Do instructors and students agree on the reasons behind why students cheat?

Is there evidence that there is a relationship between academic integrity and mental health during the Coronavirus pandemic?

Do honor code reminders and question ordering eliminate cheating in online exams?

Has the sudden transition to online teaching and assessments lead to higher levels of contract cheating?

Students can easily find test bank questions online. Is there an effective method to reduce the advantages gained by students who access test bank questions?

Requiring students to acknowledge the consequences of cheating and priming honesty to reduce cheating sounds great! But does it actually work?

Warning students can reduce cheating behavior. But when is the most effective time to warn students? Before or during assessments?

Richard, a professor of Strategic Management, recently found out that his exam questions were all leaked online. EXAMIND partnered with Richard to find out what the effect of leaked content was on student performance in both a proctored and unproctored setting. The results overwhelmingly suggest that EXAMIND’s approach that uses dynamic questions and non-invasive tactical deterrents is the best defence against leaked content.