Undergraduate Online Business Students’ Views on Plagiarism

Ready or Not

“…Additionally, employers sought archaeologists who had knowledge of historic preservation legislation and who had experience with fieldwork, technical writing, research, artifact identification and analysis, GIS, collaboration with Indigenous communities, and cataloging and curating collections (Figure 3). Many required and/or preferred qualifications aligned with the results of Larkin and Slaughter's (2021) survey, which found that the most in-demand industry skills for entry-level archaeologists were experience with pedestrian surveys, artifact identification, excavation, completing state/federal forms, and running specialized analysis. The additional detail provided in job postings offers insight into the specific knowledge and training archaeologists need to contribute to the discipline.…”

“…A recent survey revealed that many field schools felt that they had trained students in pedestrian survey (100% of field school respondents), excavation (91% of field school respondents), and—to a lesser extent—site monitoring (17% of field school respondents). However, only 55% of CRM employers observed recent graduates skilled in pedestrian survey, only 63% of CRM employers observed recent graduates skilled in excavation, and only 5% of CRM employers observed recent graduates skilled in site monitoring (Larkin and Slaughter 2021:11). Certainly, there is room for subjectivity in conceptions of preparedness and ability; however, these disparities highlight the disconnect between archaeology education and archaeology preparation.…”

“…On archaeological writing, Graham Connah (2010:5) states, “Basically, learning to write is rather like learning to ride a bicycle; one has to maintain a delicate balance whilst still moving forward, but at first one will frequently fall off, sometimes with painful results.” CRM employers report that recent graduates are poorly prepared in technical writing, with zero respondents in a recent survey describing new graduates as prepared to write reports and proposals and 12% reporting new graduates as prepared to complete state/federal forms. Only 18% of university/college respondents emphasized report preparation; writing proposals was emphasized in none of the field schools, but 64% emphasized state/federal form production in field schools (Larkin and Slaughter 2021:11).…”

“…A recent survey found that 100% of university/college respondents answered that field schools emphasized artifact identification, but only 55% of respondents taught artifact analysis. Sixty-three percent of CRM employers responded that they observed employees with training in artifact identification, but only 12% felt employees were skilled in artifact analysis (Larkin and Slaughter 2021:11). The material record is essential for Indigenous communities advocating for site protections, with one Deputy THPO noting of the archaeological record, “More and better [archaeological] information is necessary” (Kelley et al 2022).…”

“…In 2019, the University of Texas Master's Cohort surveyed a nonrandom sample of 850 graduates with a master's degree in anthropology on perceptions of graduate education and career paths (Hawvermale et al 2021). Larkin and Slaughter (2021) completed a pilot study exploring undergraduate training for the workforce by surveying 30 CRM professionals and academics in Colorado and comparing perceived levels of preparation in education and CRM.…”