This paper aims at investigating the perceived difference between ethics and IT ethics in college students. The study mainly investigates whether university students in the Middle East and their counterpart in the USA hold the same ethical values both in a traditional context and in an IT context. The study also investigates possible differences in students’ ethics considering their level of study and whether they have prior business ethics knowledge or not. Furthermore, the study controls for possible self-others bias in (...) students’ responses to ethical issues by addressing some ethical issues where the respondent is the subject of the issue and other ethical issues where someone other than the respondent is the subject of the issue. Questionnaires were administered to university students in the USA and in several Middle East countries. A total of 401 usable questionnaires were returned. The study found that both the USA and the Middle East students have statistically significant lower ethical intention scores when addressing ethical issues in an IT context compared to traditional non-IT context. This pattern was consistent regardless of the students’ level of study and their prior knowledge of business ethics, and taking into consideration self-others bias. Additionally, it was found that graduate students have higher IT as well as non-IT ethical intentions compared to undergraduate students, however, it was found that the students’ prior business ethics knowledge did not affect the students’ ethical intention scores. Self-other bias was found to act in opposite directions for ethical issues in an IT context compared to ethical issues in a traditional context. For ethical issues within IT-context, students were less strict with themselves while they were stricter with others. For ethical issues within traditional non-IT context, students were stricter with themselves, while they were less strict with others. Finally, the study found that while students both in the USA and in the Middle East disagree with unethical IT as well as non-IT conducts, the degree to which they disagree with the unethical behavior significantly differ, where USA students were found to be significantly stricter with their disagreement. (shrink)

The framework, Technological Pedagogical Content Knowledge, Ethics and Accomplishment (TPACKEA) provides an extension to a modified TPACK framework by adding ‘Ethics’ and ‘Accomplishment’. The reason is that further theoretical formulations and deployments need to be carried out on Technological Pedagogical Content Knowledge (TPACK) if TPACK research is to harmonize and constructively strengthen the field of blended/full online learning in higher education. It is a qualitative study that employed in-depth interviews for data collection. The data collection procedure of this study employed (...) a judgmental sampling of twenty (20) lecturers who used Sakai/MOODLE Learning Management System (LMS) for teaching. It was observed that the extension of the modified TPACK framework to include ‘Ethics’ and ‘Accomplishment’ needs was in practical terms suitable and necessary for effective teaching and learning in higher education. It has been recommended that universities provide education on academic ethics and appropriate behaviours, sponsor lecturers in their academic careers and create an enabling environment for teaching and learning so that lecturers will get to the state of accomplishment in a blended learning milieu. (shrink)

A total of 1390 university students from five public Moldovan universities completed a survey reporting their experiences and beliefs with respect to 22 types of academic misconduct. An interpretable five-factor solution to the frequencies of these behaviors accounted for more than half of the total variance. The two most reliable predictors were 1) how often students witnessed other students engage in these behaviors, and 2) perceived acceptability of the behaviors. Demographic predictors of these behaviors (gender, academic specialty, year in school, (...) institution, grade average, and scholarship status) predicted minimal variance. Implications and limitations of the findings are discussed. (shrink)