Professors face increasingly diverse student bodies that exhibit divergent understandings and motivations to engage in academic dishonesty. Research suggests that collectivism/individualism is the cultural dimension underlying such differences. This study measures this dimension at the individual level using two constructs—agency-communion and self-construal—and their relationships to tolerance for academic cheating and unethical corporate behavior. Analyses show a positive relationship between tolerance for academic cheating and for unethical corporate behavior. Both measures of collectivism (interdependent self-construal and communion) exhibit positive relationships to tolerance for unethical business behavior, while interdependence is also positively related to tolerance for academic cheating.

No abstract

No abstract

The sitcom The Good Place can be used by management instructors to teach ethical frameworks and concepts. This series, familiar to many undergraduate students in the US, features a Professor of Ethics and Moral Philosophy who gives mini lectures applied to what the characters are experiencing. These mini lectures can be shown to undergraduates studying ethics in a full course or as a subsection of courses such as management, organizational behavior, or leadership. This article provides information on particular clips that management instructors can use, recommendations for discussion topics with prompts provided, and a comparative pedagogical analysis of using this resource.

This article examines teammates’ perceptions of individual expert and referent power (personal power) in student teams working on a semester-long project. In our study, we found a positive relationship between being perceived as high in personal power (expert and referent power) by teammates and faculty advisor-rated performance, measured by quality and quantity of work, efficiency, meeting team goals, meeting deadlines, and overall performance. To examine the mechanism behind this relationship, we also examined and found that expressed humility mediated the effect between teammates’ power perceptions and individual performance. These findings suggest that power plays an important role in teammates’ perceptions of individuals, in the individual’s own performance, and in how humility functions in team settings. We further discuss these results in terms of practical implications as well as implications for management educators.