Abstract
Exporting university programs adds elements of risk and complexity to their operation and administration. Distance and cultural differences can challenge the logistics of course delivery and distort expectations of academic honesty. This qualitative research summarizes faculty experiences with and opinions about academic honesty in a North American MBA program offered in Iran between 2001 and 2012. Drawing from these experiences we provide recommendations for managing the global classroom to discourage academic dishonesty and improve student learning.
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