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  1. The Influence of Collegiate and Corporate Codes of Conduct on Ethics-Related Behavior in the Workplace.Kenneth D. Butterfield - 1996 - Business Ethics Quarterly 6 (4):461-476.
    Codes of conduct are viewed here as a community’s attempt to communicate its expectations and standards of ethical behavior. Many organizations are implementing codes, but empirical support for the relationship between such codes and employee conduct is lacking. We investigated the long term effects of a collegiate honor code experience as well as the effects of corporate ethics codes on unethical behavior in the workplace by surveying alumni from an honor code and a non-honor code college who now work in (...)
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  • College Student Cheating: The Role of Motivation, Perceived Norms, Attitudes, and Knowledge of Institutional Policy.Augustus E. Jordan - 2001 - Ethics and Behavior 11 (3):233-247.
    Cheaters and noncheaters were assessed on 2 types of motivation, on perceived social norms regarding cheating, on attitudes about cheating, and on knowledge of institutional policy regarding cheating behavior. All 5 factors were significant predictors of cheating rates. In addition, cheaters were found lower in mastery motivation and higher in extrinsic motivation in courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, were also lower in mastery motivation and (...)
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  • Is Classroom Cheating Related to Business Students' Propensity to Cheat in the "Real World"?Raef A. Lawson - 2004 - Journal of Business Ethics 49 (2):189-199.
    Previous studies have reportedstudents' widely held belief that they are moreethical than businessmen. On the other hand,widespread cheating among college students hasbeen reported. This paper examines thisinconsistency between the beliefs of collegestudent regarding the need for ethical behaviorin a business setting and their actions in anacademic setting.The results of this study indicate that whilestudents are generally upset with cheating intheir class, a large proportion of themnonetheless engage in such behavior. It wasfurther found that students have a goodunderstanding of what constitutes (...)
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  • Cheating During the College Years: How do Business School Students Compare?Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell - 2007 - Journal of Business Ethics 72 (2):197-206.
    When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students actually cheated no more (...)
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  • Academic Integrity: The Relationship between Individual and Situational Factors on Misconduct Contemplations.Jennifer L. Kisamore, Thomas H. Stone & I. M. Jawahar - 2007 - Journal of Business Ethics 75 (4):381-394.
    Recent, well-publicized scandals, involving unethical conduct have rekindled interest in academic misconduct. Prior studies of academic misconduct have focussed exclusively on situational factors (e.g., integrity culture, honor codes), demographic variables or personality constructs. We contend that it is important to also examine how␣these classes of variables interact to influence perceptions of and intentions relating to academic misconduct. In a sample of 217 business students, we examined how integrity culture interacts with Prudence and Adjustment to explain variance in estimated frequency of (...)
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  • The theory of planned behavior as a model of academic dishonesty in engineering and humanities undergraduates.Trevor S. Harding, Matthew J. Mayhew, Cynthia J. Finelli & Donald D. Carpenter - 2007 - Ethics and Behavior 17 (3):255 – 279.
    This study examines the use of a modified form of the theory of planned behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs (...)
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  • Attitudes of University Students toward Business Ethics: A Cross-National Investigation of Australia, Singapore and Hong Kong.Ian Phau & Garick Kea - 2007 - Journal of Business Ethics 72 (1):61-75.
    With the current globalisation and complexity of today’s business environment, there are increasing concerns on the role of business ethics. Using culture and religion as the determinants, this paper presents a cross-national study of attitudes toward business ethics among three countries: Australia, Singapore and Hong Kong. The results of this paper have shown the attitudes toward business ethics to be significantly different among the three countries. It was also found that respondents who practised their religion tend to consider themselves more (...)
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  • The Relations Among Religion, Motivation, and College Cheating: A Natural Experiment.David A. Rettinger & Augustus E. Jordan - 2005 - Ethics and Behavior 15 (2):107-129.
    A natural experiment was conducted studying the relations among student cheating, motivation, religiosity, and attitudes toward cheating. Students enrolled in a dual religious/college curriculum were surveyed regarding their cheating behavior, attitudes toward cheating, religiosity, and learning/grade motivations toward classes. Business and liberal arts college students were represented. Results strongly support the following conclusions. First, grade orientation is associated with increases in self-reported cheating. Second, among these religious students, more religiosity correlates with reduced reports of cheating in all courses. This result (...)
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  • Undergraduate Student Perceptions Regarding Cheating: Tier 1 Versus Tier 2 AACSB Accredited Business Schools.S. R. Premeaux - 2005 - Journal of Business Ethics 62 (4):407-418.
    Cheating is fairly commonplace at both Tiers 1 and 2 AACSB accredited business schools. Distinct differences exist between Tiers 1 and 2 students with regard to cheating. Tier 1 students are more likely to cheat on written assignments, they believe sanctions impact cheating, and that a stigma is attached to cheating. Tier 2 students are more likely to cheat on exams, and nearly as likely to cheat on written assignments. Tier 2 students accept the notion that moral and ethical people (...)
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  • A Ten-Step Model for Academic Integrity: A Positive Approach for Business Schools.Cam Caldwell - 2010 - Journal of Business Ethics 92 (1):1-13.
    The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which can create (...)
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  • The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating.Rafik Z. Elias - 2009 - Journal of Business Ethics 86 (2):199-209.
    College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student's negative view of the value and importance of intellectual pursuits and critical thinking. Academic selfefficacy refers to a student's belief in one's ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least (...)
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  • Walking Our Talk: Business Schools, Legitimacy, and Citizenship.Mary-Ellen Boyle - 2004 - Business and Society 43 (1):37-68.
    Business and society scholars have analyzed the citizenship activities of private firms, but what of their own institutions? This article introduces the concept of business school citizenship (BSC), examining it as a response to the legitimacy pressures created by competing corporate and university interests in the U.S. management-education context. Theories of corporate and of university social responsibility are used to explain BSC, and these theories form the basis of the argument that such activities can be justified and should be increased.
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  • Interview with Linda treviño—academy of management ethics ombudsperson.Brook Henderson - 2007 - Journal of Academic Ethics 5 (1):21-24.
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  • Learning from the literature on collegiate cheating: A review of empirical research. [REVIEW]Deborah Crown & M. Spiller - 1998 - Journal of Business Ethics 17 (6):229-246.
    The role demographic, personality, and situational factors play in the ethical decision making process has received a significant amount of attention (Ford and Richardson, 1994). However, the empirical research on students' decisions to engage in collegiate cheating has not been included in this literature. This paper reviews the last 25 years of empirical research on collegiate cheating. The individual/situational factor typology from Ford and Richardson's review (1994) is used to compare the two literatures. In addition, issues pertaining to the quantification (...)
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  • Influencing ethical development: Exposing students to the AICPA code of conduct. [REVIEW]Sharon Green & James Weber - 1997 - Journal of Business Ethics 16 (8):777-790.
    Although the AICPA Code of Professional Conduct emphasizes the importance of education in ethics, very little is known about how and when the Code and the topic of ethics can be presented to enhance the effectiveness of ethics-oriented education. The purpose of this research was to provide preliminary evidence about the ethical development of students prior to, and immediately following, such courses. We found that: (1) accounting students, after taking an auditing course which emphasized the AICPA Code, reasoned at higher (...)
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  • Meta-learning about business ethics: Building honorable business school communities. [REVIEW]Linda Klebe Trevino & Donald McCabe - 1994 - Journal of Business Ethics 13 (6):405 - 416.
    We propose extending business ethics education beyond the formal curriculum to the hidden curriculum where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an honorable business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.
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  • Are we teaching ethics in marketing?: A survey of students' attitudes and perceptions. [REVIEW]J. Richard Shannon & Robert L. Berl - 1997 - Journal of Business Ethics 16 (10):1059-1075.
    This is a descriptive study which examined the attitudes and perceptions of 273 business students at eight universities across the U.S. towards ethics education. The results indicate that students perceive that the level of discussion of ethics and ethical issues ranges from less than adequate in some marketing courses to adequate in others. Sales/sales management courses received the highest ratings for coverage of ethical issues, while transportation/logistics courses scored the lowest.The study also finds that students believe, quite strongly, that the (...)
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  • Thoughts on ethics education in the business school environment: An interview with dr. Jerry Trapnell, AACSB. [REVIEW]Michael J. Kennedy & Leland C. Horn - 2007 - Journal of Academic Ethics 5 (1):77-83.
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