Cheating has been a perennial problem in universities for centuries, and the rise of information technologies that ease the process is exacerbating the situation. In some fields, such as computer science, practitioners routinely build on code or other resources available online in the course of their normal workflow. The view taken on this type of action in an academic context may vary from instructor to instructor and course to course. This creates a potentially confusing environment for students. This work surveys a group of instructors and students on their opinion regarding the level of academic dishonesty inherent in 13 different scenarios, as well as the reasons that each group believes underlie students’ decision to cheat or to refrain from doing so.
