To respond to the expectations of the industry and business school accreditation bodies, marketing faculty have been making extensive use of group projects in their curricula. A common problem with the use of student groups, however, is that of social loafing. In this study, we identify some easy-to-implement project set-up factors and examine their impact on reducing the incidence of social loafing. We find that the incidence of social loafing increases with the scope of the project and the size of the student group assigned to the project. We also find that having multiple peer evaluations during the course of the project reduces social loafing. We study the impact of social loafing on students' satisfaction with group members' contribution and the perceived fairness of the project grade. Recommendations for reducing social loafing and increasing students' satisfaction with group projects are also discussed.

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Designed to be used in undergraduate or master’s level courses in auditing or forensic accounting, this case asks students to evaluate a private construction company’s financial information to determine if fraud has occurred. Through this evaluation, students develop knowledge of the payroll cycle, control risk, audit planning, audit evidence, and forensic analysis. Based on an actual incident, this case illustrates a fraud investigation and account analysis performed by a fourth-year undergraduate student. In conducting the case, students are asked to evaluate evidence, analyze internal controls, identify and evaluate financial evidence, and develop responses based on evidence gathered. The names of the organizations and individuals have been disguised to preserve anonymity.