Past research (Lawson, 2004; Nonis & Swift, 2001) has revealed a correlation between academic and business ethics. Using a sample survey, this study extends this inquiry by examining the role of dispositional variables (neuroticism, extraversion, and conscientiousness) and academic honesty on business ethics perceptions. Results indicate that (1) neuroticism and conscientiousness were positively related to more ethical perceptions in a work context, and (2) academic honesty partially mediated the relationship between conscientiousness and business ethics. Implications to business practitioners and educators are discussed as well as directions for future research.

This article reports on a successful faculty-librarian collaboration to develop a library instruction module for a core undergraduate business course. The module consisted of three library instruction sessions, each with an accompanying graded online exercise and an assigned research memo. To evaluate the effectiveness of the sessions, scores from the online exercises and research memos were compared between those who attended the sessions and those who did not. The results indicate a significant statistical difference in the online exercise scores between those students who attended the corresponding session versus those who were absent. Although there was a trend for students attending all three library instruction sessions to have higher mean rankings on the research memo assignment than those who did not; this trend was not significant. This study contributes to the body of literature exploring faculty-librarian collaborations, the integration of information literacy concepts into courses, and offers examples of how to evaluate the effectiveness of information literacy sessions using quantitative measures.

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The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre-and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre-and posttest survey that measured their ethical perceptions of plagiarism scenarios. The survey used the multidimensional ethics scale (MES) developed by Reidenbach and Robin that is used commonly in business ethics research. The study found that the MES is a reliable tool to measure changes in ethical perceptions of plagiarism. Further, results indicate that students had higher posttest perceptions of plagiarism ethics than they did prior to library instruction. These results suggest that library instruction was effective and had a meaningful impact on students' perceptions toward plagiarism ethics.lagiarism among students is a prevalent topic that crosses many disciplines including business, science, engineering, and education. Several studies have explored which disciplines are more likely to behave unethically, students' perceptions, attitudes and decision-making processes, and attempts to combat unethical behavior. 1 The implications of students' plagiarism extend further than just academic dishonesty. Several instances of plagiarism by well-known writers and journalists have been reported in recent years. Most recently, Fareed Zakaria, a reporter for CNN, Time, and The Washington Post, admitted to plagiarizing portions of a column and passages in a book he wrote.2 Kaavya Viswanathan's debut novel, How Opal Mehta Got Kissed, Got Wild, and Got a Life was pulled from shelves and ultimately destroyed when she was accused of plagiarizing portions of the book.3 In addition, research suggests that students who behave unethically in an academic setting will exhibit unethical behaviors in the workplace. 4 Given the questionable ethical behavior exhibited in recent years by the financial, real estate, and banking industries, university curricula have given more credence to discipline-based ethics education. Another avenue that can support the development of ethical practices in professional settings is increased emphasis on academic ethics.

This paper examines one university’s experience developing a campus-wide collaborative effort to celebrate Dr. Martin Luther King. Recognizing the importance of student participation on students’ sense of belonging, the program planning and events emphasized student involvement. To illustrate the importance of student belonging at the university level, we discuss the universal application of Maslow’s (1954) belonging needs. From there, we explore the theoretical literature by Cooper (2009), Tinto (1993), Astin (1993) and Bandura (1977) on student belonging within higher education. We describe the Dr. King program and analyze it at the programmatic level by applying elements of Kezar’s (2005) model of institutional collaboration in higher education. We conclude by discussing the benefits of student involvement in the planning process and as participants in the program sessions to demonstrate how institutional collaboration that encompasses true student involvement can positively impact students’ sense of belonging at the university level.