Abstract
The problem of academic dishonesty in general and exam cheating in particular, has been ubiquitous in schools, colleges, and universities around the world. This paper reports on the findings from teachers’ and students’ experiences and perceptions of exam cheating at Nepali schools, colleges, and universities. In so doing, the paper highlights the challenges of maintaining academic integrity in Nepali education systems. Based on qualitative research design, the study data were collected by employing semi-structured interviews with the teachers and the students. Findings from the study indicated that over-emphasized value given to marks/grades and the nature of exam questions among others were the predominant factors. Our findings contribute to the practical understanding that academic institutions in Nepal have largely failed to communicate the value of academic honesty and integrity to the students of all levels of education despite the increasing prevalence of exam cheating. Therefore, exam cheating requires urgent attention from academic institutions, educators, and education leaders to educate students about the long-term educational and social values of academic honesty and integrity.
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Data associated with the study is not available publicly as it can breach the promised confidentiality of the research respondents, but will be available at the request wherever applicable.
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Ghimire, S.N., Bhattarai, U. & Baral, R.K. Academic Dishonesty Within Higher Education in Nepal: An Examination of Students’ Exam Cheating. J Acad Ethics (2023). https://doi.org/10.1007/s10805-023-09486-4
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DOI: https://doi.org/10.1007/s10805-023-09486-4