest different approaches to addressing the issue.

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