Harvard Case - Contract Cheating Lands Close to Home
"Contract Cheating Lands Close to Home" Harvard business case study is written by Eric Gedajlovic, Kathleen Burke, Andrew Flostrand. It deals with the challenges in the field of General Management. The case study is 2 page(s) long and it was first published on : Dec 14, 2020
At Fern Fort University, we recommend a multi-pronged approach to address the issue of contract cheating. This approach includes strengthening academic integrity policies, implementing robust detection and prevention mechanisms, fostering a culture of ethical conduct, and providing students with alternative support systems.
2. Background
This case study focuses on Fern Fort University, a private institution facing a growing concern of contract cheating among its students. The university's administration is grappling with the ethical implications of this trend and its impact on the institution's reputation and academic standards. The primary protagonists are Dr. David, a concerned professor witnessing the rise of contract cheating, and the university's administration, tasked with finding a solution to this growing problem.
3. Analysis of the Case Study
This case study presents a complex issue with implications for both academic integrity and the overall learning environment at Fern Fort University. To analyze the situation, we can utilize frameworks such as:
- SWOT Analysis:
- Strengths: Fern Fort University boasts a strong reputation, dedicated faculty, and a commitment to academic excellence.
- Weaknesses: The university lacks robust mechanisms for detecting and preventing contract cheating, and its current policies are perceived as inadequate by some faculty.
- Opportunities: The university can leverage technology and data analytics to enhance its detection capabilities and implement proactive measures to prevent contract cheating.
- Threats: The rise of contract cheating services poses a significant threat to the university's academic standards and reputation.
- Porter's Five Forces:
- Threat of New Entrants: The online nature of contract cheating services makes entry into the market relatively easy, posing a constant threat.
- Bargaining Power of Buyers: Students, as buyers of these services, have considerable bargaining power due to the anonymity and ease of access offered by these services.
- Threat of Substitutes: The availability of free online resources and the increasing accessibility of AI-powered writing tools presents alternative options for students seeking assistance.
- Bargaining Power of Suppliers: The suppliers of contract cheating services, often operating anonymously, have considerable power due to the lack of regulation and the difficulty in identifying and prosecuting them.
- Competitive Rivalry: The online market for contract cheating services is highly competitive, with numerous providers vying for students.
4. Recommendations
Fern Fort University should implement the following recommendations to address the issue of contract cheating:
1. Strengthen Academic Integrity Policies:
- Develop a comprehensive and clearly articulated code of academic conduct: This code should outline expectations for ethical behavior, define contract cheating, and specify consequences for violations.
- Implement a mandatory academic integrity module for all students: This module should educate students on the ethical implications of contract cheating, the university's policies, and the available resources for academic support.
- Train faculty on best practices for detecting and preventing contract cheating: This training should include strategies for identifying suspicious work, using plagiarism detection software, and addressing suspected cases of contract cheating.
2. Implement Robust Detection and Prevention Mechanisms:
- Invest in advanced plagiarism detection software: This software should be capable of identifying a wider range of plagiarism, including paraphrasing and the use of AI-generated content.
- Develop a system for anonymous reporting of suspected contract cheating: This system should provide a safe and confidential channel for students and faculty to report concerns.
- Utilize data analytics to identify patterns and trends in contract cheating: This data can inform the development of targeted interventions and prevention strategies.
3. Foster a Culture of Ethical Conduct:
- Promote a culture of academic integrity through campus-wide initiatives: This could include workshops, seminars, and guest speakers on the importance of ethical conduct.
- Recognize and reward students who demonstrate academic integrity: This could include awarding prizes for outstanding academic work or recognizing students who have reported instances of contract cheating.
- Create a strong sense of community and belonging: This can help students feel more connected to the university and less likely to engage in unethical behavior.
4. Provide Students with Alternative Support Systems:
- Expand access to academic support services: This could include tutoring, writing centers, and study skills workshops.
- Offer mental health and well-being support: Students struggling with academic pressure or personal challenges may be more susceptible to contract cheating.
- Create a safe and open environment for students to seek help: This could involve encouraging open communication between students and faculty, and promoting a culture of support and understanding.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: Strengthening academic integrity aligns with Fern Fort University's mission of providing a high-quality education and fostering responsible citizens.
- External customers and internal clients: These recommendations address the concerns of both students and faculty, promoting a fair and equitable learning environment for all.
- Competitors: By addressing the issue of contract cheating, Fern Fort University can differentiate itself from institutions that have not taken proactive steps to combat this trend.
- Attractiveness: Implementing these recommendations can help to attract and retain high-quality students and faculty, ultimately enhancing the university's reputation and competitiveness.
6. Conclusion
Contract cheating poses a significant threat to the integrity of higher education. By implementing a multi-pronged approach that includes strengthening academic integrity policies, implementing robust detection and prevention mechanisms, fostering a culture of ethical conduct, and providing students with alternative support systems, Fern Fort University can effectively address this issue and maintain its commitment to academic excellence.
7. Discussion
Alternative solutions to address contract cheating include:
- Increased surveillance and monitoring: This approach could involve stricter proctoring policies, increased use of surveillance cameras, and the implementation of software that tracks student activity online. However, this approach raises concerns about privacy and may create a culture of distrust.
- Zero-tolerance policies: This approach could involve harsher penalties for students caught engaging in contract cheating, including suspension or expulsion. However, this approach may not be effective in addressing the underlying causes of contract cheating and could lead to unintended consequences.
The key assumptions underlying these recommendations include:
- Students are willing to engage in ethical behavior: This assumption is based on the belief that students can be educated about the importance of academic integrity and motivated to make ethical choices.
- Faculty are committed to upholding academic standards: This assumption is based on the belief that faculty are willing to invest time and effort in detecting and preventing contract cheating.
- The university is willing to invest resources in addressing this issue: This assumption is based on the belief that the university recognizes the importance of academic integrity and is committed to allocating resources to address this issue.
8. Next Steps
Fern Fort University should implement these recommendations in a phased approach, starting with the development of a comprehensive academic integrity policy and the implementation of a mandatory academic integrity module for all students. The university should then invest in advanced plagiarism detection software and develop a system for anonymous reporting of suspected contract cheating. In the long term, the university should focus on fostering a culture of ethical conduct and providing students with alternative support systems.
This process should involve a collaborative effort between the university administration, faculty, and students. Regular evaluation and data analysis will be critical to ensure that the implemented strategies are effective and to make necessary adjustments along the way. By taking proactive steps to address contract cheating, Fern Fort University can maintain its commitment to academic integrity and ensure that its students receive a high-quality education.
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Case Description
In late 2020, an instructor at a Canadian university received an email from a concerned student about contract cheating (i.e., a student submitting someone else's work for credit) in her class. As the instructor read the email, many questions without obvious answers came to mind. She wondered what her professional and personal responsibilities were in dealing with the issues raised in the student's email. In particular, she was trying to come to grips with her responsibilities to her students, her colleagues, the program she taught in, and the university and society in general. She also wondered what she could do to make this type of cheating less prevalent and how she could better detect and discourage it. How could she and her colleagues support students to prevent them from seeking help from these types of companies, which promoted cheating under the premise of tutoring? Upon further considering the issues, the instructor wondered about potential risks to herself, her students, and the university that might result from various possible courses of action. She decided that, at the very least, she would talk to her students about contract cheating at the start of her next class, but she was not sure what she would say.
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