[jariel]

His statement was very matter of fact.

If students don't bother to do the work, they won't develop any competence in the discipline.

It would be like sending someone for Scala training, only to have them skip all of the work, buy the answers to the quiz, get the accreditation.

University is about much more than 'skill acquisition' but there is a lot of that. Cheating is almost universally pointless.

[zepto]

‘Cheating is almost universally pointless’

Except that it clearly isn’t. There are all kinds of people in positions of power who are clearly incompetent in many of the skills we would want them to be expert in.

Often cheating enabled them to pass the gatekeepers and attain their position.

[themodelplumber]

(Edit: Thanks for the clarification on the other comment--I had read the "you" wrong)

Sure, that example absolutely works. One reason why you wouldn't cheat is that you know that a specific outcome you want requires something of you that you must learn. I found it striking just how rare this was, though. We can fault students for not having made up their minds, but I found that many of them are just really open to new directions, and this can help to enable part of the plagiarism equation, but it's also something of a gift...

Anyway, talking to my students I discovered that the discipline is really often completely up in the air. So while the rhetorical / imaginary student's path for the purposes of argument might be be "study math -> work in applied math," quite often it's "study phil -> work in I don't know what" or similar.

The students who plagiarize with this mindset are really quite something. It's nuanced--they're smart about it, leaving no final question on which points against them can rest. For example, the student submits a first prospective paper in which they quote-paste for pages on end and then plagiarize not by direct-copy, but by reading and then re-hashing someone else's conclusion from a book or another paper, and they get a C+. Well, if a B- is all they need in the class, they are good to go. Then they take a reactive / tactical stance and only change this approach in the future if they absolutely have to.

This pattern happens over and over. If you attempt to pin the student down on qualitative issues, they have a number of tools to use here. You have to be ready for extreme negotiation. They _may not be able_ to learn about quality, ethics, etc. Shocking sometimes but it's a struggle for many. One of the most common negotiation techniques is, "I just...I don't understand. I'm really not that smart" and then they start crying or leave the room in a rage. This can instantly shut down a professor with average or greater levels of sympathy. The student converted the negotiating professor's original value proposition into a risky interpersonal issue. If further negotiations occur, they will find ways to illustrate why things are unfair to them. What is the prof going to do about that? Do they even have time for it at all?

Then you can go back to students who are in the "study math -> work in applied math" group. You look outside of the math classes and you can see the same pattern. They know wasted effort when they see it, or think they do. And again--some, not all. Savvy employers also weed out some of these people but then other employers hire them because they desire tactical cleverness in their organization, and they recognize it when they see it. Maybe it's how they got the boss job in the first place.