Academic Integrity in the Business School Environment: I’ll Get by with a Little Help from My Friends

Abstract

The incidence of academic dishonesty has been increasing throughout the past few decades. Past research has indicated that business students cheat more than their peers in other disciplines across the university. And, of particular concern to marketing educators, the current research finds that marketing majors cheat significantly more than their peers in other business disciplines. The research results also indicate that students are much more likely to cheat in situations in which friends (versus mere acquaintances) are involved. The study identifies a robust false consensus effect in which the respondents significantly overestimate the degree to which others cheat. Finally, the research investigates behaviors, beliefs, and propensities related to cheating on electronic exams. The article suggests tactical and strategic measures that business schools and their faculty can use to reduce the incidence of academic dishonesty.

Academic dishonesty in online education.

“…In congruence with previous research (e.g., Jordan, 2001), Chapman et al (2004) found that the phenomenon of peer perception is common regarding cheating. For instance, while only 26% of students reported having stolen an exam, 92% expected their peers to have done so.…”

“…Leming (1980) suggested that academic dishonesty is situation-specific and that its likelihood decreased in high risk situations. McCabe and Trevino (1997) discussed multiple personal and contextual variables that may contribute to whether or not a student will engage in such behavior, as did Chapman, Davis, Toy, and Wright (2004);DeBruin and Rudnick (2007); and Williams and Janosik (2007). Sometimes motivations, peer perception, and policy can influence students, as Jordan (2001) found, and at other times, the type of work assigned can elicit a desire to cheat (Passow, Mayew, Finelli, Harding, & Carpenter, 2006).…”

“…Due to the many ethics scandals in the business world, Chapman et al (2004) examined the impact of several situational and individual difference variables associated with academic dishonesty. First, Chapman et al held two discussion groups and queried the students about their attitudes toward cheating, why they did it, how it could be decreased, and how honest they would be when completing research surveys about cheating.…”

“…After the discussion groups, Chapman et al (2004) created a four-part questionnaire that asked about students' attitudes and behaviors toward seven cheating situations, what they would do in four different cheating scenarios, how they would rank belief statements about cheating, and demographic questions. Data analysis by simple frequencies showed that most students (more than 85%) felt that six of the seven situations presented to them in the survey represented cheating.…”

“…Because of this, Chapman et al (2004) created a new variable of marketing students compared to all other business students and found that the former had a significantly higher cheating score than the latter. Chapman et al concluded that their study showed that, like previous research, most students will cheat at some point despite knowing it is wrong because of the benefits cheating can offer them.…”