Dan Ariely

At the start of last semester, I asked my undergraduate students whether they had enough self-control to avoid using their computers during class for non-class related activities. So they promised that if they used their laptops, it would only be for course-related activities like taking notes. However, as the semester drew on, I noticed that progressively more and more students were checking facebook, surfing the web and emailing. At the same time that they were facebooking more and more, they were also cheating more and more on their weekly quizzes – and in a class of 500 students, it was hard to manage this deterioration. As my students’ attention and respect continued to degrade, I became increasingly frustrated.

Finally, we got to the point in the semester where we covered my research on dishonesty and cheating. After discussing the importance of ethical standards and honor code reminders, two of my students took it upon themselves to run something of an experiment on the rest of the students. They sent an email to everyone in the class from a fabricated (but conceivably real) classmate, and included a link to a website that was supposed to contain the answers to a past year’s final exam. Half the students received this email:

———- Forwarded message ———-

From: Richard Zhang ‪<richardzhang44@gmail.com>

Date: Thu, Apr 14, 2011 at 11:02 AM

Subject: Ariely Final Exam Answers

To:

Hey guys,

Thought you might find this useful. See link below.

——————————————-
From: Ira Onal<ira.onal@gmail.com>

Date: Monday, March 21, 2011

To: Richard Zhang < >

Subject: Re:Hello!

Hey Richard,

Good to hear from you again. Yes, I was the TA for Ariely’s class. Here’s a link with the answers from the test when I was TA, and I don’t think he changes the questions/answers every semester. Hope this is helpful and let me know if you have any questions:

http://dl.dropbox.com/u/26171004/iraonal.html

Best of luck,

Ira

Ira T. Onal

Duke University Trinity School ’09

ira.onal@gmail.com | (410) 627-0299

On Mar 11, 2011, at 5:13 PM, Richard Zhang < > wrote:

> Hey Ira,

> I hope all is going well. I’m in Ariely’s class and saw your name on the syllabus – are you/were you the TA? I also heard there is an exam in the class, and was wondering if you had any guidance/tips for it. He just has a bunch of short quizzes this year, so should I use those to study from?

>Best,

Richard

–

Richard Zhang

Duke University ’12

(315) 477-1603

——————————————-

The other half got the same email but also included the following message:

~ ~ ~

P.S. I don’t know if this is cheating or not, but here’s a section of the University’s Honor Code that might be pertinent. Use your own judgment:

“Obtaining documents that grant an unfair advantage to an individual is not allowed”

~ ~ ~

Using Google Analytics, the students tracked how many people from each group visited the website. The disparaging news is that without the honor code reminder, about 69% of the class accessed the website with the answers. However, when the message included the reminder about the honor code, 41% accessed the website. As it turns out, students who were reminded of the honor code were significantly less likely to cheat. Now, 41% is still a lot, but it is much less than 69%.

The presence of the honor code, as well as the ambiguity of the moral norm, may have had a role in the students’ behavior. When the question of morality becomes salient, students are forced to decide whether they consider their behavior to be cheating –  and presumably most of them decided that it is.

Moreover, a qualitative look at the email responses from students (to the ficticious student who sent them the link to the test answers) showed that while those who did not see the code were generally thankful, those given the honor code were often upset and offended.

***

The issue of cheating rose again with the final exam. I received several emails from students who were concerned about their classmates cheating, and so I decided to look into the situation with a post-exam survey. The day after the exam, I asked all the students to report (anonymously) their own cheating and the cheating they suspected of their peers.

The results showed that while the students estimated that ~30-45% of their peers had cheated on the final exam, very few of them admitted that they themselves had cheated.  Now, you might be thinking that we should take these self-reports with a grain of salt – after all, even on an anonymous survey, students will most likely underreport their own cheating. But we can also look at the grades on the exam, and because less than 1% of students got a 90% or better (and the average got 70% correct), I am relatively confident that the students’ perception of cheating was much more exaggerated than the actual level (or they could just be very bad at cheating).

While it may seem like good news that fewer students cheat than they suspect, in fact such an overestimation of the real amount of cheating can become an incredibly damaging social norm.  The trouble with this kind of inflated perception is that when students think that all of their peers are cheating, they feel that it is socially acceptable to cheat and feel pressured to cheat in order to stay on top. In fact, a few students have come to my office complaining that they were penalized because they decided not to cheat — and what was amazing to me was that they truly felt that there was some injustice done to them.

The bottom line is that if the perception of cheating is that it runs rampant, what are the chances that next year’s students will not adopt even more lenient moral standards and live up to the perception of cheating among their peers?

Now that it’s the end of a busy teaching semester, I thought I’d take a moment to share one of my favorite classroom moments from a marketing course I taught some years ago at MIT.

Here are the first two question of the exam I just gave:

1) My parents and grandparents would be most proud of me if:
a. I did not cheat on this exam and got the score I deserve
b. I cheated on this exam and got a score higher than the score I deserve

2) While taking this exam, I intend to:
a. cheat (e.g., by looking at other people’s answers, or showing my answers to others)
b. not cheat

I think it was effective..

Derek Bok, the 25th President of Harvard, famously said: “If you think education is expensive, try ignorance.” What we need is more business education, not less!

There are recent debates about the value of MBA education and I have to say that I find the notions of scrapping management education somewhat odd.  It is not that I think that management education is perfect, far from it, but its importance in my mind has only increased due to this financial crisis. Does anyone really want to suggest that the people who are running our institutions and companies do not need to learn more? That they don’t need to have specific knowledge to better guide their companies and our economy? For example, is there anyone who doesn’t think these days that executives need to have a much better understanding of accounting, and that they need to know how to read accounting statements?

From my perspective, the main lesson from this economic meltdown is that despite our confidence – we actually know very little about the operation of the financial world around us.  Moreover, it is clear that such lack of understanding, together with high confidence and reliance on the opinions of others (presumably experts) can have devastating consequences. If anything I suspect that this meltdown shows exactly how important it is for executives to have a better understanding of the world in which they operate.

Of course, like many others, I believe that it will be very useful to change the curriculum of the MBA program so that it is more useful — but if anything I would make it mandatory for executives to keep on learning throughout their careers in the same way that we require physicians to keep on improving and learning.

In terms of the actual curriculum for management education, my own view is very simple-minded: The world is incredibly complex, it changes all the time, and we should not even hope that we could create a general model that accurately describes the world in all its possible states. Instead I proposed that management education and practice should become much more experimental and data-driven in nature — and I can tell you that it is amazing to realize how little business know and understand how to create and run experiments or even how to look at their own data!

We should teach the students, as well as executives, how to conduct experiments, how to examine data, and how to use these tools to make better decisions.  For example, over the past five years or so we have learned from experimental evidence a lot about the tricks that conflicts of interests can play on us, and these findings help us understand financial catastrophes from Enron to the recent market failures (for my take on this see TED).  Given this new understanding, and we lean more and more all the time, I think it is crucial to transfer this knowledge to business executives so that they can take this new understanding into account.

Disasters are usually a good time to re-examine what we’ve done so far, what mistakes we’ve made, and what improvements should come next. If the lesson from all of this will be to blame the MBA programs than I think we would have not gained much. However if we will seriously consider how to keep on exploring and understanding the complex world we live in, and make this an inherent part of management education, perhaps the future version of our world would look better.