Search

Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%; (2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student, gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest practices than other class ranks. [ABSTRACT FROM AUTHOR]

English as a medium of instruction and internationalisation projects have drawn increasing attention and participation among international higher education faculty, creating meso-level policies which directly affect the micro-level practices and respective learning experiences for undergraduates in these faculty's classrooms. This research explores undergraduates' perceptions of international faculty-led EMI courses, comparing Taiwan and Thailand and their private and public universities. A total of 436 Taiwanese and 306 Thai undergraduate students provided feedback on their learning experiences regarding classmate, faculty, and student traits. The primary research question provides a comparison between Taiwan and Thailand, and between public and private universities. Private university students in Taiwan and Thailand reported significantly stronger perceptions of peer support, teacher support, teacher approachability, and class participation compared to public university students; perceived learning comprehension was significantly stronger in Taiwanese universities. The discussion highlights key implications for Taiwan and Thailand's meso-level policy of international recruitment which affect the micro-level practices of international faculty and their students' respective learning experiences in the EMI classroom. [ABSTRACT FROM AUTHOR]