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Harvard Case - West Point: The Cheating Incident (A)

"West Point: The Cheating Incident (A)" Harvard business case study is written by Leonard A. Schlesinger, Lou Zambello. It deals with the challenges in the field of Social Enterprise. The case study is 31 page(s) long and it was first published on : Jun 1, 1981

At Fern Fort University, we recommend a multi-pronged approach to address the cheating scandal at West Point, focusing on restoring trust, promoting ethical leadership, and fostering a culture of integrity. This involves a combination of disciplinary actions, educational initiatives, and systemic changes to prevent future incidents.

2. Background

The case study revolves around a cheating scandal at the United States Military Academy at West Point, where cadets were caught sharing answers on a calculus exam. This incident raises serious concerns about the integrity of the institution, the future of the cadets involved, and the broader implications for the US Army. The main protagonists are the cadets who cheated, the instructors who discovered the cheating, and the academy leadership tasked with addressing the situation.

3. Analysis of the Case Study

This case study presents a complex ethical dilemma with far-reaching consequences. Applying a framework of ethical decision-making can help analyze the situation:

  • Identify the ethical issue: The core issue is the violation of academic integrity and the breach of trust inherent in the military academy's mission.
  • Gather relevant information: The case study provides information about the cheating incident, the academy's culture, and the potential consequences for the cadets.
  • Consider the stakeholders: The stakeholders include the cadets, instructors, academy leadership, the US Army, and the public.
  • Develop and evaluate options: The academy leadership must consider various options, including disciplinary actions, educational programs, and systemic changes.
  • Make a decision and act: The leadership must choose the best course of action, taking into account the ethical implications and potential consequences.

4. Recommendations

1. Disciplinary Actions:

  • Expulsion: For cadets who knowingly and actively participated in the cheating, expulsion from the academy should be considered as a serious consequence. This sends a clear message about the academy's commitment to academic integrity.
  • Suspension: For cadets who were involved in a lesser degree or were influenced by peer pressure, suspension for a specific period might be a suitable option.
  • Academic Probation: Cadets who demonstrate remorse and commitment to academic integrity can be placed on academic probation, requiring them to maintain a certain GPA and participate in ethics programs.

2. Educational Initiatives:

  • Ethics Training: Implement mandatory ethics training programs for all cadets, focusing on the importance of academic integrity, ethical decision-making, and the consequences of cheating.
  • Peer Mentorship: Establish peer mentorship programs where senior cadets mentor younger cadets, fostering a culture of ethical behavior and accountability.
  • Guest Speakers: Invite prominent leaders from various fields to speak about the importance of integrity, ethical leadership, and the impact of unethical behavior.

3. Systemic Changes:

  • Exam Design: Review and modify exam procedures to minimize opportunities for cheating. This might include using different exam formats, proctoring exams more rigorously, and implementing electronic monitoring systems.
  • Academic Support: Enhance academic support services for cadets, providing them with additional resources and tutoring to improve their understanding of course material.
  • Code of Conduct: Revise and strengthen the academy's code of conduct, emphasizing the importance of academic integrity and ethical behavior.
  • Reporting Mechanisms: Establish clear and accessible reporting mechanisms for cadets to anonymously report any instances of cheating or unethical conduct.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  • Core competencies and consistency with mission: The academy's mission is to educate and train future leaders for the US Army. This requires a strong foundation of integrity, ethical behavior, and academic excellence.
  • External customers and internal clients: The academy's external customers are the US Army and the public, who expect graduates to be ethical and competent leaders. Internal clients include the cadets, instructors, and academy leadership.
  • Competitors: The academy's competitors are other military academies and universities. Maintaining a reputation for academic integrity is crucial for attracting and retaining talented cadets.
  • Attractiveness: A culture of integrity and academic excellence is essential for attracting and retaining top talent, ensuring the long-term success of the academy.

6. Conclusion

The cheating scandal at West Point presents a significant challenge to the academy's reputation and future. By implementing a comprehensive approach that includes disciplinary actions, educational initiatives, and systemic changes, the academy can restore trust, promote ethical leadership, and foster a culture of integrity. This will ensure that West Point continues to produce ethical and competent leaders for the US Army.

7. Discussion

Other alternatives not selected include:

  • Ignoring the incident: This would be a grave error, as it would send a message that cheating is acceptable.
  • Focusing solely on disciplinary actions: This would be insufficient to address the underlying cultural issues that contributed to the cheating.
  • Implementing a single, broad solution: This would likely be ineffective, as the problem requires a multi-faceted approach.

Key assumptions of our recommendations include:

  • Cadets are willing to change their behavior: The success of educational initiatives depends on cadets' willingness to learn and embrace ethical values.
  • Academy leadership is committed to change: Effective implementation of recommendations requires strong leadership and commitment to systemic improvements.
  • The public will accept the academy's efforts to address the issue: Restoring public trust requires transparency and accountability.

8. Next Steps

  • Immediate Response: The academy leadership should swiftly implement disciplinary actions for the cadets involved in the cheating scandal.
  • Ethics Training: Develop and implement a comprehensive ethics training program within the next semester.
  • Code of Conduct Review: Form a committee to review and revise the academy's code of conduct, incorporating new guidelines for academic integrity.
  • Long-Term Monitoring: Establish a system for ongoing monitoring and evaluation of the effectiveness of the implemented changes.

By taking these steps, the academy can demonstrate its commitment to academic integrity and ethical leadership, ensuring a brighter future for West Point and its graduates.

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Case Description

Presents a review of published data on the 1976 cheating scandal at West Point. Written from the perspective of the Academy Superintendent, it raises issues of ethics, organizational change and action planning in the face of conflicting stakeholder interests.

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