Advance technology as a mean of academic dishonesty in higher education

 Academic dishonesty is not a new experience. However, its character changes as procedures and available technology evolve. Academic dishonesty has reached surprising proportions in all segments, sparking widespread frustration and creating conflict. The root of the problem lies in our institutions,

where academic dishonesty is widespread. Academic dishonesty in the digital age is defined as the use of advanced technology by students to obtain credit for academic tasks beyond their own ability or willingness to endeavor the task. The development and subsequent proliferation in information technology platforms has been driven by the increasing adaptation of wireless personal devices, changing lifestyle, work habits and societal norms. The increasing use of electronic devices and readily available access to the online context among the students has created an opportunity to thrive in the context of plagiarism and cheating in universities around the world (Graham et al., 1994; Genereux & McLeod, 1995). Academic dishonesty may also include falsifying or altering university documents, writing a paper for another student, and hiding or destroying studying resources.

This study will explore the Advances in technologies, such as cell phones, iPods, and the Internet; have boosted the ways by which students can reach the target of academic dishonesty in higher education. In the view of variance, there is a need to examine the new digital trends and contributing factors which frequently occur in the unethical behaviors of students and resulted in increased incidents of academic dishonesty. Academic dishonesty is a widespread problem that crosses all disciplines at the university level.  With increasing educational demands, stress and pressure of high grades, students may choose academic dishonesty over academic integrity. As advanced technology and access to a variety of tools becomes easier, students are faced with a decision to choose academic integrity or academic dishonesty.

The purpose of this study will be to investigate the advancement of technological ways that create academic dishonesty among students during achieving the academic goal. The popularity of technology has taken plagiarism and fraud to a new level, making incidents of cheating on tests or plagiarism from both conventional print literature and electronic online sources more repetitive. The proliferation of the Internet and the possession of mobile and electronic devices have led to an increase in cases of cheating, plagiarism, Collusion, fabrication and duplicate submission in higher education contexts. Reasons for misconduct include cheating as a result of laziness, failure to understand course material, time constraints, low GPA, and a general lack of preparation for assignments and exams (Mason, 2006; Lanier 2006). The growth of the Internet as a source of information and gateway to knowledge has increased significantly in recent years, it has led to an excess of different forms and speeds of academic dishonesty. For this purpose new strategies need to be considered and applied to better manage the use of advanced technology for legitimate purposes.