A common problem has appeared more frequently and has been the most talked about topic: cheating. The first article on this topic provided to us explains how cheating is reportedly on the rise in North America among business schools. The article goes on to explain that a professor of management and international business, Donald McCabe, from a school in New Brunswick and New Jersey called Rutgers University, is conducting a study on cheating. The first study he conducted lasted from 2002 to 2004 and included 32 American and Canadian colleges and universities. It found that 56 percent of business graduate students cheated, compared to 47 percent of non-business students. He then explains the factors as to why this happens. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay The second article written by Donald McCabe explains that a 2006 study he did with two others showed that MBAs cheat more often than any other graduate student. in the United States and Canada. In one of his studies, about 74% of undergraduate business students admitted that they rely on the Internet, their class notes, and/or look at other people's tests during an exam. According to one of McCabe's research, the mindset of MBAs seems to be that they need to get the highest GPA possible, whether they cheat or not. It's like a life or death situation to get those GPAs. His study led him to believe two things: the first is that business students who cheat appear to be prone to ethical problems if they find it easy to defend such questionable behavior and the second is that business schools have the responsibility to teach ethics. The article was written by four professors and assistant professors in the Department of Management at Grand Valley State University. They conducted a study on deception of 268 business students. Overall, they found that business students do not necessarily cheat more or less. However, their attitude on what constitutes cheating and what does not constitute cheating is more lax than that of non-trading students. Their study also found that serious cheaters, regardless of major and across professional schools, tend to be young and have lower GPAs than other students. Other studies have found similar results, but have also discovered other individual factors linked to cheating behaviors, such as marital status, various personality traits, and financial support/job. Raef A. Lawson's article is about a study he conducted to find out whether a business student's propensity to cheat in the "real world" is related to cheating in the classroom. Many students think they are more ethical than business people. However, it has been reported that cheating is widespread among students. The study indicates that students are upset when cheating occurs in their classroom, but a large proportion of them engage in such behavior nonetheless. The study also shows that students understand what constitutes ethical business behavior and what is expected of them to thrive in the business environment. Students believe that business people behave unethically, and even if it is unethical, it seems like it is the only way to advance their careers. This has worried students because it goes against their own personal ethics. The article by two Cal State Fullerton professors goes on to explain ethical theories wheninterpretation and response to plagiarizing students. Their study aims to determine which theory of ethical reason students will use to explain why they plagiarized in school. With the Internet now available to everyone and improvements in education, plagiarism has increased, whether it is essay writing or homework assignments. This study helps to show that unethical behavior in school can/will lead to unethical behavior in business. This concludes that the school should prioritize correcting this unethical behavior of students before they enter the real world of business. Abilene Christian University has an extensive Academic Integrity Policy and believes that academic integrity should be demonstrated by all students “regardless of setting, context, and location” (ACU). The ACU considers “plagiarism, collusion, cheating, fabrication, facilitation of academic dishonesty, failure to contribute to collaborative projects and sabotage” of others to be academic dishonesty (ACU) . Abilene Christian University wants students and faculty to “honor each other and ourselves because we are made in the image of God.” So, we want to work together to use the work, ideas and words of others – as well as our own work, ideas and words – ethically and honestly” (ACU). In the eyes of Abilene Christian University it is a sin to lie and cheat and being a Christian university they take it personally in a sense because it goes against the teaching of God and Jesus . By having this policy, they are trying to help us succeed by forcing us to do our own work and making us shine as the person God made us to be. Abilene Christian University is trying to prepare us for the real adult world, and by cheating we are not learning the acquired knowledge of understanding the adult world which can/will harm us in the future. They try to be strict with policy in order to teach us what is acceptable and what is not, but once again, they are preparing us for the future. In the real world, companies aren't as nice as Abilene Christian University since ACU will only hit you if you cheat, but it can be worse depending on what the person did. Companies will fire you on the spot if you are caught cheating in the real world and being fired is never a good thing as it can cause you difficulty finding future employment. Is ACU policy effective? To be completely honest, I think it's not at all effective as I would have liked. At ACU the majority of students have not even looked at let alone read the Academic Integrity Policy and even if they have, students don't care. Even with the policy in place, many of our students, including business students, cheat. Before reading the policy for the first time, I always assumed that cheating included plagiarism, researching/copying someone else during an exam or quiz, and forcing someone to do your job or copy someone else. I never thought about other types of cheating listed in the policy, which I find funny that there is a long list of creative cheating methods. With all these creative ways to cheat, it becomes difficult for teachers to catch students who are cheating and even if someone reports someone, teachers can't really do anything unless the teacher catches them- same. This is all the more true since there is a student who is in three of my classes and who sitsalways next to me and makes mistakes during exams. I told one of my teachers about it and he told me that if he didn't catch it himself, there was nothing he could do but watch it during the final. Overall, this is why I think ACU's academic integrity policy is not effective. Through the articles presented to us and through my personal understanding, there are many reasons why business students cheat. One reason is stated in Article 1 when Dr. McCabe states: “It's the outcome that counts. That's not how you get there. This quote helps show the credo that many companies use and that students take this theory to heart when they are in class. We all go to school in the hopes of getting the job we want. However, business schools are “hotbeds of increased competition, fueling the need to be first at all costs.” It almost seems that only the strongest and smartest people will survive in business schools, which leads to students cheating when they are not at the top. McCabe's research shows that "the mindset of most MBAs – the bottom line – is to achieve the highest GPA possible, whatever the means." After all, "students with the highest GPAs have the best chance of landing six-figure jobs in pharmaceutical, high-tech, and, yes, finance," which is another reason why students are prone to cheating. “Cheating seems to indicate that MBA students are simply imitating the behaviors they believe are necessary to succeed in the corporate world” (McCabe), which shows the social understanding/idea people have when cheating acts of companies. On top of all this, in my opinion our generations are becoming lazier and don't really want to do the work required for the level they want. I've seen and heard many stories of people who get into college and decide not to do anything, but then complain when they don't get a good grade. There is also the fact that what some believe to be cheating, others do not consider cheating. One such example is when people collaborate during a project/essay when we are supposed to do so as individuals. Some schools will undoubtedly consider cheating, especially ACU, as it is part of their integrity policy, but for a large portion of students, myself included, do not consider it cheating, as it s It's mainly about coming up with ideas. I enjoy meeting others and seeing what essays they have come up with, but we always end up writing our own essays and may differ from what others think. In reality, we all seem to be cheating, even non-business students. To be completely honest, it would be difficult to really think about an anti-cheating assessment method and even if we found one, students will at some point find a way to cheat. . However, I have some ideas about what teachers can do to prevent cheating. One such solution would be to use a locked browser if you are asking multiple choice questions. The only difference is that it has a wide range of questions that it can choose for each student, making it even harder to cheat. Another solution would be to only have free-response questions, as it is more difficult to view another person's review, especially if they have to read something. And while this exam is taking place, I will give each student a folder on which to.