Comparing Business School Faculty Classification for Perceptions of Student Cheating

Faculty continue to address academic dishonesty in their classes. In this follow-up to an earlier study on general perceived faculty student cheating, using a sample of business school faculty, we compared three levels of faculty classification: full-time non-tenure track (NTT, n?=?86), full-time tenured/tenure-track (TT, n?=?66), and part-time adjuncts (A, n?=?71). Results showed that NTTs perceived higher levels for three different types of student cheating, i.e., paper-based, forbidden teamwork, and hiring someone to take an exam. In addition, NTTs were more likely to report a student for cheating. NTTs reported a higher course load and average class size, and average class size was positively related to all five types of cheating measured. Given the predicted increase in NTTs across all disciplines, making sure that all faculty, (but especially NTTs), have the resources needed to deter student cheating is important. All faculty have an obligation to hold students accountable for their behavior. Individual integrity is paramount; and it is what employers expect. Regardless of the chosen field or discipline, an employer’s expectations, in terms of character, is to hire individuals who possess a level of honesty that is above reproach. Addressing cheating is an obligation that all faculty need to address purposefully. Providing resources to help faculty address cheating is critical. Resources might include conflict resolution training to provide instructors with the necessary guidance so that they can better handle these difficult situations. This is important not only for the student while in school, but also for a university/college’s reputation.     

Happier Elderly Residents. The Positive Impact of Physical Activity on Objective and Subjective Health Condition of Elderly People in Nursing Homes. Evidence from a Multi-Site Randomized Controlled Trial

Applied Research in Quality of Life - We explore the effects of adapted physical exercise programs in nursing homes, in which some residents suffer from dementia and/or physical limitations and...     

Cognitive and social consequences of exposure to emotional narratives: Two studies on secondary social sharing of emotions

People who listen to a narrative concerning another's experience feel the urge to share in turn their experience of listening. This phenomenon is called secondary social sharing of emotion and has been widely investigated in the last ten years (Christophe & Di Giacomo, 1995; Christophe & Rimé, 1997). The present two studies aimed to provide new evidence concerning secondary social sharing of emotion. In the first study, participants were asked to recall an emotional narrative they had been told no more than three months before and to specify their social sharing about the narrative. In the second study, a diary strategy was used in order to encourage participants to recall an emotional narrative they had listened to during the day that had just elapsed. A follow‐up, three weeks after the completion of the diaries, was used to assess secondary social sharing over time. Results from both studies confirmed that secondary social sharing is a widespread phenomenon, involving many partners, mainly belonging to the circle of intimates, and affected by the intensity of listeners' emotional reactions. Adults exhibited significantly higher ratings of secondary social sharing than young people. In the first study, the valence (positive vs. negative) of the emotional experience affected secondary social sharing. However, no differences were found for sharing positive and negative experiences in the diary study.