Academic fraud committed by higher education students is a problem with institutional and social ramifications, with undesired effects on labor market efficiency and compromising societal trust in organizations, and is especially serious for future managers. This paper studies the attitudes business and economics students have towards academic fraud, their perceptions of the frequency and gravity of the various types of fraud by committed by fellow students, and their opinions on factors that motivate or inhibit it. The paper proposes a new four-dimensional framework for analyzing fraud and proposes two new indicators to evaluate predisposition to commit fraud (PCF) and to evaluate predisposition to denounce fraud (PDF). Empirically, 1,276 students from Portuguese universities were surveyed using a new projective questionnaire, which was answered in person in the classroom. Results show that the highest incidence of fraud is associated with written exam assessment and that denunciation is almost non-existent. Buying and selling academic work is seen as the most condemnable fraudulent behavior. Higher PCF is found among the worst students and those less committed to their course or university. The primary reason for ethical misconduct is related to academic achievement and the main factor preventing it is dissuasion.
academic fraud; ethics; higher education
