No abstract

The purpose of this study was to develop an instrument to measure the moral judgments of sport managers called the Moral Judgments of Sport Managers Instrument (MJSMI). More specifically, our intention was to measure moral judgment on a unidimensional level given past research suggesting moral judgment is a unidimensional construct (Hahm, Beller, & Stoll, 1989; Kohlberg, 1984; Piaget, 1932; Rest, 1979, 1986). The MJSMI contains 8 moral dilemmas/stories in the context of sport management. Sport managers respond to the dilemmas on a four-point Likert scale. Three pilot studies were undertaken to develop the MJSMI. Exploratory factor analysis and internal consistency analysis were the primary methods for assaying reliability and validity. Results consistently showed that sport managers’ responses vary depending on the nature of the moral scenario and thus do not indicate a unidimensional construct. The reasons for inconsistent responses are thoroughly discussed.

Interscholastic athletics, Gender inequity, Homologous reproduction,

This study examines the relationship between college students' perceptions of the fairness and educational value of the discplinary process and their moral development. Participants were undergradaute students charged with minor disciplinary violations. The research sample displayed lower levels of moral development than normative Defining Issues Test samples of undergraduates. Additionally, the higher students' levels of moral development, the more likely they perceived the process as having educational value, independent of perceptions of fairness. The perception of educational value was therefore found to be a function of moral development.

This study examines the relationship between college students' percqtions of the fairness and educatiwlvalue of the disciplinary process and their moral development. Participants woe unde~graduate students charged with mino~disciplinary violations. The research sample displayed lower levels of moral development than normative Defining Issues Test samples of unde~paduates. Additionally, the highe~the students' lwels of moral development, the more likely they perceived the process as having educational value, independent of perceptions of fai~ness. The perception of educational value was therefore found to be afunction of moral development.College and university disciphary systems should be designed as integral components of the academic environment. Judicial programs should be fair, foster the ethical development and personal integrity of students, and promote a co-curricular environment supportive of the educational goals of the institution (Baker, 1992). me disciplinary process should also be considered within a context of stident development (Nuss, 1988).As it relates to campus discipline, student development includes moral development and the ability to discern right from wrong (Rodgers, 1990). oughcolleges and universities in the United States originally had moral education as a major goal (McNeel, 1994), today's institutions often adopt a laissez-faire attitide towards tie moral development of their students Susan P Mullane is an Assistant P~ofessor, Department of Ex~cise and Sport Sciences, Univusity of Miami, Flotida. This research that fo~ms the basis of this article was endorsed by and finded in payt by tke Association for Student~udicial Affairs [ASJA]. 86 Brought to you by | East Carolina University Authenticated Download Date | 7/6/15 2:03 PM