DISABILITY MANAGEMENT

BBA-B3-STR-002-E-D MRS
DISABILITY MANAGEMENT
Semester 2, 2022 – 2023

COORDINATOR Dr. HDR Katia Richomme-Huet

PROFESSORS Dr. Elizabeth Franklin-Johnson

OFFICE 8.103
TELEPHONE +33 491 827 831

E-MAIL Elizabeth.Franklin-Johnson@kedgebs.com

OFFICE HOURS By appointment

WEIGHT ON
COURSE DELIVERABLE DUE DATE
FINAL GRADE

Group assignments Ongoing 20%

Personal diary Ongoing 20%

Personal essay Week 10 40%

Group presentation Week 9 20%

Kedge Business School and its professors, encourage you to use your Pro-
Acts, company projects and internships as privileged opportunities to apply
the reflexions, theories, concepts and tools presented during this course
 DISABILITY MANAGEMENT 2

INTRODUCTION AND OBJECTIVES

Course Purpose & Objectives
As future managers, it is their best interests for students to understand disability
management concepts & practical tools to be able to successfully implement them into
real business situations. This course is concerned with the practice of disability
management in organisations. It considers issues relating to the links between all areas
of organisations and the benefits and strengths that diverse employees can bring.
This course aims to define and compare various methods, tools and techniques
available in the main activities linked to disability management. It will help participants
to develop a working knowledge of an organisation’s tools to manage people with a
disability, according to ethical and responsible values. They will learn to apply relevant
theories to management, to implement diversity in regards with laws and good sense
and to analyse business challenges involving resource policies and practices.

Courses contribution to program objectives

• IBBA 2. Develop business, communication, teamwork and leadership
skills
Students will practices all of these skills during the team and individual assignments
and assessments. This course offers practical examples and ideas for how to consider
and mange social performance in a company’s strategy and practices. Managerial
concepts, tools and perspectives are presented and students can analyse and practice
their understanding and application.
• IBBA 4. Develop a sense for responsible management
Management should go beyond the financial bottom line to include environmental, and
in the case of this course socially responsible management. Managers answer to
stakeholders and society and they must be capable of being inclusive of all their
employees and acting in an ethical manner. This course enables participants to
consider mind-set, tools and practices to enable them to be more responsible in
relation to disability in the workplace. Individuals as employees, team members,
managers and so on must be ready to meet the challenge of working with, managing,
and integrating people with disabilities in the workforce. Many countries have legal
obligations regarding employment laws of people with disabilities, and as the number
of people within the work place with disabilities increases, it has never been more
important to meet these needs.

Course Contribution to Application of Critical Thinking

The course is intended to provide a critical analysis of disability management
techniques and methods from academic and practical perspectives. Some of the key
areas are addressed including, strategy integration, accommodation practices,
prevention, return to work coordination and the evaluation and development of a
disability programme. You will have to critically assess and evaluate existing disability
management policies and practices.
 DISABILITY MANAGEMENT 3

Contribution to Sustainable Development Goals

The Sustainable Development Goals (SDGs) define 17 priorities for socially equitable,
environmentally safe, economically prosperous, inclusive and predictable
development by 2030. They were adopted in September 2015 by the UN as part of the
framework of the 2030 Agenda.
This course, like all Kedge courses, meets Sustainable Development Goal 4 (Quality
Education). It can also meet other inclusive and sustainable objectives such as:
➢ 8. Decent Work and Economic Growth
➢ 10. Reduced Inequality

How advanced is the integration of Sustainability and Inclusivity into this

course? (see matrix appendix 1)
➢ HIGH

Courses description
A background to disability, disability in the workplace, organisational disability strategy
and responsibility, working conditions, recruitment, career development and return to
work for employees with a disability and internal (manager and employee, teams and
integration) and external (networks and support) connections.

COURSE MATERIAL
Detailed information (slides, references and external sources) are provided for each
topic and all of this can be found on “Learn” in the appropriate topic section. Each topic
will have a myriad of resources that students are encouraged to save for future use,
as well as to add to for the development of the course.

Resources
• The principal source for this course is the document “Managing disability in the
workplace”, ILO, 2002. Chapters relating to each topic should be read so as to
prepare for the content of the topic. A case study for each topic should also be
read.
• Please note that you are advised to read all references (preliminary and
additional) about a topic should your chose to write your essay on that subject.
• All resources are available on Learn

SUPPLEMENTARY READINGS
• It is also suggested that you read at least one of the resources from the
supplementary reading list so as to broaden your understanding of the subject.
 DISABILITY MANAGEMENT 4

• All supplementary readings are available on Learn.

• You are encouraged to go beyond the information given and to listen to stories
about disability management in the news, to regularly read newspapers and
academic journals and to consult the books about the subject that are in the
school library (Cyberlibris).
Websites
There are many well-developed web sites accessible freely on the Internet, but here
are a few:

• “ILO Disability and work”

o http://www.ilo.org/global/topics/disability-and-work/lang--en/index.htm
• “The Disability Management Forum”
o https://www.disabilitystandard.com/
• “The Scoop”, developmental disability news
o http://www.disabilityscoop.com/
• “The Guardian”, society and disability section
o http://www.theguardian.com/society/disability
 DISABILITY MANAGEMENT

COURSE CONTENTS AND TIMETABLE

PRELIMINARY
SESSION TOPIC READING(S) AND ADDITIONAL READING(S) AND ASSIGNMENTS
ASSIGNMENTS
• Barnes, C., & Mercer, G. (2005). Disability, work, and welfare challenging
• Managing disability in the social exclusion of disabled people. Work, Employment & Society, 19(3),
the workplace (ILO, 527-545.
Disability:
1 2002): Chapter 1 • Heyer, K. (2007). A disability lens on sociolegal research: Reading rights of
a background
• ONE additional reading inclusion from a disability studies perspective. Law & Social Inquiry, 32(1),
from the list on the right 261-293.

• Ball, P., Monaco, G., Schmeling, J., Schartz, H., & Blanck, P. (2005).
Disability as diversity in Fortune 100 companies. Behavioral sciences & the
• Managing disability in
law, 23(1), 97-121.
the workplace (ILO,
• Schur, L., Kruse, D., Blasi, J., & Blanck, P. (2009). Is disability disabling in
2002): Chapter 2
Disability: all workplaces? Workplace disparities and corporate culture. Industrial
2 • ONE additional reading
in the workplace Relations: A Journal of Economy and Society, 48(3), 381-410.
from the list on the right
• Woodhams, C., & Corby, S. (2007). Then and now: disability legislation and
employers' practices in the UK. British Journal of Industrial Relations, 45(3),
556-580.

• Managing disability in • Bruyere, S. M., Erickson, W., & VanLooy, S. (2000). HR’s role in managing
The organisation the workplace (ILO, disability in the workplace. Employment Relations Today, Autumn, 47-66.
& disability: 2002) Chapters 3 and • Klimoski, R., & Donahue, L. (1997). HR strategies for integrating individuals
organisational 8 with disabilities into the work place. Human Resource Management
3
disability • ONE additional reading Review,7(1), 109-138.
strategy and from the list on the right • Sandler, L. A., & Blanck, P. (2005). The quest to make accessibility a
responsibility corporate article of faith at Microsoft: case study of corporate culture and
human resource dimensions. Behavioral sciences & the law, 23(1), 39-64.
 DISABILITY MANAGEMENT 6

• Foster, D., & Fosh, P. (2010). Negotiating ‘difference’: representing disabled

employees in the British workplace. British Journal of Industrial
• Managing disability in
Relations,48(3), 560-582.
the workplace (ILO,
The organisation • Schur, L., Nishii, L., Adya, M., Kruse, D., Bruyère, S. M., & Blanck, P. (2014).
2002): Chapter 7
and disability: Accommodating employees with and without disabilities. Human Resource
4 • ONE additional reading
working Management, 53(4), 593-621.
from the list on the right
conditions • Lee, B. A. (1997). Legal requirements and employer responses to
accommodating employees with disabilities. Human Resource Management
Review, 6(4), 231-251.

Recruitment
5
• Buciuniene, I., & Kazlauskaite, R. (2010). Integrating people with disability
into the workforce: the case of a retail chain. Equality, Diversity and Inclusion:
An International Journal, 29(5), 534-538.
• Schur, L., Kruse, D., & Blanck, P. (2005). Corporate culture and the
employment of persons with disabilities. Behavioral Sciences & the
Law,23(1), 3-20.
The organisation • Managing disability in
and disability: the workplace (ILO,
Development
recruitment, 2002): Chapters 4, 5
and 6 • Colella, A., DeNisi, A. S., & Varma, A. (1997). Appraising the performance of
development
employees with disabilities: A review and model. Human resource
and return to • ONE additional reading
management review, 7(1), 27-53.
work for from the list on the right
employees with • Kulkarni, M., & Gopakumar, K. V. (2014). Career management strategies of
a disability people with disabilities. Human Resource Management, 53(3), 445-466.
 DISABILITY MANAGEMENT 7

Return to work
• Kalina, C. M. (1999). Strategies in disability management: Corporate disability
management programs implemented at the work site. Annals of the New York
Academy of Sciences, 888(1), 343-355.
• Krause, N., Frank, J. W., Dasinger, L. K., Sullivan, T. J., & Sinclair, S. J.
(2001). Determinants of duration of disability and return‐to‐work after work‐
related injury and illness: Challenges for future research. American journal of
industrial medicine, 40(4), 464-484.
• Williams‐Whitt, K., & Taras, D. (2010). Disability and the performance
paradox: can social capital bridge the divide?. British Journal of Industrial
Relations, 48(3), 534-559.
Internal connections
The organisation • Kulkarni, M., & Lengnick‐Hall, M. L. (2011). Socialization of people with
and disability: disabilities in the workplace. Human Resource Management, 50(4), 521-540.
internal • Snyder, L. A., Carmichael, J. S., Blackwell, L. V., Cleveland, J. N., & Thornton
• Managing disability in
connections III, G. C. (2010). Perceptions of discrimination and justice among employees
the workplace (ILO,
(manager and with disabilities. Employee Responsibilities and Rights Journal, 22(1), 5-19.
2002): Appendices
employee, • Spataro, S. E. (2005). Diversity in context: how organizational culture shapes
6 • ONE additional reading
teams and reactions to workers with disabilities and others who are demographically
from the list on the right
integration) and different. Behavioral sciences & the law, 23(1), 21-38.
external
connections External connections
(networks and • Fujimoto, Y., Rentschler, R., Le, H., Edwards, D., & Härtel, C. E. (2014).
support) Lessons learned from community organizations: Inclusion of people with
disabilities and others. British Journal of Management, 25(3), 518-537.
 DISABILITY MANAGEMENT

TEACHING APPROACH/ INSTRUCTIONAL METHODS

A Word of Advice
Students will have the opportunity to demonstrate skills and knowledge through
ongoing group work, individual work and the final examination. The course is designed
to familiarise participants with current disability management practices that apply to
their careers.

Course content is delivered online through articles, power points, group discussions,
learning activities, videos and case studies. Successful active learning does require
you to prepare for each session. This means that you read the chapters and slides,
think about the issues and be prepared to contribute to group discussions. The advice
is to play an active role in your learning and engage with the resources and your team
to make the most of this opportunity.

Organization of the sessions

The course is online and runs over the second semester. There are deadlines, but no
face to face sessions meaning that you are free to organise yourself for your individual
and team work. Students are expected to work for the whole semester to produce
individual and group work. The final examination (a personal essay) will be at the end
of the cycle and NOT IN THE MAIN EXAMINATION PERIOD.

At the start of the course

Participants should create their groups. The names of all students enrolled in the
course will be available on “Learn” at least 3 days before the start of the course and
you will also receive an email from the professor. Use this list to decide who to work
with and then email all names to the professor. The professor will then create a group
work space where you will upload your work during the cycle.

Please note:
• The professor will announce at the start of the course the number of students
per group
• Students should then contact each other to create groups
• If you are unable to find a group you must contact the professor as soon as
possible and you will be assigned to a group
• Email your group names to: elizabeth.franklin-johnson@kedgebs.com
• You must have created your groups by the deadline to be able to complete the
first group assignment

It will not be possible to change groups once they have been created, the aim of this
is to:
• Ensure a well-balanced distribution of students and share of work
• Avoid duplication and to expand our knowledge
• Promote upstream workPlease note that for timetabling reasons this class will
appear on your timetable – however there is not a physical class at this time.
 DISABILITY MANAGEMENT 9

You can work at your own pace, and that of your colleagues but you must respect
deadlines.

EVALUATION OF STUDENT PERFORMANCE

More information is available about each separate assignment is available on “Learn”.
A total of 6 team works, 1 personal essay, 1 personal diary and 1 group presentation
are to be completed by each student. Each student’s evaluation comprises 60%
individual work and 40% collaborate work.

DELIVERABLE %
Individual diary 20
Individual essay 40
Ongoing group assignments 20
Group presentation 20
TOTAL 100

The evaluation of this course emphasises your understanding of the techniques and
methods for managing employees with a disability in a changing business
environment. Group and individual assignments will be used to assess your
performance.

Methods Used to Evaluate Student Performance

• Written text files
• Video

For all assignments a possible score for each question is given. Your overall grade will
be compiled of the scores that you receive during the cycle. Your assignments will be
evaluated according to your ability to show that you understand the essential concepts
linked to each topic, that you are able to critically consider the topic and issues related
to it, that you are capable of selecting information or examples that are pertinent to the
topic and that you are able to logically and clearly express your ideas and
understanding.

Assignment tasks and percentage of the final grade

The weighting for the group assignments, group presentation and the individual essay
are as follows:

Topic, tasks and percentage of the final grade

 DISABILITY MANAGEMENT 10

% of the final
Topic Tasks
grade
Disability 1. A background Group work
management 2. In the workplace Group work
3. Organisational disability
Group work
strategy and responsibility
4. Working conditions Group work
20%
The organisation & 5. Recruitment, development
disability and return to work for Group work
employees with a disability
6. Internal and external
Group work
connections
Presentation Group work 20%
Personal
Essay 40%
work
Personal
Diary 20%
work
TOTAL 100%

Individual Assignments (60%)

Individual essay (40% final grade)
The individual work allows you to reflect on a specific subject and to link the class
readings and literature to your personal and professional projects. Students should use
this opportunity to show linkages between theory and personal practice and
experiences.

This work takes the form of ONE essay based on one of the topics. A choice of
questions is available on. The students should write an 800-1,000 word essay
individually. Course material, notes from their group discussion, recommended
readings of that week, plus other useful documentation and resources that you choose
to help prepare and answer the question should be used. Please remember that work
must be correctly referenced – plagiarism is not tolerated (please refer to the section
below).

Essays should be in Word format (not PDF) and sent to the professor via “Learn” AND
to URKUND independent_esc.euromed@analyse.urkund.com

Assignment information and format

• The assignment requires reflection on all of the topics, but the question is
based on one specific topic
• The assignment and their weighting is detailed in the table ‘Topic, tasks and
percentage of the final grade’ below
• The due date can be found on “Learn”
• Please create your work as a written (Word) document
• Pay attention to the minimum and maximum number of words
• Failure to submit before the deadline will result in a lower grade

The student skills level evaluation grid is as follows:

 DISABILITY MANAGEMENT 11

Skills Below expectations Meets expectations Exceeds expectations

Shows proof of analytical
Analytical skills and/or skills and critical thinking by
Show analytical skills and
critical thinking are using critical and insightful
critical thinking by using
missing, little/no evaluation, analysis and
Content (30%) evaluation, analysis and
evaluation, analysis synthesis of issues and
synthesis of issues and
and synthesis of material including an original
material.
issues and material. and reflective approach of
relevant material.
Proof of knowledge Show knowledge and Show excellent knowledge
Knowledge & and understanding of understanding of key and understanding of key
understanding key academic academic concepts and academic concepts and in-
(20%) concepts and good understanding of depth understanding of
principles is lacking. principles and concepts. principles and concepts.
Ability to raise Questions are not Thoughtful and Thoughtful, appropriate and
interesting appropriate or appropriate questions interesting questions
and pertinent showing appropriate showing good showing transversal
questions understanding and understanding and understanding, thinking and
(20%) relevance. relevance. relevance.
Evidence of consulting
Lack of evidence of
Evidence of Evidence of consulting directed reading and
having consulted
reading (20%) directed reading. integrating appropriate
directed reading.
supplementary sources.
Good structure and Logical, articulate and
Poor structure and/or presentation, appropriate coherent structure and
Style and presentation, poor language skills shown presentation, very good
fluency (10%) grammar, spelling (comprehension of language skills shown
and/or language. grammar, spelling and (comprehension of grammar,
language). spelling and language).

Individual diary (20% of final grade)

This course involves presenting students with new ideas and ways of thinking, and so
it is pertinent for the students to be able to take note of changes or evolutions in their
way of thinking during the cycle. Students will be invited to answer a number of short
open questions so as to attempt to uncover how their thinking and understanding
evolves.

Assignment information and format

• The assignment requires reflection on the subject as a whole
• It is a personal analysis made by the individual
• The assignment and their weighting is detailed in the table ‘Topic, tasks and
percentage of the final grade’ below
• The due dates can be found on “Learn”
• Please answer the questions on Learn – it is recommended that you copy and
paste from a word document so that you have a copy (questions are provided
before; this is not a quiz)
• Pay attention to the minimum and maximum number of words
• Failure to submit before the deadline will result in a lower grade
 DISABILITY MANAGEMENT 12

The student skills level evaluation grid is as follows:

Skills Exceeds
Below expectations Meets expectations
expectations
0/1 point 2 points
3 points
Questions are
Questions are
answered very well
answered well
Questions lack showing genuine and
showing genuine and
genuine thoughtful
thoughtful
Content (50%) consideration. consideration.
consideration.
Examples may be Examples are
Appropriate examples
lacking or irrelevant. provided to illustrate
may be provided to
answers and are
illustrate answers.
highly relevant.
Analytical and critical
The analysis and Analytical and critical thinking shown using
critical thinking used thinking is used to insightful evaluation,
Analysis (50%)
to evaluate the diary’s evaluate the diary’s an original and
content is poor. content. reflective approach is
shown.

Collective assessment (40%)

Ongoing group assignments (20% final grade)

Remember: together everyone archives more
Every group member should consult the slides, read the assigned chapter, and read
at least 1 article for each of the assignment discussions – you should all work together
to produce a final summary text. Dividing work is discouraged. All students should
attempt all questions and then work together to discuss all answers and to produce a
final document. Discussions and exchanges of ideas are key to your understanding
and learning and should not be ignored. Many collaborative working tools are available
(via “Learn” or the Internet) that can help you to create your work. You could think
about video conferencing for discussions, a common document that you work on
(create a wiki for example) and a common share space for your documents and
information (cloud). Lots of information and ideas about collaborative learning ideas
exists on the internet. You should chose an option that suits all team members. You
may need to consider that some of your team are in different time zones, or may be
working. Plan your meetings to suit all members.

Assignment information and format

• Each assignment covers 1 of the 6 topics
• The 6 group work assignments and their weighting are detailed in the table
‘Topic, tasks and percentage of the final grade’ below
• Due dates can be found on “Learn”
• Instructions about the group work format are available on Learn
• Failure to submit before the deadline will result in a lower grade
• Feedback and grades will be given on all group work
 DISABILITY MANAGEMENT 13

As well as receiving a score for your group work you will also be evaluated on your
ability to show the key skills (understanding of key concepts, critical thinking, relevance
of analysis and clarity and conciseness). By highlighting your areas of strength and
weakness you should be able to see what areas require greater consideration in your
future work.

The student skills level evaluation grid is as follows:

Skills Exceeds
Below expectations Meets expectations
expectations
Appropriate Excellent knowledge
Limited and/or
Understanding knowledge and and depth of
superficial knowledge
of key understanding of understanding of
of key principles and
concepts principles and principles and
concepts
concepts concepts
Critical evaluation and
Accurate description
synthesis of issues
Critical Omission of some of main issues and
and material which
thinking relevant material material, with some
includes original and
critical evaluation
reflective thinking
Occasional relevant Clear evidence of
No evidence of
application of theory, relevant application of
Relevance of relevant application of
and/or empirical theory, and/or
analysis theory and/or
results where empirical results,
empirical results
applicable where applicable
Unclear language or
grammar usage, work Masters language,
Clear, easy to follow
appears to be the logical, presentation
and understand, nice
Clarity & work of individuals style is creative, work
to read, work shows
conciseness working separately is clearly jointly
harmony, well
(not the team created, excellent
structured
together), poor structure
structure

Group presentation (20% final grade)

Remember: gradual and ongoing work is preferable
The content of the presentation will include themes, concepts and ideas from the
course topics as well as your group research. Ongoing and regular work throughout
the cycle will enable you to learn and apply the information that you cover in your
assignments to the presentation.

You should be able to use concepts in the right context, not only to quote them. Present
your work according to the methods and techniques acquired during this course. Your
evaluation will be based on your abilities / capacities / skills to join theoretical concepts
and practices to a real-life study. The presentation is intended to assess your
knowledge of the basic course material and the extent to which you can use your
 DISABILITY MANAGEMENT 14

critical thinking and writing skills to evaluate information and express your opinions
logically.

Assignment information and format

• You must work as a group
• The assignment and their weighting is detailed in the table ‘Topic, tasks and
percentage of the final grade’ below. The due date can be found on “Learn”
• All questions and weighting (potential grades) are to be found in the
appropriate section on “Learn”
• Please create your work in a visual format (video)
• The video should not be longer than 15 minutes
• Failure to submit before the deadline will result in a lower grade

The presentation evaluation grid is as follows:

Skills Below expectations Meets expectations Exceeds expectations
Explains the company,
showing good
Fully explains the company,
Company is poorly knowledge and
showing excellent knowledge
Company explained, understanding of it,
and understanding of it, the
background understanding may including at least two of
business model, mission and
(20%) be lacking, essential the following: business
background as well as its place
information is lacking. model, mission,
in society and the world.
background, its place in
society/the world.
Explains Explains
Explains, fully evaluates and
Current policies/practices that policies/practices that
analyses policies/practices that
situation are currently used are currently used;
are currently used by the
(20%) poorly; analysis is some analysis is
company.
lacking. conducted.
Proposes feasible and creative
Proposes solutions
solutions presenting an
presenting an
Disability Solutions are minimal alternative or an improvement
alternative or an
management or lacking. Ideas lack to existing practices. All ideas
improvement to existing
programme justification and/or are fully justified and explained.
practices. Most ideas
(40%) explanation. Impacts of changes are
are justified and
discussed.
explained.
Timing and content
Timing and content are
are not respected. Timing and content are
respected. The video is
The presentation has respected. The video is
good with a good
poor presentation, interesting with an engaging
Presentation presentation style and it
production may be presentation style and it is
skills (20%) is well produced. The
poor. The creatively produced. The
presentation of the
presentation of ideas presentation of the ideas is
ideas is understandable
may lack clarity or understandable and logical.
and/or logical.
logic.
 DISABILITY MANAGEMENT 15

Grading style and ECTS

The grading system uses the number based French style to award a grade out of 20.
The definitions relating to the grade are as follows:

Definition Grade out of

20
Excellent > 17
Very good 15-16
Good 13-14
Satisfactory 11-12
Sufficient 10
Fail <9

When you receive your final grade you will automatically be awarded the ECTS grade
of a letter (A, B, C, D, E or F). This letter represents your ranking in the class. The
professor has no say over this and if you have any queries relating to this please
contact your programme.

-----
Please note that this course may be subject to alterations. In this case you will
be informed by the professor via email and on Learn. Please, therefore, be sure
to consult your emails regularly.
-----
 DISABILITY MANAGEMENT 16

BIOGRAPHY
Course coordinator: Dr. Katia Richomme-Huet
Katia Richomme-Huet received her PhD in Management Sciences
at University of Montpellier, ISEM and her qualification to supervise
doctoral dissertations at IAE of Brest. She is Associate Professor
in Entrepreneurship and Human Resources Management and is at
Kedge Business School since September 2007.
Katia has published book chapters and articles in a range of
international and national reviews, as well as participating in
numerous academic conferences. Notably this includes ICSB,
where she won two Best Paper Awards in 2012, and was
nominated for the Best Theoretical Paper in 2010. She was Visiting
Researcher at Massey University, New-Zealand, in 2012. Katia
was invited to present her research at HEC Montréal, Canada, in
2014, and at Osaka University (Japan) in 2011.

Course creator and teacher: Dr. Elizabeth Franklin-Johnson

Elizabeth Franklin-Johnson, PhD, is Assistant Professor in Strategy
& CSR and has been at Kedge Business School since September
2009. Her classes include “CSR”, “Human Resources Techniques
& Methods”, “Sustainable Development”, “Project Management”
and “Education & Learning for Development”.
Elizabeth’s research interests include HR and employees, OB, CSR
and the pro-social behaviour of companies. Her published work and
conference proceedings are available on “Google Scholar” and
“Research Gate”.
 DISABILITY MANAGEMENT 17

ACADEMIC FRAUD
Definition
Academic fraud is a breach of ethics.
“Is achieved using unfair means or deception, to obtain material or undue moral
advantage, or with the intent to avoid the enforcement of laws”. (Translated from the
original source: Dictionnaire Juridique des Lois, 2010, available at: www.dictionnaire-
juridique.com/definition/fraude/php)
Plagiarism consists of attributing authorship by (partial or total) copying,
imitation or misappropriation.
The act of fraud is committed by one or more students/participants when they:
• appropriate written or oral work to themselves when they are not the author
(in whole or in part) of the work, by omitting any references or quotations to
the author or to the owner of the work;
• present any data that has been falsified or invented in any way;
• use the identity of the author, attributing the contents of and/or a resource
to him/her, but without explicitly mentioning that they are not the author;
• appropriate the creative work of someone else and present it as their own;
• acquire exerts of texts, images, results etc. from external sources by
including them in their own work without mentioning the origins of the exerts;
• summarise the original idea of an author by expressing it in their own words
but omit quoting the source;
• cheat in an academic evaluation.
Plagiarism can occur in:
• an academic article or book;
• an exercise or a case study;
• a study or a report;
• a dissertation or a thesis;
• any document of which the student/participant is not, but purports to be the
author.
Sanctions
Any student/participant having committed academic fraud, or having
participated in it, will be sanctioned by the professor in charge of the course. The
professor can apply 1st and 2nd level sanctions (detailed below). The professor will send
a copy of the sanction to the student’s/participant’s programme. The
student/participant will be informed/and or convoked by the programme director (or
his/her representative) to a hearing prior to the possible convening of the Kedge
Business School Disciplinary Council. In the case of a hearing of the Disciplinary
Council, they can decide to apply 3rd and 4th level of sanctions.
 DISABILITY MANAGEMENT 18

Any student/participant guilty of academic fraud will receive one of the following
sanctions:
• Applied by the professor in charge of the course, Kedge Business School
faculty member (1st and 2nd level):
o A grade of zero for the work concerned and a formal warning;
o A grade of zero for the course or module concerned and a formal
warning.
• Applied by Kedge Business School’s Disciplinary Council (3rd and 4th level):
o Suspension from the programme for one or two semesters;
o Exclusion from the programme.
N.B.: Plagiarism within a partner institution can result in these sanctions being applied
by Kedge Business School, notwithstanding partner’s decision.
 DISABILITY MANAGEMENT 19

ANNEX

1. Matrix of the integration of sustainability

Table 1Matrix of the integration of sustainability