Abstract

In this study, 40.3% of faculty members admitted to ignoring student cheating on one or more occasions. The quality of past experience in dealing with academic integrity violations was examined. Faculty members with previous bad experiences were more likely to prefer dealing with cheating by ignoring it. The data were further analysed to determine beliefs and attitudes that distinguish between faculty who have never ignored an instance of cheating and those who indicated that they have ignored one or more instances in the past. The stated reasons for ignoring cheating included insufficient evidence, triviality of the offense, and insufficient time; however, it was demonstrated that faculty who ignored academic integrity violations felt more stressed when speaking to students about cheating, preferred to avoid emotionally charged situations, and indicated that if a student were likely to become emotional, they were less likely to speak to him or her