Helpful Links
About honor codes… • The Center for Academic Integrity: www.academicintegrity.org • George Washington's Office of Academic Integrity: www.gwu. edu/~ntegrity/code.html
required first-year course. For example, the College of Business at the University of Arkansas in Fort Smith has integrated academic integrity modules into its "Planning for Success" first-year business class. McGill University integrates academic integrity issues into its First-Year Office Web site, and the University of Water- loo includes academic integrity as part of its orienta- tion for first-year students.
These experiences are designed to integrate students into the campus community and minimize their feelings of alienation. Several researchers—including Kristin Voelkl Finn, Michael Frone, Roger Bennett, and Ber- nard Whitley—have found that students who feel part of the university are more inclined toward academic honesty. And according to McCabe and Treviño, stu- dents "consistently indicate that when they feel part of a campus community, when they believe faculty are committed to their courses, and when they are aware of the policies of their institution concerning academic integrity, they are less likely to cheat." n Educate students—and faculty—about plagia-
rism. Many students, especially the Millennials, some- times plagiarize unintentionally because they don't understand what constitutes plagiarism or they don't know how to document their sources. Business schools need to educate students about collegewide expecta- tions of academic integrity as well as the proper way to cite their sources. Schools need to develop printed bro- chures or online documents that are easy for students to find and understand.
Indiana University offers a short online quiz and content about plagiarism. Other institutions—such as the School of Business at the State University of New York at New Paltz, the Kelley School of Business at Indiana University in Bloomington, Georgetown Uni- versity in Washington, D.C., and the University of Maryland in College Park—all offer online access to information about practicing academic integrity and avoiding plagiarism.
Some professors also need to be educated about what they can do to detect and deter dishonest behav- ior among their students. Such training helps ensure that all members of the teaching community, includ- ing adjunct instructors, are aware of the established processes and practices on campus. It also helps raise awareness, generate ideas, and engender support for building a business school culture that does not tolerate cheating.
• USC Marshall: www.marshall.usc.edu/faculty/leventhal/honor • Baylor: www.baylor.edu/honorcode/index.php?id=44060 • University of Waterloo: www.lib.uwaterloo.ca/ait/ • McGill University: www.mcgill.ca/firstyear
About plagiarism education… • Indiana University: www.indiana.edu/~tedfrick/ plagiarism/index2.html
• Indiana University: kelley.iu.edu/ICWEB/Teaching%20 Learning%20Library/Practical%20Applications/page16953.html
• New Paltz: www.newpaltz.edu/schoolofbusiness/ adminacad_integrity.html
• Georgetown University: www.library.georgetown.edu/tutorials/ academic-integrity
• University of Maryland: www.umuc.edu/cip/vail/
About classroom strategies… • University of Idaho: www.uihome.uidaho.edu/default. aspx?pid=56172
• Point Loma Nazarene University: www.pointloma.edu/ experience/academics/centers-institutes/center-teaching- learning/faculty-resourcesacademic-honesty/18-ways-prevent- plagiarism-student-papers
• University of California Berkeley: teaching.berkeley.edu/bgd/ prevent.html
• University of Maryland: www.umuc.edu/cip/vail/faculty/ designing_assignments/assignments.html
n Develop strategies for reducing dishonesty in the classroom. McCabe, Butterfield, and Treviño suggest that faculty clearly communicate expectations regarding cheating behavior, establish policies regarding appropri- ate conduct, and encourage students to abide by those policies. The sites of schools like the University of Idaho, Point Loma Nazarene University, the University of Maryland, and the University of California at Berkeley include links to strategies to reduce academic dishonesty. We believe that business schools can greatly reduce the severity of the cheating pandemic if they take the four steps outlined here. But all educators must be vigi- lant, and all schools must take a strong stance against cheating, if we are going to make academic integrity the standard in business education.
Steve Williams is dean and Joel R. Stubblefield Endowed Chair of Business at the College of Business at the University of Arkansas in Fort Smith. Jim Beard is chair of the college's department of business administration, and Margaret Tanner is chair of its department of accounting, economics, and finance.
BizEd July/August 2012 59
