Academic disciplinary processes are viewed by the academic community as the university's attempt to communicate expectations about honest scholarly behavior. Most institutions have some process in place, but empirical evidence about the relationship between disciplinary processes and later student performance was lacking. This study investigated the relationship of a collegiate disciplinary process experience on subsequent academic performance by examining student records. A profile of students who were reported for academic dishonesty is presented. Findings indicated sanctions did not impact student retention to the semester following adjudication or student GPA following adjudication. There were, however, students in some subpopulations who were at greater risk for attrition from the university and at risk of attaining lower GPAs following adjudication. There were also differences in who was reported for academic dishonesty than would have been expected given student self-reported numbers from previous research. Implications are discussed.
|Commitee:||Dannells, Michael, DeBard, Robert, Knight, William, Lengfelder, Julie|
|School:||Bowling Green State University|
|Department:||Higher Education Administration|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Education Policy, Higher education|
|Keywords:||Academic dishonesty, Student discipline|
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