Switch to: References

Add citations

You must login to add citations.
  1. “Me” versus “We” in moral dilemmas: Group composition and social influence effects on group utilitarianism.Petru Lucian Curşeu, Oana C. Fodor, Anișoara A. Pavelea & Nicoleta Meslec - 2020 - Business Ethics 29 (4):810-823.
    The paper is one of the first empirical attempts that builds on the moral dilemmas and group rationality literature to explore the way in which group composition with respect to group members’ individual choices in moral dilemmas and social influence processes impact on group moral choices. First individually and then, in small groups, 221 participants were asked to decide on 10 moral dilemmas. Our results show that emergent group level utilitarianism is higher than the average individual utilitarianism, yet, lower than (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Idealism, relativism, and perception of ethicality of employee behavior in Mainland China and Hong Kong.Vane-Ing Tian, Wai Ling Winnie Chiu & Hoi Yi Crystal Chan - forthcoming - Asian Journal of Business Ethics:1-18.
    This paper is aimed at investigating the differences in ethical perception between Mainland China and Hong Kong through qualitative analysis. The level of idealism and relativism of the informants are measured quantitatively. The qualitative analysis of the viewpoints of participants from Hong Kong and other Chinese cities offers a profound understanding of ethical perception. Contradicting previous studies, our research offers a fresh perspective, indicating that those with high idealism are not always the ones who condemn misconduct or advocate for whistle-blowing. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Cultural Differences in Academic Dishonesty: A Social Learning Perspective.Nhung T. Hendy, Nathalie Montargot & Antigoni Papadimitriou - 2021 - Journal of Academic Ethics 19 (1):49-70.
    In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification for academic dishonesty contributed (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations