Issue link: http://www.e-digitaleditions.com/i/72038
your turn by Steve Williams, Margaret Tanner, and Jim Beard How to Cure the Cheating Pandemic CHEATING AT BUSINESS schools is widespread and increasing, as evidenced by many recent headlines. There's plenty of research to back up the allegations, too. According to studies by Donald McCabe and Linda Treviño, 87 percent of undergraduate business students admit to cheating on exams, a self-reported rate signifi- cantly higher than that for other disciplines on campus. This issue of academic dishonesty is critical for business schools because those who cheat in college are more likely to cheat on the job, according to a study by Cathy Swift and Sarath Nonis. No wonder we're hearing public outcry about ethical problems in the business community. We believe a major reason academic misconduct hap- pens is that neither students nor faculty are properly edu- cated about what constitutes cheating or why it occurs. For example, faculty might not know how prevalent academic dishonesty is, what kinds of creative meth- ods and strategies students use to cheat, how technol- ogy has made cheating even easier, and what kinds of cheating policies are in place at the university. Students might not know the correct citation processes to use to avoid plagiarism, what actually constitutes cheating, or what kinds of long-term and work-related effects they might suffer as a result of academic misconduct. We are convinced that schools can address dishonest behaviors and dramatically lower the rate of cheating at their institutions if they follow these four suggestions: n Implement an honor code. A number of busi- ness schools—including the University of Southern California's Marshall School of Business and Baylor's Hankamer School of Business—have instituted honor codes. Research from Clemson University's Center for Academic Integrity shows that campus norms and practices, such as honor codes, can make a significant difference in student behaviors, attitudes, and beliefs. Most schools that implement honor codes focus on two strategies. First, the business school makes it clear that academic integrity is a major priority. Second— according to research by McCabe, Treviño, and Ken- neth Butterfield—the school makes sure students are given significant roles in judging offenses and develop- ing programs that inform students about the purpose and components of the code. Bernard Whitley and Patricia Keith-Spiegel suggest that honor codes should contain a statement saying why the school values academic integrity; specify prohibited behavior; condemn dishonesty; explain the responsibili- ties of the students, faculty, and administrators; explain resolution procedures; and specify penalties. They also suggest that any student caught cheating should be given a course grade of XF—"failure due to cheating"—which can be removed from the tran- script if the student meets cer- tain criteria. Jim Beard Margaret Tanner Steve Williams Neither students nor faculty are properly educated about what constitutes cheating or why it occurs. 58 July/August 2012 BizEd Schools that wish to intro- duce honor codes might consider working with a nearby institu- tion that already has developed and implemented such a system. Clemson's Center for Academic Integrity provides a list of mem- bers, procedural recommenda- tions, and other relevant infor- mation on honor codes. n Teach academic integ- rity. Schools can help students understand the parameters of and punishments for academic dishonesty if they embed an "integrity module" within a