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A survey of university business professors 1 focused on their use of individual assignments in courses and their views on cheating and its impact on student learning. Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most faculty 2 believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence. They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the university. The discussion centres on the three stakeholders -faculty, students and administration -the need for culture change, and the role of honor codes in controlling cheating and supporting a learning environment.

The governing bodies of the Chartered Accountant (CA) profession and business schools go to great lengths to ensure accounting professionals are equipped with a skill set that meets technical, professional, ethical, and other general requirements. In spite of a strict code of ethics, violations of the professional conduct rules leading to disciplinary action are a reality. Using the total CA membership (N = 36,465) of Ontario, Canada, this study makes a 27-year retrospective assessment of the frequency of disciplinary cases, the characteristics of offenders, the disciplinary process, and the sanctions imposed. Results indicate that: (i) approximately 1.38 percent of the members have been charged with violations of the Rules of Professional Conduct by the Institute of Chartered Accountants over that period; (ii) most were sole proprietors engaged in public accounting; (iii) on average, men make up 76 percent of the CA membership, outnumbering women by three to one (3:1); yet, men were 16 times more likely than women to be charged; (iv) the majority of the offences occurred while members with public accounting licenses were conducting external audits; and (v) sanctions ranged from a "rap on the knuckles" admonishment to expulsion from the CA profession. This study is exploring the CA disciplinary process as observed through disciplinary notices and suggests improvements to the system.

This study links moral reasoning, academic dishonesty, and business students. Undergraduate business students (N = 1357) from eight Ontario (Canada) universities responded to a survey to express their perceptions and expectations of their academic environment and the variables that can help them to understand what is morally right and what is morally wrong. Results revealed these emerging adults welcome some moral guidance but they are not inclined to encumber themselves with too many rules. Their main expectations revolve around self-confidence, independence of thought and action, acceptance of responsibility for themselves, and what academic dishonesty involves. The authors discuss these findings in the context of moral development of emerging adults who are challenged to achieve identity coherence and ethical judgment. For their part, business schools have the obligation to offer enriching academic experiences and train values-based leaders without preaching 'morality'.

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