Varying conceptions of and purposes for dialogue exist. Recent dialogic theorists and advocates urge exploration of forms of dialogue for learning and applying relational responsibilities within stakeholder networks. A related phenomenon has been the recent emergence of multi-stakeholder dialogues that involve parties significantly affected by major issues or concerns, such as environmental sustainability, that have complex and wide-spread implications. The extent to which these recent multi-stakeholder dialogues assume anything resembling the relationship or caring and the learning potentials of dialogic goals and processes suggested by recent advocates, however, can certainly be questioned. This article explores potential directions for research on enhanced forms of multi-stakeholder dialogues that emphasize goals of dialogic learning, relationship building, and business social responsiveness within a more reflective practice of corporate citizenship. Many issues and questions concerning appropriate antecedents, processes, and outcomes for these enhanced multi-stakeholder dialogues are raised and discussed.

ollege student cheating, or academic dishonesty, has been a topic C of much interest to education researchers. A thorough, multidisciplinary literature search on the subject reveals at least 200 journal articles and reports. The research literature on college cheating might be divided into the following categories: reporting and defining types of cheating or academic misconduct; reactions by researchers to academic cheating (How serious is the problem?); methodologies for studying academic dishonesty; causes (or self-reported reasons) for cheating; and prevention and control measures.Sims (1991) describes a positive relationship between academic dishonesty that undergraduates admit and the dishonesty that ex-students later exhibit at work. She reports that the reasons that people give for both academic and employment dishonesty are very similar. With attention now focused on business and professional ethics, it is important to study the earlier socialization and learning cultures that may foster forms of questionable or unethical conduct. Certainly childhood and early school experiences and developing levels of moral reasoning influence managerial and professional values. But the college years appear to be a critical period for Stephen L. Payne is a professor of management. and Karen s. Nantz is an associate professor of administrative information systems at Eastern Illinois University in Charleston. educators to try alternative means for the moral or ethical education of future business leaders.Our purpose in this article is, first, to offer readers a brief overview of the literature on college student cheating. We suggest that research efforts continue to explore a recent and potentially useful direction for analysis. Various researchers (

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