Cheating in higher education has numerous negative implications, including degrading program reputations, inflating student retention rates, and cultivating poor ethical practices, all of which have implications for what students do in the workplace after graduation. Therefore, by understanding the current student population, Generation Z, it is argued that faculty are better equipped to combat cheating behaviors. Grounded in the Theory of Planned Behavior and Deterrence Theory, this study examines factors that faculty can influence, in particular, assignment controls to deter cheating and types of assignments given. Generation Z students indicated that their perceptions of faculty’s use of assignment controls increased their perception of getting caught, which, in turn, decreased cheating intentions. Students were more likely to cheat on coursework over written assignments and examinations. Furthermore, assignment controls create the greatest decrease in coursework cheating. This study has important implications for those involved in minimizing cheating opportunities.

在高等教育中作弊有许多负面影响，包括降低项目声誉、提高学生保留率和培养不良的道德实践，所有这些都会对学生毕业后在工作场所的行为产生影响。因此，通过了解当前的学生群体 Z 世代，可以认为教师更有能力打击作弊行为。本研究以计划行为理论和威慑理论为基础，研究了教师可以影响的因素，特别是防止作弊的作业控制和作业类型。Z 世代学生表示，他们对教师使用作业控制的看法增加了他们被抓住的感觉，这反过来又降低了作弊意图。学生更有可能在书面作业和考试上作弊。此外，作业控制最大程度地减少了课程作弊。这项研究对那些尽量减少作弊机会的人具有重要意义。