TY - CHAP
T1 - Do Students Follow the Wisdom or the Madness of Crowds?
AU - Curtis, Guy
PY - 2023
Y1 - 2023
N2 - The collective decisions of groups of people can often be better or more accurate than the decisions of individuals. Still, many examples in human history show that bad ideas can be whipped up in large groups of people. When searching for what product to buy, what restaurant to visit, or what movie to attend, people often use popularity as a useful rule of thumb. Together, the phenomena of being informed by, and following, the crowd shows people’s tendency to be influenced by norms. Referring to norms as a guide as to what to do in a situation, and being influenced by norms, is a common theme in social sciences research on academic integrity. Students’ decisions to plagiarise, cheat, or follow good academic citation practices are influenced by what other students are doing. These decisions are also influenced by what students think other students are doing. Norms come in several forms, such as descriptive, injunctive, subjective, objective, and cultural. The influence of norms can be overt or non-conscious. This chapter considers the roles of norms in influencing academic misconduct and how norms can be used to improve academic integrity.
AB - The collective decisions of groups of people can often be better or more accurate than the decisions of individuals. Still, many examples in human history show that bad ideas can be whipped up in large groups of people. When searching for what product to buy, what restaurant to visit, or what movie to attend, people often use popularity as a useful rule of thumb. Together, the phenomena of being informed by, and following, the crowd shows people’s tendency to be influenced by norms. Referring to norms as a guide as to what to do in a situation, and being influenced by norms, is a common theme in social sciences research on academic integrity. Students’ decisions to plagiarise, cheat, or follow good academic citation practices are influenced by what other students are doing. These decisions are also influenced by what students think other students are doing. Norms come in several forms, such as descriptive, injunctive, subjective, objective, and cultural. The influence of norms can be overt or non-conscious. This chapter considers the roles of norms in influencing academic misconduct and how norms can be used to improve academic integrity.
KW - academic integrity
KW - Academic misconduct
KW - NORMS
UR - https://onesearch.library.uwa.edu.au/permalink/61UWA_INST/1vk1d8f/alma991486742502101
UR - https://link.springer.com/book/10.1007/978-3-031-43292-7
U2 - 10.1007/978-3-031-43292-7_1
DO - 10.1007/978-3-031-43292-7_1
M3 - Chapter
SN - 978-3-031-43291-0
VL - 6
T3 - Ethics and Integrity in Educational Contexts
SP - 1
EP - 15
BT - Academic Integrity in the Social Sciences
A2 - Curtis, Guy
PB - Springer
CY - Switzerland
ER -