What Actions Can Be Taken to Increase Whistleblowing in the Classroom?

• In Event: Managerial Issues and International Standards

Abstract

This study surveyed 218 undergraduate business students (133 men and 85 women) enrolled in introductory accounting and business law classes at a private university in the Northeast of the United States on various issues concerning honesty in academics. This study aims to examine and analyze student’s propensity to cheat in the classroom and the ways to increase whistle-blowing in the future. This study looks to a number of variables associated with cheating such as cheating in the workplace, perceptions of whistle-blowers, and the consequences of whistle-blowing. As a result of evaluating the student responses to the surveys and comparing the data, we discovered that students provided more reasons to increase whistle-blowing if they had whistle-blown in the past. Students who had cheated in the past had more suggestions geared towards incentives and cash rewards compared to students who had never cheated before who were more concerned with confidentiality. Lastly, students who cheated in the past were less likely to whistle-blow in the future. This study as a whole will help professors and administrators to decrease academic dishonesty and cheating in the classroom.

Authors

• Richard A Bernardi, Roger Williams University

• Alexandra C. Landry, Roger Williams University

• Erynne E. Landry, Roger Williams University

• Marissa E. Berardi, Roger Williams University

• Mitchell R. Buonafede, Roger Williams University