Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study examines economics students' perceptions of academic dishonesty and their willingness to engage in whistleblowing within higher education institutions. Academic dishonesty remains a persistent issue in universities, potentially undermining students' ethical development and professional integrity. While prior research has extensively explored the prevalence and causes of academic dishonesty, limited attention has been given to students' reluctance to report such misconduct. This study employs a descriptive quantitative approach and collects data from 160 economics students in Central Java and the Special Region of Yogyakarta (DIY) using purposive sampling. The findings indicate that the majority of students have engaged in various forms of academic dishonesty, including cheating, plagiarism, using unauthorized resources, and paying others to complete assignments. Despite recognizing the ethical implications, students demonstrate low willingness to report dishonest behavior. Key barriers include institutional shortcomings, such as the absence of a clear whistleblowing mechanism, lack of protection for whistleblowers, and fear of retaliation or social ostracism. The study emphasizes the need for a structured and confidential whistleblowing system to foster academic integrity. Universities should implement secure reporting channels, strengthen ethical education, and cultivate an institutional culture that supports honesty and accountability. By addressing these challenges, higher education institutions can enhance students' ethical awareness and commitment to academic integrity, ultimately improving the quality of education.

Keywords

Academic Dishonesty Whistleblowing Intentions Economics Students

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Arifah, S., Pramudyastuti, O. L., & Mulyadi. (2025). Academic Dishonesty and Whistleblowing Intentions Among Economics Students. Ilomata International Journal of Management, 6(3), 1156-1172. https://doi.org/10.61194/ijjm.v6i3.1677

References

  1. Abdul Rahman, R., Hashim, H., Ishak, N., Zaini, N., & Sayed Rohani, S. R. (2023). Determinants of Whistleblowing Intention on Academic Dishonesty. International Journal of Academic Research in Business and Social Sciences, 13(3), 1–12. https://doi.org/10.6007/ijarbss/v13-i3/15248
  2. Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior And Human Decision Processes, 50, 179–211. https://doi.org/10.1080/10410236.2018.1493416
  3. Anzilago, M., Daciê, F. do P., & Giustina, K. A. Della. (2023). Ethical behavior in the work environment and its effects on academic misconduct. REVISTA AMBIENTE CONTÁBIL - Universidade Federal Do Rio Grande Do Norte - ISSN 2176-9036, 15(2). https://doi.org/10.21680/2176-9036.2023v15n2id33076
  4. Asghar, S., Ghani, S., Manzoor, A., Riaz, A., Anwar, M., & Altaf, T. (2024). Academic Dishonesty and Its Impact on Students Moral and Personality. 5(3), 20–27.
  5. Azemi, A., Jamil Azhar, S. M. F., Jamil Azhar, S. M. F., & Jamaludin, N. A. (2024). Academic Dishonesty in Higher Education: A Bibliometric Analysis. International Journal of Religion, 5(7), 1094–1103. https://doi.org/10.61707/bwsq2v18
  6. Bicer, A. A. (2020). An Empirical Analysis on Students’ Cheating Behavior and Personality Traits in the Context of Fraud Triangle Factors. 102, 1–10.
  7. Bloomfield, J. G., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100(January), 104794. https://doi.org/10.1016/j.nedt.2021.104794
  8. Cardina, Y., Sangka, K. B., Ekonomi, P., & Maret, U. S. (2021). Kecurangan Akademik (Academic Fraud) pada Pembelajaran Daring. 1(PGSD), 27–35.
  9. Cerdà-Navarro, A., Touza, C., Morey-López, M., & Curiel, E. (2022). Academic integrity policies against assessment fraud in postgraduate studies: An analysis of the situation in Spanish universities. Heliyon, 8(3). https://doi.org/10.1016/j.heliyon.2022.e09170
  10. Choo, F., & Tan, K. (2023). Abrupt academic dishonesty: Pressure, opportunity, and deterrence. International Journal of Management Education, 21(2), 100815. https://doi.org/10.1016/j.ijme.2023.100815
  11. Cressey, D. R. (1953). Other people’s money; a study of the social psychology of embezzlement. Free Press.
  12. Elaine, S., Louise, K., & Eaton, S. E. (2020). SSRN-id3748713. 4. https://doi.org/10.5281/zenodo.4256825
  13. Eshet, Y., Steinberger, P., & Grinautsky, K. (2022). Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning. International Journal for Educational Integrity, 18(1). https://doi.org/10.1007/s40979-022-00117-w
  14. Hariri, Pradana, A. W. S., & Rahman, F. (2018). Mendeteksi Perilaku Kecurangan Akademik dengan Perspektif Fraud Diamond Theory. Jurnal Ketahanan Pangan, 2(1), 1–11.
  15. Huang, H., Lee, E., Lyu, C., & Zhao, Y. (2020). Bequest motive, information transparency, and family firm value: A natural experiment. Journal of Corporate Finance.
  16. Janke, S., Rudert, S. C., Petersen, Ä., Fritz, T. M., & Daumiller, M. (2021). Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity? Computers and Education Open, 2(October), 100055. https://doi.org/10.1016/j.caeo.2021.100055
  17. Krou, M. R., Fong, C. J., & Hoff, M. A. (2021). Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. Educational Psychology Review, 33(2). https://doi.org/10.1007/s10648-020-09557-7
  18. Kryvolapchuk, V., & Pluhatar, T. (2024). Academic integrity of scientists: problems of implementation and responsibility in Ukraine. Visegrad Journal on Human Rights, 2, 67–72. https://doi.org/10.61345/1339-7915.2024.2.12
  19. Lasmini, N. N. (2018). Implementasi Theory Planned Behavior pada Perilaku Whistleblowing dengan Faktor Demografi sebagai Variabel Moderasi. Prosiding SINTESA, November, 421–430.
  20. Makarova, M. (2019). Factors of Academic Misconduct in a Cross-Cultural Perspective and the Role of Integrity Systems. Journal of Academic Ethics, 17(1), 51–71. https://doi.org/10.1007/s10805-019-9323-z
  21. McIntire, A., Calvert, I., & Ashcraft, J. (2024). Pressure to Plagiarize and the Choice to Cheat: Toward a Pragmatic Reframing of the Ethics of Academic Integrity. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030244
  22. Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41(3), 129–145. https://doi.org/10.1207/s15326985ep4103_1
  23. Nykyporets, S. S. (2023). Digital Technologies and Academic Integrity: Exploring Challenges and Opportunities in The Contemporary Educational Landscape. Академічна Доброчесність: Практичний Досвід, 4(125), 75–90.
  24. Pramudyastuti, O. L., Fatimah, A. N., & Wilujeng, D. S. (2020). Perilaku Kecurangan Akademik Mahasiswa Akuntansi: Investigasi Dimensi Fraud Diamond. Journal of Economic, Management, Accounting and Technology, 3(2), 147–153. https://doi.org/10.32500/jematech.v3i2.1301
  25. Rahman, R. A., Masrom, S., Mohamad, M., Sari, E. N., Saragih, F., & Rahman, A. S. A. (2023). Comparisons of automated machine learning (AutoML) in predicting whistleblowing of academic dishonesty with demographic and theory of planned behavior. MethodsX, 11(January), 102364. https://doi.org/10.1016/j.mex.2023.102364
  26. Reitz, M. (2022). Relevance and Challenges of Whistleblowing in the UK’s National Health System. Integrity of Scientific Research: Fraud, Misconduct and Fake News in the Academic, Medical and Social Environment, 533–540. https://doi.org/10.1007/978-3-030-99680-2_53
  27. Ridwan, R., & Diantimala, Y. (2021). The positive role of religiosity in dealing with academic dishonesty. Cogent Business and Management, 8(1). https://doi.org/10.1080/23311975.2021.1875541
  28. Rizqiyanto, S., Anwar, M. C., & Antuli, R. R. (2024). Corruption in Higher Education ; A Comparative Studies on Whistleblowing System between University of Stanford and Universitas Indonesia . 12(1), 197–210. https://doi.org/10.15408/jch.v12i1.38693
  29. Shapoval, R. V., Nastyuk, V. Y., Inshyn, M. I., & Posashkov, A. A. (2021). Academic honesty: current status and forms of improvement. Justicia (Barranquilla), 26(39), 37–46. https://doi.org/10.17081/just.26.39.4818
  30. Shodiq, M. F., & Rosmida, R. (2022). Faktor-Faktor yang Mempengaruhi Niat Mahasiswa untuk Melakukan Pengungkapan Kecurangan (Studi Empiris Pada Mahasiswa Program Studi D-IV Akuntansi Keuangan Publik Angkatan Tahun 2017-2019). Jurnal IAKP: Jurnal Inovasi Akuntansi Keuangan & Perpajakan, 3(1), 92. https://doi.org/10.35314/iakp.v3i1.2466
  31. Sirca, C. L., & Billen, E. (2024). Predicting Academic Dishonesty: The Role of Psychopathic Traits, Perception of Academic Dishonesty, Moral Disengagement and Motivation. Journal of Academic Ethics, 22(3). https://doi.org/10.1007/s10805-024-09506-x
  32. Sloane, A., Ingold, R., Osmond, M., Gaspar, J., & Stamford, K. (2024). Assuring and Improving Learning Outcomes. Navigating the Terrain: Emerging Frontiers in Learning Spaces, Pedagogies, and Technologies. Proceedings ASCILITE, 93–94.
  33. Wahyuningtiyas, T. N., & Pramudyastuti, O. L. (2022). Optimalisasi Whistleblowing System Melalui Peran Whistleblower Dalam Pendeteksian Tindakan Fraud : Sebuah Literature Review. Jurnal Ilmiah Akuntansi Kesatuan, 10(2), 359–366. https://doi.org/10.37641/jiakes.v10i1.1385
  34. Walker, N., & Holtfreter, K. (2015). Applying criminological theory to academic fraud. Journal of Financial Crime, 22(1), 48–62. https://doi.org/10.1108/JFC-12-2013-0071
  35. Zaini, M. (2015). Analisis Pengaruh Fraud Diamond dan Gone Theory Terhadap Academic Fraud ( Studi Kasus Mahasiswa Akuntansi Se-Madura ). Simposium Nasional Akuntansi XVIII Medan, 1–20.
  36. Zikargae, M. M. H. (2022). Risk communication, ethics and academic integrity in the process of minimizing the impacts of the covid-19 crisis in Ethiopian higher education. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2062892