Question 1 | [10 marks, max 200 words] The conventional view that economics takes on cheating is that one decides to che
Posted: Thu Apr 28, 2022 12:35 pm
Question 1 | [10 marks, max 200 words] The conventional view
that economics takes on cheating is that one decides to cheat when
there is a positive economic rent to reap from cheating. Choose an
action that is identified as ‘not okay’ from the Academic Integrity
Module you completed on iLearn. Do the following: • Analyse the
economic cost and benefit of knowingly taking the academically
dishonest action of your choice using the relevant framework from
Unit 3 of the textbook. • Based on your analysis, discuss briefly
why someone would decide to knowingly cheat or not cheat on this
assignment.
Question 2| [10 marks, max 200 words] Consider a representative
university student who decides how much time to spend on study. Let
us call this student Bruno, who has been using academic cheating
websites for a year in order to ‘boost’ his performance. Somehow,
he has not been caught once. Now consider Angela, another
representative university student who also decides how much time to
spend on study. She has been a study group which helps her to keep
up with the study material as well as to improve her time
management and note-taking skills. A year ago, both students
studied 35 hours per week and achieved 65%. Currently, they study
32 hours per week and achieve 75%. Assume i) the two students faced
the same feasible frontier a year ago, and ii) they have the same
preference. Do the following: • Illustrate the effect of cheating
on Bruno’s feasible frontier and his optimal decision using a fully
labelled diagram where i) the horizontal axis represents the hours
of free time per week, and ii) the vertical axis represents
academic performance (measured out of 100). • Illustrate the effect
of using a study group on Angela’s feasible frontier and her
optimal decision using another fully labelled diagram with the same
axes as the previous diagram. • Explain the key information of your
diagrams. Obviously, let us assume that Bruno’s and Angela’s
preferences are represented by indifference curves that satisfy the
usual properties explained in Unit 3 of the textbook.
Question 3. In recent years, the Australian government has
allocated extra resources to police academic cheating at
universities. In June 2020, a federally funded Higher Education
Integrity Unit was established within the Tertiary Education
Quality and Standards Agency (TEQSA). In July 2021, the unit
successfully obtained federal court injunctions against academic
cheating websites.1 The unit recently has reported that it is
working with social media companies to remove pages and promotions
for commercial cheating websites, as well as has developed
additional anti-cheating resources such as below:
that economics takes on cheating is that one decides to cheat when
there is a positive economic rent to reap from cheating. Choose an
action that is identified as ‘not okay’ from the Academic Integrity
Module you completed on iLearn. Do the following: • Analyse the
economic cost and benefit of knowingly taking the academically
dishonest action of your choice using the relevant framework from
Unit 3 of the textbook. • Based on your analysis, discuss briefly
why someone would decide to knowingly cheat or not cheat on this
assignment.
Question 2| [10 marks, max 200 words] Consider a representative
university student who decides how much time to spend on study. Let
us call this student Bruno, who has been using academic cheating
websites for a year in order to ‘boost’ his performance. Somehow,
he has not been caught once. Now consider Angela, another
representative university student who also decides how much time to
spend on study. She has been a study group which helps her to keep
up with the study material as well as to improve her time
management and note-taking skills. A year ago, both students
studied 35 hours per week and achieved 65%. Currently, they study
32 hours per week and achieve 75%. Assume i) the two students faced
the same feasible frontier a year ago, and ii) they have the same
preference. Do the following: • Illustrate the effect of cheating
on Bruno’s feasible frontier and his optimal decision using a fully
labelled diagram where i) the horizontal axis represents the hours
of free time per week, and ii) the vertical axis represents
academic performance (measured out of 100). • Illustrate the effect
of using a study group on Angela’s feasible frontier and her
optimal decision using another fully labelled diagram with the same
axes as the previous diagram. • Explain the key information of your
diagrams. Obviously, let us assume that Bruno’s and Angela’s
preferences are represented by indifference curves that satisfy the
usual properties explained in Unit 3 of the textbook.
Question 3. In recent years, the Australian government has
allocated extra resources to police academic cheating at
universities. In June 2020, a federally funded Higher Education
Integrity Unit was established within the Tertiary Education
Quality and Standards Agency (TEQSA). In July 2021, the unit
successfully obtained federal court injunctions against academic
cheating websites.1 The unit recently has reported that it is
working with social media companies to remove pages and promotions
for commercial cheating websites, as well as has developed
additional anti-cheating resources such as below: