The Assault on Academic Integrity 1
Through the Internet and Social Media
The Assault on Academic Integrity
Through the Internet and Social Media
Michael DiDiego
Draft Personal Research Opinion Paper
Wilmington University
May 18, 2017
The Assault on Academic Integrity 2
Through the Internet and Social Media
Table of Contents
List of Tables……………………………………………………………………………………...3
List of Figures……………………………………………………………………………………..4
Prelude…………………………………………………………………………………………….5
Integrity Perspective Basics……………………………………………………………………….6
Vision of Integrity…………………………………………………………………………………8
Academic Integrity Site……………………………………………….........................................10
Integrity Displaced……………………………………………………………………………….11
Ethical Leadership through Cybersecurity……………………………………………………….12
Engagement………………………………………………………………………………………14
Convergence and Strategic Leadership Collaboration…………………………………………...14
Objectives Displaced…………………………………………………………………………….15
Cheat Sites and Social Media……………………………………………………………………15
Student’s Testimonials – Approach on Integrity………………………………………………...18
Easy A’s for a Price……………………………………………………………………………...19
Degree Value → Diminished through Credibility Issue………………………………………...19
Ensuring Institutional Reputation………………………………………………………………..20
Know Academic Strategies………………………………………………………………………21
COBIT……………………………………………………………………………………………22
Social Dissolution………………………………………………………………………………..24
References………………………………………………………………………………………..28
Appendix A: Academic Integrity Policy………………………………………………………30
The Assault on Academic Integrity 3
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List of Tables
Table 1: Percentage of Cheating Students………………………………………………………10
The Assault on Academic Integrity 4
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List of Figures
Figure 1 The Dewitt-Clinton, One of the Earliest Railroad Carriages……………………………5
Figure 2: Avoid Plagiarism Pitfalls with These Quick Tips……………………………………... 9
Figure 3: Propensity to Cheat……………………………………………………………………12
Figure 4: Individual Deploring Accounting Cheats……………………………………………..17
Figure 5: Enabling A Holistic Approach ……………………………………………………….22
Figure 6 Summary of COBIT 5 Process Capability Modell……………………………………..24
Figure 7: Fixed Data Center Controls …………………………………………………………..26
Figure 8: 2017 Volt, an Access Point…………………………………………………………...27
The Assault on Academic Integrity 5
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Prelude
The train has left the station. Do you have your ticket? Are you on board? Do you still
have to buy a ticket and wait for the next train?
Figure 1 The Dewitt-Clinton, One of the Earliest Railroad Carriages
(The Dewitt Clinton, 2017)
The computer with the information age has arrived in the station. Whether we like it or
not we may be going down the tracks with it even though our destination may be still unknown.
We are all in the mist of the information age.
Data is traveling fast. Specifically, it can travel at data transfer rates of 1 to 10 gigabytes
per second (gbps). Just think how quickly we can browse the internet to find a question’s
answer. Do you know when such a search by a student is cheating?
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Accordingly, this will be a high level presentation examining the use of the Internet and
Social Media that impacts academic integrity. Using four presentation modules (Integrity
Perspective, Ethical Dilemma, The Sites, and Solutions), this discussion highlights the basics
with examples and introduces the threats to institutional integrity. Each presentation segment
contrasts shifting values between the students and academia. In conclusion, solutions will be
proposed to help ensure the institution's reputation.
This paper is a fundamental search for coming to grasps with the modern paradigm of our
connectivity through the internet. The question becomes what are our standards for the modern
connected big data internet? Consequently, this is not a mere matter of cracking down on online
cheating but rather facilitating our accepted standards for learning. Our objectives are:
A. To recognize and be aware of threats to academics from the internet and social media
(collusion),
B. To recognize and be aware of opportunities to help protect academic integrity through
countering the identified threats.
Integrity Perspective Basics
At the most fundamental level an instructor’s grading assessments consist of checking the
information (data) presented by their students. It is their data that is being evaluated. So, this
verification is dependent on the data’s veracity at a basic level.
Whether you are an educator or system professional, you both share a concern for the
integrity of data. An organization endeavoring to help answer data integrity issues is the
Information System and Control Association (ISACA). So, it may be appropriate to look at their
viewpoint regarding data integrity. Let’s consider what one of their authors has to say about the
governance of data to strength its integrity. We can share the author’s and organization’s insight.
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Gelbstein (201l) explains a security officer’s perspective in one of ISACA’s journals:
WHAT IS MEANT BY “INEGRITY”
The importance of data integrity can be illustrated simply: A person needs
hospital treatment that includes taking a daily medication dosage of 10
milligrams (mg). By accidental or deliberate intervention, the electronic
record of the treatment is changed to a dosage of 100 mg—with fatal
consequences. In another example what if, as in work of fiction that predates
the Stuxnet attack of 2010, the control system of a nuclear power station are
interfered with to show normal conditions while, in fact, a chain reaction has
been triggered? Are professionals aware of the many definitions of “data
integrity”? According to:
A security officer – “Data integrity” may mean that data cannot be modified
undetectably.
From the perspective of data and network security, data
integrity is the assurance that information can be accessed or modified only
by those authorized to do so. An examination of this concept could show that
“integrity” also includes personal integrity (i.e., trust, trustworthiness,
reliability) in addition to system integrity (i.e. antivirus protection, structured
system development life cycles [SDLCs] peer review of source code, extensive
testing). (p. 1-2)
In the mist of this quote, lie the basics of integrity which includes personal integrity:
trust, trustworthiness, and reliability. Accordingly, from an academic perspective alignment is
needed by educators to recognize the trustworthiness of any student assessment. Can we rely on
such assessment that it is a product of their work especially in an online environment? It is one
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problem to have the data contaminated by a computer virus and it is another problem to have the
data contaminated by direct student’s indiscretion. However, the result of both incidences is the
same. The educator is confronted with falsely accepting a student’s work as the student’s very
own and perpetuating the incident by approving the results for the prosperity of the student’s
official academic record.
As the educators records the results of the test (assessment), metadata is being recorded.
Metadata is data about data often just providing a marker to more data. So, the grade becomes in
effect metadata. This grade should be in compliance with your expert knowledge of your subject
area. Thus, you are gauging the student’s results with your intended criteria.
Furthermore, Gelbstein uses an online dictionary to make the reader aware of the many
definitions of “data integrity.”
Data integrity is the : Quality of correctness, completeness, wholeness,
soundness and compliance with the intention of the creators of the data. It is
achieved by preventing accidental or deliberate, but unauthorized, insertion,
modification or destruction of data in a database. Data integrity is one of the
six fundamental components of information security. (p2)
If the intention of the creator, the student, is to get an A at any price, then acceptance of such
work without measures restricting cheating may constitute at least a misrepresentation.
Vision of Integrity
Wilmington University has an academic integrity policy intendent to guard against
misrepresentations. “Students of Wilmington University are expected to be honest and
forthright in their academic pursuits. When a student places his or her name on submitted work,
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the student certifies the originality of all work not otherwise identified by appropriate
acknowledgement” (Appendix A).
Wilmington University is very specific about the categories that violate their integrity
policy: Plagiarism, Fabrication, Cheating, Grade and Test Tampering, and Falsifying
Documents. The policy explains the meaning of each of these offenses. The policy specifies
violations with two tiers of actions. Ultimately, for continuous infractions of the code the
student may be suspended. (Wilmington University Academic Integrity, 2017)
Figure 2: Avoid Plagiarism Pitfalls with These Quick Tips
(Wilmington University Academic Integrity, 2017):
Furthermore, Wilmington University has expressly stated its commitment to integrity in
its vision statement “We are committed to being a university where respect for each other is
paramount, integrity guides all our choices, providing educational opportunity is our primary
purpose, and responsiveness to community needs is key” (Wilmington University Mission,
Vision, & Values, 2017). The university serves the community by adopting practices to maintain
the integrity of test results. Such practices should be designed to prevent and detect actions that
are contrary to the principles of academic integrity
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Academic Integrity Site
Also, in pursuit of academic integrity is The International Center for Academic Integrity
(ICAI).
The International Center for Academic Integrity (ICAI) was founded to
combat cheating, plagiarism, and academic dishonesty in higher education.
Its mission has since expanded to include the cultivation of cultures of
integrity in academic communities throughout the world. ICAI offers
assessment services, resources, and consultations to its member institutions,
and facilitates conversations on academic integrity topics each year at its
annual conference. (ICAI, 2016a)
ICAI has conducted extensive research to help combat violations of academic
integrity.
According to research and surveys conducted by Dr. Donald McCabe and the
International Center for Academic Integrity, the number of university
students who admit to cheating in some form is truly eye-opening. The
statistics below are just a snapshot of overall trends uncovered over the past
12 years.
Table 1: Percentage of Cheating Students
Number responding:
% who admit cheating on tests:
% who admit cheating on written assignments:
% total who admit written or test cheating:
Graduate Students
~17,000
17%
40%
43%
*Excluding first year students, code schools, and two year schools
Undergraduates*
~71,300
39%
62%
68%
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This basic dataset was compiled based upon surveys that were conducted
between Fall 2002 and Spring 2015, by Dr. Donald McCabe and the
International Center for Academic Integrity.
Furthermore, McCabe's surveys of over 70,000 high school students at over
24 high schools in the United States demonstrated that 64 percent of students
admitted to cheating on a test, 58 percent admitted to plagiarism and 95
percent said they participated in some form of cheating, whether it was on a
test, plagiarism or copying homework. (ICAI, 2016b)
Integrity Displaced
What rational can contribute to such a degree of cheating including the fact that
they will admit it? Today’s generation is more open as evidenced by the cultural
phenomenon of social media. The culture of such media is open to frankness. Of course,
there are other motivations to cheat as engendered by our modern society.
These other motivations which impinge on integrity include today’s social
pressure to do everything: raise a family, have a good job, obtain a college degree to get
a better job etc. This is often an overwhelming series of events that leave little time to
study. This is especially true of the adult learner who is raising a family. (I know that I
have been told by several of my students that I really don’t have time for this).
So, with time constraints aided by social pressures the tendency to cheat is there.
This includes taking shortcuts in homework assignments and outright cheating on exams.
If the test and homework assignments are online, the students can proliferate cheating by
not being monitored. Unfortunately, the student feels due to time constraints he just has
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to get his academic work done despite the consequences. Instant access with availability
is replacing integrity.
Figure 3: Propensity to Cheat
Ethical Leadership through Cybersecurity
How do we deal with the dilemma of compressed time and increasing workloads?
Well, for some students they have found the solution. They just maximize the use of their
internet (cyber) resources. They google the answer and paste the results. No need then to buy or
read the book. This is their shortcut. Not only do they save time but they can get a good grade
too.
Consequently, as educators we must recognize how our students are using their
interconnected world. How, do we know we are getting authentic results and our traditional
assessments actually measure their learning? This would require cybersecurity leadership on the
part of the institution and corresponding implementation by its educators.
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We should recognize that cybersecurity is our job as well as information technology
(Hasib, 2015). We should avoid thinking that we can avoid using technological approaches and
tools because the traditional methods are enough. We need to recognize that electronic devices
in our modern classrooms can negate the effectiveness of even traditional proctoring. A
humorous example of electronic cheating in the classroom can be seen on YouTube (Japan Exam
Cheating Technology, 2016).
Whoever said cheaters never prosper forgot to text the message to the current
generation of students. According to a 2010 study conducted by Rutgers
University, 64% of college students have cheated on tests. In 2009, global
research firm, the Benenson Strategy Group, conducted a poll which found
almost one-in-three middle school and high school students have cheated on a
test using their mobile phone; over half said they’ve used the Internet to cheat
in some capacity. What’s more, one-in-four students said they didn’t see
anything wrong with using technology to cheat. Seems times have changed.
This is new version [of] japan [Japanese] cheating technology and video on
how to cheat in 2016 in any exam without getting caught.
While cheat sheets written on sheathes of dead bark are still used to help
students get an upper hand on exams, kids are increasingly turning to more
technological means to get over on their teachers. Recently, schools have
been catching up, getting hip to the many ways students can use their gadgets
to cheat. Is cheating right? No, not really. Is it risky? Yes, very. If you get
caught cheating the consequences are now very severe. Is that going to stop
us from exploring the multitude of high and low-tech ways you can trick your
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way to an A? Nope, not in the least. (Japan Exam Cheating Technology,
2016)
Engagement
To control the student’s usage and promote the faculty development, information
technology (IT), needs to be aligned with the goals, objectives and the policy of the institution.
This was accomplished at Indiana University (IU) where a former Chief Information Officer
(CIO) was elevated to President of the University. IU serves about 100,000 students on eight
campuses. “What has followed is an example of how a president, a CIO, and others enterprise
leaders can engage their community and propel it forward through technology powered strategic
collaboration” (Hasib, 2015, p.126).
Convergence and Strategic Leadership Collaboration
Instead of trying to lead in all areas of IT, IU aligned its strategic plan with
the universities priorities and focused on a few key areas where it can excel
and achieve distinction. The strategic plan has four key elements: Faculty
and Scholarship Excellence, Student Success (which focusses on education
and student living), Effective Community (which focuses on communication
and collaboration within IU), and Engagement Beyond (which focuses on
IU’s mission in the state of Indiana and its standing and impact as an
international university). (Hasib, 2015, p.126).
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Objectives Displaced
A university’s degree confers on the graduate recognition of their achievement. The
achievement is the body of knowledge that the graduate has demonstrated. So, this degree
represents their obtained knowledge, not merely what they can copy from the internet. The
reputation of the institution is on the line if employers begin to question this “obtained
knowledge.” Unfortunately, some students will beg, steal, and borrow for this degree. Finding
the answer key on the internet is their goal to obtain the degree.
Cheat Sites and Social Media
8 Top Websites that Students Use to Cheat
What websites do students like to use when they want to cheat on writing
assignments?
In an attempt to answer that question, Turnitin, a company dedicated to
uncovering plagiarism, looked at more than 40 million student papers. The
firm concluded that the most popular website for plagiarism is the trusted
source that millions of us Americans turn to learn stuff: Wikipedia.
Interestingly enough, Turnitin said that the websites that are designed to
assist cheaters by, for instance, selling papers represent only 15% of the
potentially
plagiarized
content
that
the
company
detected.
In contrast, one third of the suspicious content that Turnitin uncovered was
traced to social networks such as Facebook and question-and-answer sites
where users contribute and share content.
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Do Students Know They Are Cheating?
There remains some question about whether cheaters actually know they are
being dishonest. Students, who have grown up with the Internet and social
media, are so used to sharing what they find on the Web that many won't
necessarily understand that term papers and other writing assignments are
supposed to be original work.
8 Top Sites for Plagiarism
Here are the most popular websites for would-be cheaters:
1. Wikipedia Encylopedia
2. Yahoo! Answers Social & content sharing site
3. Answers.com Social & content sharing site
4. Slideshare Social and content sharing site
5. OPPapers.com Cheat site & paper mill
6. Scribd Social & content sharing site
7. Course Hero Homework & academic site
8. MedLibrary.org Homework & academic site
(O”Shaughnessy, 2011)
In addition to these sites there are many Web 2.0 forums that provide the answers. Often
these forums are in specific subject area such as accounting. For example, tutoring with the
answers provided can be found at http://www.asaptutor.com/payment.html. These online forums
and sites give the students a means to cheat.
One individual who was feed-up with such sites protested as follows:
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Figure 4: Individual deploring Accounting Cheats
(Intuit Inc/Accountants Community, 2017)
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Student’s Testimonials – Approach on Integrity
Now just what do some students think of these cheat sites. According to Newton (2015);
When I was in high school, I cheated pretty regularly. And I mean all the
time. I remember writing chemistry formulas on small bits of paper that I
then sealed to the bottom of my dress shoes with transparent tape. When I
crossed my legs, the information I needed was literally in my lap.
That was before education went online. Cheating, it seems, has gone with it.
Today, entrepreneurs and freelancers openly advertise services designed to
help students cheat their online educations. These digital cheaters for hire
will even assume students’ identities and take entire online classes in their
place. (p.1)
One site, “No Need to Study,” boast that they have a pool of experienced academic tutors
to take classes and complete course work for any student. They even have handy video
references that show satisfied clients plugging the cheat sites results. These clients, students,
brag how easy it was to pay someone else to take their online classes. One student who
previously failed a course stated: but “the quizzes were just way too difficult” so he searched for
a solution. “They got it done, and they did really, really well,” he continues. “They absolutely
killed my final math and app classes with a 90 percent, and I can definitely tell you I never got a
90 percent before on anything” (Newton, 2015, p2).
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Easy A’s for a Price
As the proliferation of mobile electronic devices increase, so does the propensity to use a
cheat site. It is big business. If online degrees earn more clout, then the industry would be
poised to increase their revenue.
Online education is already poised to be a $100 billion global industry. But it
could be even bigger if online degrees earn more clout, especially with
employers. If online degrees and certifications achieve the same stature as
traditional, on-campus ones, an online education marketplace could transform
higher education and change the very meaning of going to college. (Newton,
2015, p2)
For some students who are already busy working and raising a family paying a cheat site
to save them time is a deal. The employees of the site, “No Need to Study,” offered to take an
online English Literature class at Columbia University for $1,225.15. For this price not only
could the company get a ringer to take the online class, but also they guarantee a B or better
(Newton, 2015).
Degree Value → Diminished through Credibility Issue
But what is the price to the institution for not inhibiting such identity imposters?
If a goal of online education proponents is to convince the public and
employers that an online education is as official and prestigious as a
traditional one earned in brick-and-mortar and Ivy classrooms, it’s hard to
imagine anything more damaging than identity-fraud schemes in which
students literally pay for grades but do no work whatsoever. At least with a
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traditional degree, the assumption is the recipient actually went to class
personally. (Newton, 2015, p2)
Ensuring Institutional Reputation
Just as important as the institution’s reputation is their students’ reputation. Without
measures to recognize the honest student from the dishonest student, all students’ reputations are
tarnished. Thus, the university has a burden to protect itself by protecting its students.
The university and its student body should collaborate through such means as
announcements, training, meetings and prerequisite requirements to implement the goals of the
academic integrity policy. The standards of the university should be made clear and it should be
acknowledge by the students. The university’s mechanism of enforcing this policy should be
explained and clarified through their questioning. In particular Wilmington University expects
the faculty to:

Utilized Safe Assign

Stress the importance of this policy (Academic Integrity Policy) throughout the course

Contact your Program Chair with questions or concerns

Submit any Academic Integrity Policy Violations to your Chair, who will then send it to
the Office of Academic Affairs to be properly processed.
(Wilmington University Academic Integrity, 2017)
Although there is no silver bullet, institution can take other steps to enhance their
institutional reputation for academic integrity. This can be accomplished by: (1) employing
known academic strategies, (2) utilizing the Control Objectives and Related Technologies
(COBIT) quality assurance measures, and (3) preserving institutional integrity through the
curtailment of social media dissolution. Such steps necessitate the alignment through proper
The Assault on Academic Integrity 21
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integration of policy with technology by knowledgeable organizational personnel: IT personnel,
high level administrative officials, faculty and students.
For example, a policy can be adopted by the highest levels of the university to help
secure the online testing environment. The policy can encourage the faculty to initiate a special
online tool for summative assessments. A tool exist that can both lock-down the browser and
monitor the student through their webcam. Promoting the use of the tool through promulgated
policy would be a step that demonstrates the university’s commitment to academic integrity.
Know Academic Strategies
Institutions have to be on the guard to what other are saying over social media. A
disgruntled student could initiate a smear campaign to tarnish the institution reputation. Also,
social media could help proliferate academic cheating by providing cheat sites and exploiting
known weakly controlled courses. A risk assessment and a project plan should be developed to
address such issues.
Since enterprise use of social media tools usually requires no additional
technology to implement, an enterprise social media presence does not
always begin with a project plan and risk assessment. To effectively control
social media usage by both the enterprise and employees, a documented
strategy (and associated policies and procedures) should be developed with
the involvement of all relevant stake holders, including business leadership,
risk
management
professionals
,
and
human
resource
and
legal
representation. This holistic approach to integrating emerging technologies
into the enterprise helps to ensure that risks are being considered in the
context of broader business goals and objectives. (ISACA, 2010)
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COBIT
Adopting policy and employing the strategies to control the online activities including the
use of social media, requires a holistic approach. COBIT employs a holistic approach. It is
generic and useful not-for-profit institutions such as a university. It provides a comprehensive
framework and set of enablers that guide organizations in reaching their goals. The guidance
presents activities in a manageable and logical structure (IT Governance Institute, 2012).
Figure 5: Enabling a Holistic Approach, Slide 24 (IT Governance Institute, 2012)
For a multi-cultural institution the ethics and behavior of diverse culture are considered.
These considerations are important for testing purposes and the usage of social media. The goals
for the culture ethics and behavior enabler relate to:

Organizational ethics, determined by the values by which the enterprise
wants to live
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
Individual ethics, determined by the personal values of each individual in
the enterprise and depending to an important extent on external factors
such as religion, ethnicity, socioeconomic background, geography and
personal experiences

Individual behaviors, which collectively determine the culture of an
enterprise. Many factors, such as the external mentioned above, but also
interpersonal relationships in enterprises, personal objectives and
ambitions, drive behaviors. Some types of behaviors that can be relevant
in this context include:
 Behavior towards taking risk – How much risk does the enterprise feel it
can absorb and which risk is it willing to take?
 Behavior towards following policy – To what extent will people embrace
and/or comply with policy?
 Behavior towards negative outcomes – How does the enterprise deal with
negative outcomes, i.e. loss events or missed opportunities? Will it learn
from them and try to adjust, or will blame be assigned without treating
the root cause?
(IT Governance Institute, 2012, p. 79)
How do know if the steps for building and employing strategies to protect integrity in the
interconnected world are effective? The COBIT can also guide you through the measurement
process. In particular, the Capability Maturity Model provides the template for self-grading. “A
maturity model component is used to evaluate an organization’s relative level of achievement of
IT governance” (Bondar & Hopwood, 2013, p. 498). A process model is illustrated as follows:
The Assault on Academic Integrity 24
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Figure 6 Summary of COBIT 5 Process Capability Model
(IT Governance Institute, 2012 , p.42)
This is an involved process to achieve measurement which requires much iteration, steps, to
reach an optimized solution.
Social Dissolution
In my opinion, the sledge hammers and the crowbars of technical innovations are ripping
us apart. We are all connected but often at the exclusion of traditionally connected values. Our
integrity has gone into the cyberspace- both figuratively and literally. Once we had brick and
mortar to protect our data integrity. That has changed with mobile devices and cloud computing.
The Assault on Academic Integrity 25
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The old days gave us a fixed data center with concentric circles of security. This brick
and mortar data center is coming down. We are moving into the outer circles of cloud
computing with their platforms consisting of complete infrastructures. There is more capacity
than ever to support Web apps for any purpose.
Even to Martin (1973) over 4 decades ago, the legal and societal environment is the most
problematic. Accordingly, he wrote and illustrated (see next page):
The Assault on Academic Integrity 26
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Figure 7: Fixed Data Center Controls
(Martin, 1973, p. 7))
The Assault on Academic Integrity 27
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Your new data center can look like this:
Figure 8: 2017 Volt, an Access Point
(Chevrolet, 2017)
”Stay seamlessly connected with available built-in 4G LTE Wi-Fi.®† Connect up to seven
devices to easily access apps, stream music or work on the go, on a signal that’s more powerful
than your smartphone” (Chevrolet, 2017). If you choose to connect to a cloud infrastructure
platform, you can have a data center more powerful than what existed in 1973. We are on the
move and in effect our data centers can now move with us. Can you imagine this data center
moving next to your institution receiving information from a pen scanner and then completing
the internet search and sending the answer back to the test taker?
Again, in my opinion we need to restore our foundation with a solid builder. Time is
needed for a new advocate to protect our integrity: The Dean of the Internet and Social Media.
The Assault on Academic Integrity 28
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References
Bondar, G. H., & Hopwood, W.S.(2013). Accounting Information Systems. Upper Saddle River,
NJ: Pearson Education.
Chevrolet 2017 Volt: Hybrid Electric Car (2017). Retrieved May 13, 2017 from
http://www.chevrolet.com/volt-electric-car#
Gelbstein, E. (2011, Volume 6). Data Integrity—Information Security’s Poor relation.
Information Systems Control Journal: 1-6.
Hasib, M. (2015). Cybersecurity Leadership. Middletown, DE: Tommorow’s Staegry Today,
LLC.
Information System Audit and Control Association (2011). Social Media: Business Benefits and
Security, Governance and Assurance Perspectives. Rolling Meadows, IL: Author.
International Center for Academic Integrity (2012a). Mission Statement. Clemson, SC: Author.
Retrieved May 7, 2017 from http://www.academicintegrity.org/icai/about-1.php
International Center for Academic Integrity (2012b). Statistics. Clemson, SC: Author.
Retrieved May 7, 2017 from http://www.academicintegrity.org/icai/integrity-3.php
International Center for Academic Integrity (2016). Clemson partners to take actions against
essay-writing services [Press Release]. Retrieved March 1, 2007 from
http://newsstand.clemson.edu/mediarelations/clemson-partners-to-take-action-againstessay-writing-services/
IT Governance Institute (2012). Control Objectives for Information and related Technology
(COBIT) 5.0. A Business Framework for the Governance and Management of IT Rolling
Meadows, IL: Author.
The Assault on Academic Integrity 29
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Intuit Inc./ Accountants Community, To Cheating Accounting Students Everywhere. Retrieved
March 2, 2017 from https://accountants-community.intuit.com/questions/313324-tocheating-accounting-students-everywhere
Japan Exam Cheating Technology (2016, May). Retrieved April 30, 2017 from
https://www.youtube.com/watch?v=B6wKKSbgSi8
Martin, M. (1973). Security, Accuracy, and Privacy in Computer Systems. Englewood Cliffs,
NJ. Prentice Hall, Inc.
Newton, D. (2015, November). Cheating in Online Classes Is Now Big Business. The Atlantic
Monthly Group. Retrieved March 2, 2017 from
https://www.theatlantic.com/education/archive/2015/11/cheating-through-onlinecourses/413770/
O’Shaughnessy, L. (2011, May). 8 Top Websites that Students Use to Cheat. Moneywatch.
Retrived March 2, 2017 from http://www.cbsnews.com/news/8-top-websites-thatstudents-use-to-cheat/
The Dewitt Clinton, one of the Earliest Railroad Carriages [Online Image]. Retrieved May 8,
2017 from http://pchs-fsm.org/westpointfoundry/galleryartifacts/the_dewitt_clinton.html
Wilmington University Academic Integrity [Online Image]. Retrieved May 9, 2017 from
http://www.wilmu.edu/academics/acadintegrity.aspx
Wilmington University Mission, Vision, & Values. Retrieved May 9, 2017 from
http://www.wilmu.edu/about/mission.aspx
The Assault on Academic Integrity 30
Through the Internet and Social Media
Appendix A