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Academic Dishonesty

Name of Student

Institution affiliation

Date
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Academic dishonesty

Introduction

Academic dishonesty has its roots being traced from theoretical frameworks developed
from criminology literature. Puzzle piece contribution frameworks enjoy empirical foundation or
support, but student’s delinquency conceptualization showcases ultimate and problematic
ineffectiveness. Alternative frameworks to academic dishonesty are covered in this review. The
theories of the current frameworks entail different sections such as theoretical underpinning,
empirical support, and deployed characteristics elaborating the weaknesses and solutions and
providing a substitute to the underlined frameworks. The research elaborates that the statistic of
99 colleges was under investigation. Out of the five thousand students, 75% of cases of cheating
were recorded, and the figure upholds until now. Other researchers also elaborate that the
percentage of cheating ranges from 70%- 80%, with the highest rate hitting 95% of reported
cheating cases. Different education dockets such as educational developers, the body handling
student affairs, and experienced education researchers have initiated programs and methods to
reduce exam cheating. Still, the initiative fails to work, and the cases increase even further. We
will cover reasons for the disloyal situations under this topic (Thomas & Darrin, 2017).

To fully understand the shortcoming of the initiatives deployed, it is therefore invisible

for the faculty in charge of the operation to learn and understand the origination of academic
dishonesty and the possible theoretical frameworks for misconduct. The chapter covers three
different sections. The first chapter of the research focuses on the theoretical frameworks that
learners mainly employ to understand and initiate possible academic integrity and evidence
keeping up with irregularity and drawbacks. The Secord part enlightens the possible proxy
strategies to view and handle cases of cheating, and the final section talks about the insinuation
for the development of the educational sector ("5.10. Learning theories – SOU-CCJ230
introduction to the American criminal justice system," n.d).

Current frameworks

On a direct view of cheating irregularities and academic integrity, have different theoretical
frameworks that help understand academic dishonesty. The five forms of theoretical framework
are;
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1. Deterrence theory
2. Rational choice theory
3. Neutralization theory
4. Planned behavior theory
5. Situation theory

The five forms of the theoretical framework are in order, and each has a special relation to
another in an orderly manner.

To begin, stigmatized behaviors are, in most circumstances are being understood by the
researcher in that field always try to understand the problem and denial such behaviors.
However, it is easy to implement an investigative procedure that minimizes the negative
feedback f biasness or reducing the chances of it occurring repeatedly. On the other hand,
research on cheating may be indirectly comparable. When researchers carry out field operations
about cheating, they avoid asking the questions directly from learners and, in the process,
increases chances of positive biasness. Most reports imply that researchers indirectly ask heating
questions; for example, would anyone involve themselves in this Act? have anyone seen
someone engage in this or ask about any observed cheating behaviors. Such questions are
considered to be hypothetical and unreliable. Some researchers even set up academic centers and
try to watch the cheating scenarios by themselves.

Different methods used by the researchers gave a different diversity of results creating
room for comparison and argument base on the best methods to be used for comparability. Other
studies indicated that approximately 107 correlated researches on cheating defer depending on
the size of the measure that is again similar to the method of data collection used. This type of
analysis is more applicable than the scenario of studying one individual's behavior at a time.
Lastly, the most important section in the theoretical framework perspective elaborates that both
bias and academic dishonesty are all derived from dishonesty. Both can be categorized as
criminal behavior. Criminal theories are considered to be eccentric. They explain why
individuals have the same kind of unique behavior that is different from what the community
view as ethical behavior. When a study shows that more than 705 people have cheated, deciding
whether it is ethical or not becomes a problem. Different theories elaborate their explanatory and
predictive power (DiPietro, 2010)
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Deterrence Theory.

Heating is defined as a unit of the severity of consequences. The theory elaborates that the
severe results should punish cases of cheating behaviors to discourage such behavior from
happening again. The theory also puts actions to curb academic behaviors such as students
failing exams, filing in their course, discouraging academic probation, or even expelling students
from their respective educational institutions. The relationship between the deterrence theory and
the students' behaviors engaging in cheating has a positive impact on the action of cheating. In
other observed instances, when students engage in cheating malpractices and go unpunished,
there are very high chances that they will continue with the same behavior over and over again.
Deterrence theory offers a wide range of thoughts about the effects of the d static. With the
strength of the theory, it is possible to determine the impact of the size based on the mean of the
standard difference between the two parameters of cheaters and non-cheating on a given
variable. The theory has several shortcomings i.e.

1. Lectures or professors can have decided to punish cheating behaviors based on the
individual's course or the assignments at the time. The drawback elaborates that the
board of education must review the academic regulations to reduce the increasing
severity. On the other side, the approach I after by the exam instructors' reluctance failed
to report such irregularities to the exam board for a review due to the extra time and
effort involved.
2. Other scholars also elaborated that the relationship between effectiveness and intensity of
deterrents of cheating malpractices differs depending on the cultures. A good example is
a western culture, any student involved in exam malpractices is highly to be expelled
from the institution with an ultimate deterrent. The case is different in countries such as
Japan, where the individual is more likely to experience humiliation from the public
members. A good example of such an instance is when cheaters are made to use only a
red pen to write for the entire year.

The instances elaborate that cheating is seen and viewed as a particular culture of the education
institution but not universal (Madara, Namango & Katana 2016).
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Rational Choice Theory

In Rational choice theory, ration agents are responsible for any dishonest act. Here, possible
alternatives for the course of the irregularity are weighed before deciding on the advantages and
disadvantages of the action chosen. The decision an individual makes to cheat is a result of cost-
benefit analysis. Several factors are involving in the decision that a leaner might make to cheat.
Some of the factors include;

1. The time and energy involved in cheating than focusing the energy in reading the
material
2. High expectation of improvements in one’s academic reports as a result of cheating.
3. The parties that are directly involved in the task.
4. Availability of consequence that follows the dishonesty

The factors make rational theory relates to the limitations made by deterrence theory
relevant. Ratio theory explores further and presents all possible results found on the
correlation of cheating. It states that the fear of individual cheating has a minimum negative
impact than the importance of cheating that has a medium positive impact outcome.

Neutralization Theory

Here, students are viewed from two different perspectives. Students are seen as normal
beings as well as rational beings. Scholars believe that apart from considering the benefit of
cost, students engaging in exam malpractices should have a psychological effect on them—
the same research-based arguments on students' self-esteem cycle who engage in academic
dishonesty. Exam cheaters were observed to have a very low rate of self-esteem at the start.
They had a bad implication of an ability to do exams without cheating; thus, they did not
bother in investing maintaining their positive attitude with the exam instructor because of a
doubt that the same instructor did not see their ability. The doubt of their ability to engage in
cheating and intern lowered their self-esteem, depicting a vicious cycle of the future. Classic
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neutralization styles used by delinquents are of four different types commonly used by
college students. The techniques include;

1. Most college students who are caught in exam cheating will always deny the
responsibility by giving excuses such as being influenced by different circumstances
beyond their reach, and they did not mean to cheat.
2. Other students will deny the Act by saying that exam dishonesty is a victimless crime and
denies such practice consequences.
3. Others will blame their instructors by giving excess such as the exam was tough, unfair,
or accuse the instructor of cheating when he/she was a student.
4. Some students will go ahead and invoke a higher system that allows the value of helping
a friend pass the course. The systems are always against the academic rules of not
interacting during a test.

The theory encourages that the only way to curb exam dishonesty is by focusing on the
denaturalizing factors and emphasizing the different kinds of academic dishonesty by
straightening the role of each personal responsibility and agency.

Planned Behaviour Theory.

Planned behavior theory elaborates that cheating occurs due to the available chance to act
and the intention to cheat. Therefore, the theory elaborates that the options to curb exam cheating
depend on situational and behavioral factors of the individual. Instructors who try minimizing
exam irregularities by being derivative and vigilant during the examination time might only
course frustration to individuals who want to heat, and they will still cheat when they get another
opportunity. The models of theory focus on planning based on the impotence of behavior by
educating individuals about the achievements and the value of academic integrity by including
education of prevention of disloyalty. The theory of planned behavior correlates to the cheating
support. On the other side of opportunity, a medium way of reducing exam regulation is by
placing a chair I between the examiner's ad multiple forms that are empty to try to reduce the
chance of cheating occurring. Another form of reducing the irregularity is letting students take
the back seat during examination ad their friends seat in front. This scenario will slightly reduce
the chances of exam dishonesty (Starovoytova, Sitati & Harrison, 2016).
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Situational Ethics

Differed questions have been brought forth to help understand possible circumstances
under which students involve themselves in examination malpractices. Some of the scenarios
include; whether students cheat because some extraordinary circumstance faces them or want to
bed the laws of ethical behaviors. The theory takes an example of a student who has a girlfriend
in a different state ad is committed to helping her pass her examinations. The student knows that
this is her last chance to pass her examinations or else she will be expelled from the school
premises, lose her student's visa, and perhaps be adopted back to her country. The situation
leaves the student in a dilemma ad out even he knows if the process will be successful. Situation
ethics expounds that such unique situations should be handled with a unique set of considerations
applied in a tough situation (.

Limitations of the current approaches and need for new

The above conceptual frameworks provide empirical support to understand the criteria of
cheating in the higher education docket. Students do not view cheating as an offense as viewed
in the theories of the framework. The high rate of recorded cheating between students to their
professors or instructors in different educational centers with the prevalence of exam dishonesty
and the need of conceptualizing cheating exposes the limitations of the current approaches. Some
of the available limitations are as follows.

1. Cheating as ignorance or confusion about instructor’s expectations- some cases of

cheating can result from other scenarios such s plagiarism and collaboration.
2. Cheating as a learned behavior- cheating activities sometimes originate from student’s
environment in which they have been educated. The environment reinforces the Act of
cheating and makes students do it.
3. Cheating being perceived as a coping strategy in a stressful environment. Students should
be acknowledged to be under pressure to achieve a specific goal in life.
4. Cheating as professional development. In government, some people, especially
politicians, are always said to cheat to get their way to the top.

Contribution of online learning to academic dishonesty

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According to Schaffhausen, the transfer of classes from physical learning to online by the
college or university instructors increases the chances for students involving themselves in
cheating. The research explains that about 93% of students prefer going to online classes to
classwork because it is conducive to academic dishonesty. Comparing online classes' behavior to
online classes behavior, being dishonest in learning portrays a type of character seen in online
learning. Dishonesty in earning has a special set of characters that greatly impact the
development of learning and the future of academics. The futures include; behavioral models and
behavior motivation. From online learning, the increasing disloyalty learning behaviors in
learners' patterns academics in the online environment. Scholars have claimed that online class
environments include and encourage intellectual dishonesty to a greater extent than conventional
learning environments. The evidence presented in this study refutes this argument, showing that
the overwhelming majority of students (81 percent) believe that cheating in their online course is
no more common than cheating in a normal classroom (“Academic misconduct in distance
learning," 2020).

Factors causing online dishonesty in students

Based on theoretical frameworks, more attention has been paid to understanding learning
dishonesty, mostly in non-digital environments, and emphasizes factors that might course the rise
in online dishonesty. Online learning is considered the most flexible and self-supervision and
open environment for the learner but still being considered the cheating spot from students.
Factors leading to this dishonesty include; The feeling of distance between the student and the
instructor. The natural distance gives students the behavior to participate in cheating activities.
The lack of distance between the student and the instructor and the absence of face-to-face
interaction increase cheating chances. The facts that support this belief elaborated that the lack of
belief between the students. Even though online students are typically older and mature
compared to physical classroom students, there are some arguments. Therefore, being considered
less lucky to indulge in cheating, others compared the two scenarios and agreed that online
learning is the pick on academic dishonesty. Learners have the anxiety to acquire more education
and more knowledge and do everything it takes to survive the knowledge. The idea of academic
perception should be addressed by different institutions to help the community shift towards
integrity and maintains ethical behavior.
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Maslow Needs and its Relation to the current frameworks

According to Lutz (2014), students' main aim is to meet their basic needs. Learning institutions
are believed to be the best place for learners to meet their needs. Researcher Abraham Maslow
developed Maslow's hierarchy in 1954. He describes the theorem as a way of planning the basic
human needs for learners at different levels as the students meet more levels, their learning
capacity increases. The law of Maslow commonly applies to learners who are considered to be
exceptional because such students with exceptionalities are not easy to find.

How Maslow Needs relates with academics.

Maslow directly correlates to academics through variables such as motivation ad upskilling. The
law elaborated that students must be ably advised and motivated to learn in order for students to
succeed in their classwork. When the steps of Maslow’s Hierarchy of Needs are completed,
students are capable and ready to learn. A good example of the law is when a student enters the
classroom with an empty stomach and worries about starving and learning successfully. The
condition implies that there are basic needs that must be met in order for learning to be
successful. Up in the hierarchy, the better the students' motivation, the better the rate of learning
rate (Frances & Lora, 2011).

Effect of Maslow's Hierarchy of Needs on students

MHN affects mostly students that are believed to have exceptionalities. The law as well
encourages that all students are learners and should feel a sense of belonging. For any students
who possess the gift of exceptionalities, they should always feel motivated to have a sense of
belonging. Sense of belonging maybe sometimes hard in the MHN for students who possess
exceptionalities since they have some forms of disabilities that might discourage them from
interacting with other students (Taormina & Gao, 2013).

Relation between the five theories of academic dishonesty and Maslow’s Hierarchy of
Needs (MHN).
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Since academic dishonesty results from many possible reasons, MHN provides one of the basic
reasons why students can involve themselves in such actions. MHN explores a, but students who
suffer because of lack of some basic needs or are disabilities and in one way or another cannot
participate in their learning process successfully. The action of the disability will lead to students
thinking about exam cheating for different kinds of reasons.

The theory encourages students to engage together in a classroom, create a sense of belonging to
all students, including exceptionalities. As all students are being given a sense of belonging at
the learning institution, the rate of exam cheating will reduce since the students will engage
together and share ideas.

Pavlov Classical Conditioning

This type of learning is described from a behavioristic viewpoint. From this type of learning,
formations called conditioned reflexes are involving. The conditions make the learning behavior
to be automatic. Conditioned learning is accomplished by experience in different individuals in
general. A good example of the situation is a child who is conditioned to a white rat. The chi has
feared for any white and with rate, and there is a high possibility that the child will be
conditioned to the rabbit, cotton wool, white cloths, or other such objects. The adverse effect will
be experienced when the progressive condition continuously repeats itself in an individual. The
conditioned S-R becomes extinguished. A rap exposed for long would reduce fear just after the
conditioning. Applying possible conditioning in learning, a natural response will be produced
depending on the unnatural situation at hand or stimulus in real fact. For the response to cordially
respond effectively, there must exist natural stimulus (Classical conditioning, 2007).

Principals of Pavlov’s Classical Theory.

Time Principle

The principal elaborates that the gap between time and the cue stimulus should come as
minimum as possible to reach the satisfaction of the stimulus. The longer the time between the
two variables, the association effective will be less (Rehman, Mahabadi, Sanvictores & Rehman
2020).

Principal of intensity
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The satisfying stimulus should be of great intensity for the stimulus to produce desirable organic
behavior.

Principal of consistency

The same organic growth process should be in the same repetition mod for a good number of the
day.

The situation principal

the area where learning is taking place should be well located and all destructions removed to
increase the chances of stimulus.

Principle of inhabitation

For learning to take place, inhabitation should not be allowed. A factor or situation that could
interrupt learning should not be allowed. In most cases, students with Pavlov's found out that
having a set up conditioned stimulus in a dog, they quickly fail to exhibit it to Pavlov, simply
because the presence of the individual in the room inhabited it. That is a good example of why a
well-trained and prepared teacher will fail to deliver well in front of the supervisor ("Pavlov
classical conditioning theory of learning | Psychology," 2018).

Relationship between Academic Dishonesty and Pavlov’s Classical Conditioning theory

Issues of exam cheating at schools are well covered through this process. The process
covers step that are followed when learning, i.e., reading, writing, and spelling habits. The
process of teaching to students is a form of conditioning. We understand many things more
effectively as a result of this practice, and it is possible that living in a society where the
language is spoken helps us learn it more quickly. The philosophy also includes measures to
curtail academic behaviors such as students failing tests, dropping out of their courses,
discouraging academic probation, and even expulsion from their respective educational
institutions. The association between the deterrent principle and the behaviors of cheating
students has a positive effect on cheating behavior. In other cases, where students partake in
cheating malpractices and go unpunished, there is a very strong likelihood that they will repeat
the same conduct. Deterrence theory has a wide variety of ideas about the consequences of the d
static; with the theory's power, it is possible to The same idea applies to teaching with visual
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aids. Student procedures are frequently far removed from the natural procedures required for
conditioning (Nowak, Sundaram & Thomas 2000).

Languages are not taught as they should connect with a wide range of vivid and diverse
experiences. Suppose the regulations, commands, and virtues are followed by the teacher's
friendly behavior and sympathetic attitude. In that case, he can create a complaint emotional tone
in the class that no amount of punishment can accomplish. However, consistency in the
procedure is essential. Voluntary action can be controlled through reasoning, punishment, and
reward, but it will fail if its involuntary basis is ignored. Conditioning regulates involuntary
responses (Chen et al., 2020).

Albert Bandura Theory

Social learning theory is psychology covering the social science of deviance maximization
opened and observed from behavioral characters. Variables of social theory view academic
dishonesty as learned behaviors acquired and maintained within an individual by the same
behaviors confirming the character. Even though the story covers the entire field of learning
mechanisms, evidence found in the field concentrates mainly on the four basic concepts of
explanatory cheating variables in the modern types of research. The variables include

1. different association
2. Imitation of other learners
3. Differential reinforcement
4. Definition of the actual character

Different association covers both the normative dimensions of social interaction and
behavioral characters (Bandura, 2017). Dishonesty in examinations begins from the family even
though students meet more influences in college or university from their friends. The friends or
the groups apply individuals with normative definition, which can be inurned be the seed to
classify the actual Act of cheating. According to planned action theory, cheating occurs as a
function of the available opportunity to act and the desire to cheat. As a result, the hypothesis
explains that the solutions for preventing exam cheating are dependent on the individual's
situational and behavioral influences. Instructors who want to reduce the number of exam
discrepancies by being derivative and careful during exam time only irritate those who wish to
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cheat, and they will still cheat if given another chance. The theory's models concentrate on
preventing impotence in behavior by teaching people about their accomplishments and the
importance of academic honesty by using pre-service schooling. The Act provides clarity on
whether cheating is wrong or good. The attitudes provide behavioral models of fairness or
dishonesty, which provide social support for inhibition or commission of the deviant Act (Kim,
1999).

Implementing Zero Trust Architecture

Abstract

Tradition boundaries of communication have been disabled by the modern methods of

communication such as cloud computing, mobile devices used, and other forms of internet
boundaries. Communications have been modernized in every company. Personal and powerful
tools are being installed to ensure that the companies interactions with business partners have
been secured and access given to only those who need to have them. Zero trust cybersecurity
techniques minimize the assumption of trust. The approach of A zero trust cybersecurity does not
use the theory of trust in every individual. The main aim of the approach is to secure the
database. Of all available information provides the required information to all its users regardless
of the location of the network, users of the serer, devices that it connects to, enforcing the right
methods to hold and store information, data monitoring, and threat which people logins. The
action required high knowledge of computers and data protection. Such a Proust to be built
around the business and micro section to be placed at strategic placement to the organization's
communication department. The technology for developing zero trusts gives businesses to easily
accommodate the ambiguity of business enterprises by informing and developing successful
information departments.

The NCCoE project elaborates the implementation of the zero trust architecture.
Implementation and development of the business starting as early as the business stats to help
synch all the information easily (Farnese, Tramontano, Fida & Paciello 2011).

Executive Summary
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The old data security method mainly focused on protecting the parameters of e-business; the
orders were offered once the premises are accessed. The employees of the premises were
allowed to access all parts of the corporate resources. Malicious actors will also come from both
within and outside the network. Furthermore, since there are more entry points, exit, and data
access than ever before, the difficulty of securing an organization's digital infrastructure has
increased due to the rise of cloud computing and the number of remote employees. Organizations
are rethinking the standard network security perimeter. A zero-trust situation has the following
ZTA situations features that have wide premises and loud usage;

1. All network traffic is encrypted, regardless of network location within the topology.
2. Access to each enterprise resource is granted on a per-connection basis, and an approved
connection does not immediately grant access to multiple enterprise resources.
3. Access to business infrastructure is calculated dynamically depending on the knowledge
captured within the organizational context.
4. The assets are being reviewed continuously to ensure that they remain in their defective
condition for long as possible.
5. Special tools such as multifactor authentication are used to repeatedly used to monitor
authentication and authorization.
6. The network communication is slogged and will be leveraged later for improved security
issues to increase the privacy of information (Nguyen, Keuseman & Humston, 2020).

Scope

The current focus of zero trusts is based on enterprises. The overall information
technology combines different users such as employees, contractors, different guest devices,
some ultimate infrastructures, internet cloud, and a combination of any of the two. Anyone
working outside the premises, such as remote workers, can also bring complications to the
ultimate device and enforce access rules (Imran & Ayobami, 2011).

Assumptions /Challenges

Numerous enterprises are aiming for zero confidence, but there are obstacles to overcome. The
following are some of the current obstacles to putting a ZTA in a particular area:

1. Vendor software sophistication to endorse a ZTA

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2. Because of an organization's ability/willingness to move to a ZTA

3. Concerns over security matters
4. Considerations for interoperability of ZTA products/solutions with legacy technologies
5. The UI. To date, no systematic research has been conducted to determine how a ZTA can
or may influence end-user experience and behavior. A ZTA's goal should be to enhance
security while maintaining a generally smooth user interface.

Background

The perimeter-based network security architecture has traditionally been the primary
model for information security. It is assumed that those inside the corporate network perimeter
are "trusted," while those outside the perimeter are "untrusted." For decades, this perspective on
trust has been used to determine which services a user/device may reach. NCCoE project
summary expands on our collaboration with federal agencies and the Federal CIO 175 Council to
develop and record an example ZTA using commercially available 176 items that aligns with the
concepts and principles in NIST SP 800-207.

Scenario

Reactions from business associations showing an interest in participation in this initiative would
impact the future scenario collection in terms of composition and number of scenarios
demonstrated.

1. Institution worker access to the corporate resources

2. The employee is allowed to access all the internet resources
3. Contractor being allowed to access both the corporate and online resources
4. The enterprise guarantees inter-server communication
5. Ross enterprise interaction a collaboration with business partners
6. Use of corporate resources to develop to the confidence level

Zero Trust Architecture and Academic dishonesty

Continuing, stigmatized behaviors are recognized in most cases by researchers in that

area who often strive to explain the concerns and deny those behaviors. It is simple to introduce
an investigation protocol that minimizes the negative feedback of biasness or reduces the
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likelihood of it happening repeatedly. On the other hand, studies on deception could be indirectly
equivalent. When analysts conduct field operations on cheating, they stop asking learner’s
questions, raising the risk of constructive bias. According to most studies, researchers implicitly
ask heated questions to students, such as, "Would you like to participate in the study?" The
traditional approach of data protection was primarily concerned with safeguarding the
parameters of e-commerce, with orders being offered after the premises were accessed. Any
business services were available to the premises' employees. Malicious players can also enter the
network from both inside and outside of it. Furthermore, since there are more entry points, exit,
and data access than ever before, the complexity of protecting an organization's digital
infrastructure has increased as cloud storage. The number of remote workers has grown.

Organizations are rethinking the traditional network defense perimeter. The below are
characteristics of a zero-trust situation. In addition to their disadvantages, data collection and
dishonesty initiate possible academic integrity and evidence of irregularity. The most critical
segment of the theoretical framework perspective elaborates that bigotry and intellectual
dishonesty are both born from dishonesty and may all be classified as criminal behavior.
Criminal hypotheses are deviant. They explain why people exhibit the same kind of unique
behavior that is completely different from what society considers ethical behavior. The last
section illuminate’s possible proxy strategies to view and handle cases of cheating, and the final
section discusses the insinuation for educational sector development (Instructors believe students
more likely to cheat when class is online -- Campus technology, 2020).

conclusion

Academic honesty is a topic that many educational entrepreneurs bring up with the
campus population. We have openings in a variety of departments. For starters, we should
advocate for more effective and open procedures for our academic oversight boards. This
initiative would eventually inspire others to join in. Academic credibility violations will be
pursued by professors. Second, we will include more efficient anti-cheating strategies to faculty.
When teachers talk about cheating prevention, they mostly concentrate on reducing the
opportunities to cheat, particularly in light of emerging devices that encourage cheating, such as
calculators and phones that can hold documents and provide Internet access.
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