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Comparative Examination of Empirical Findings and Prior Academic Research

In this section, we discuss and compare the findings of this study with those of prior research. In this study, we intended to explore students' beliefs about ethical behavior in academic work in private colleges. Therefore, we conducted focus group discussions, one-on-one interviews, and reflections in narrative story writing with five participants. We recorded the data, transcribed it verbatim, and then analyzed it. Finally, we categorised the results into three areas as follows:

1. What are the Chinese private college students' perceptions of the concept of ethical behavior in academic work?
2. How do the elements of beliefs of ethical behavior facilitate Chinese private college students' ethical behavior in academic work?
3. What are the challenges faced by Chinese private college students in applying their ethical behavior beliefs in academic work?

We conducted a review of the literature to review the findings of previous research. Then, the similarities and differences between this study and the above categories under separate subheadings will be described.

Analytical Interpretation of Students’ Perceptions of Ethical Behavior in Academic Work

Perceptions about Ethical Behavior in Academic Work

In the outcome of the findings, we specified that participants' views on ethical behavior in academic work could be denoted as social and professional academic ethics and academic malpractices. From the perspective of ethical behavior in academic work, the finding deduced the idea of ethical behavior in academic work as social and professional academic ethics and academic malpractices. As ethical behavior in academic work is social and professional academic ethics, it is the basic ethical standards and codes of conduct that people follow in their academic research activities, which agrees with the findings of (). It is the tangible manifestation of social and professional ethics in scientific research activities, mainly referring to the code of ethical behavior and quality that researchers should have in scientific research activities.

This definition, in line with ethical behavior in academic work, is the code of conduct that the subject engaged in academic research must abide by in dealing with the relationship between people, people and society, and people and nature in the process of academic research activities, and it is the basic value standard that restricts the subject of academic research (Shuanjiu et al., 2018).

Also, as participants' perceptions of ethical behavior in academic work are academic malpractices, this finding is consistent with Xinhua (2005). He maintained that ethical behavior in academic work refers to the subject engaged in academic research that violates the academic ethics code to achieve their academic goals.

Conceptual Interpretation of Ethical Behavior in Academic Work

Similar to the findings of (), the concept of ethical behavior in academic work, as depicted by the participants, is academic misconduct, such as plagiarism, cheating in the examination, tampering with and forging scientific research data at will, ghostwriting, and fabricating citations. Besides, academic professional standards, such as adherence to the ethical standards of impartiality and fairness, appreciating the scientific research accomplishments of others, abiding by ethical codes of conduct and quality, social and professional ethics in academic work, and standards and behaviors in academic work.

In addition, the finding in this research reveals that private college students' understanding of the concept of types of academic misconduct and definitions of ethical behavior in academic work. Understanding the concept of ethical behavior in academic work will help private college students to clearly understand and distinguish between behaviors that are consistent with academic ethics and those that fall under the category of violations of academic ethics to ensure that their academic work is conducted ethically. However, analysis of this sub-theme showed that participants had an incomplete understanding of the concept of ethical behavior in academic work, unlike the research conducted by (), where the participants indicated full knowledge of academic ethics. Participants could explain ethical behavior in academic work and found some new types. However, they were unfamiliar with all types of academic misconduct, and their understanding was not comprehensive.

Take the Handbook of Scientific Research Integrity Education for Colleges and Universities (Hui et al., 2020) as a standard of the types of academic misconduct, which maintains that unethical behavior in academic work includes as below (Table 4.2).

Table 4.2: Types of Unethical Behavior in Academic Work

Plagiarism, Academic cheating, Tampering, Forgery, Repetitive publication, Ghostwriting, Improper signature, Academic corruption.

First, participants identified and defined plagiarism. However, their understanding of plagiarism is not comprehensive enough, and they did not find that changing others' works by cutting, supplementing, etc., without changing the original substantive content, stealing others' creative ideas, or stealing others' unpublished results as their works are also plagiarism.

Second, they found cheating in the examination, which is in line with academic cheating in the Handbook (Hui et al., 2020). However, participants combined students' experiences in the private college to describe the form of cheating in more detail.

Third, they described tampering with and forging scientific research data, which is consistent with tampering and forgery (Hui et al., 2020). However, they ignored that tampering and forgery also apply to research facts.

Fourth, ghostwriting was identified, including taking examinations for others, which extends the definition provided in the Handbook.

Fifth, fabricating citations is a new finding from participants.

Sixth, participants ignored repetitive publication, improper signature, and academic corruption, likely due to their limited relevance to undergraduate contexts.

Sources of Learning about Ethical Behavior in Academic Work

Seven sources of learning about ethical behavior in academic work emerged in participants' responses. Online is the most frequent, followed by learning and training courses and news reports. Therefore, private college students learn ethical behavior in academic work online, showing that private colleges have insufficient publicity and education on ethical behavior in academic work, which agrees with the findings of ().

In China, ideology and politics courses are public courses that must be offered in higher education and serve as the main channel for moral education (Fangrong & Fan, 2022). However, private colleges lack specialized academic ethics courses.

Other sources such as teachers, counselors, peers, and WeChat appeared less frequently. Given WeChat’s widespread use (Chunhui et al., 2020), it presents opportunities for enhancing ethics education.

Evaluation of Ethical Belief Systems in Shaping Academic Conduct

Key Ethical Belief Elements Identified

Participants identified multiple ethical belief elements, including honesty, decency, optimism, value orientation, continuous learning, keen insight, fairness, respect, responsibility, internalized ethical awareness, assertiveness, and rigorous scholarship. These align with ethical belief frameworks (Xueming, 2008).

Honesty reflects integrity (Hall, 2000), while decency aligns with moral principles (Hitt, 1996). Continuous learning emphasizes lifelong knowledge development, extending traditional definitions.

Functional Role of Ethical Beliefs in Academic Behavior

Participants explained that honesty promotes adherence to academic ethics, while decency reinforces moral consistency. Optimism enhances motivation, and continuous learning supports academic growth.

Keen insight aids in recognizing ethical issues, while fairness and respect ensure equitable academic conduct. Responsibility fosters accountability, and internalized awareness supports ethical self-regulation (Jiandong, 2004).

Assertiveness strengthens confidence, and rigorous scholarship promotes academic integrity.

Examination of Structural and Individual Barriers to Ethical Practice

Challenges to Applying Ethical Behavior Beliefs in Academic Work

Participants identified challenges including lack of knowledge, laziness, weak beliefs, prioritization of speed over quality, desire for immediate success, parental influence, peer pressure, and inadequate institutional monitoring.

These findings align with prior studies (Babaii & Nejadghanbar, 2016; Perkins et al., 2018). Institutional constraints and societal influences further complicate ethical behavior.

Additional challenges include weak academic climate, network culture influence, and imperfect public oversight mechanisms.

Strategies for Addressing Ethical Behavior Challenges

Participants proposed strategies such as enhancing ethical knowledge, strengthening beliefs, implementing monitoring systems, and expanding education and training programs.

Education and institutional enforcement align with prior research (Abusafia et al., 2018). Participants also emphasized societal-level interventions and digital platforms for ethics promotion.

Strengthening online supervision and academic monitoring systems was identified as a key advancement.

Integrated Synthesis of Findings in Relation to Research Objectives

Chapter four of this study provided a comprehensive description, analysis, and interpretation of the findings. It reported the findings along with discussion consistent with the sequence of research questions to show how each research question was answered.

The study highlights that while students possess foundational ethical awareness, gaps remain in knowledge, application, and institutional support. Addressing these gaps requires coordinated efforts across educational institutions, families, and society.