Academic dishonesty and whistleblowing in a higher education institution: A sociological analysis

Ugljesa Radulovic, Tina Uys


High rates of academic dishonesty are a concern, and whistleblowing is a mechanism that can curb the incidence thereof. This study attempted to identify the variables associated with the reporting of academic dishonesty, framing itself within the reasoned action approach. It entailed a survey with a sample of 405 undergraduate sociology students. Data was collected by means of self-administered structured questionnaire. Five factors mediate the willingness to report: students’ general honesty; their level of academic honesty; the justification for committing academic dishonesty; the personal impact of reporting; and the adherence to principles as an influence on reporting. Students with higher degrees of general honesty were more willing to report, the fear of retaliation contributed to an unwillingness to report, and institutional rules; norms and procedures influenced willingness to report.


academic dishonesty; whistleblowing; reasoned action approach; higher education.

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