A Meta-Analytic Investigation of Business Ethics Instruction

Waples, Ethan P.; Antes, Alison L.; Murphy, Stephen T.; Connelly, Shane; Mumford, Michael D.

doi:10.1007/s10551-008-9875-0

Cited by 216 publications

(152 citation statements)

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“…However, it is hard to argue that an un-generous or non-cooperative behavior is also unethical, which perhaps leads to a disconnect between the topic of lecture and the outcome of interest. Waples et al (2009) conduct a meta-analysis that shows there is, if any, a minimal impact of ethics courses on outcomes. In a related study, Antes et al (2010) find that a course on responsible conduct of research has little impact on actual ethical decisions scientists take.…”

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confidence: 99%

On Monetary and Non-Monetary Interventions to Combat Corruption

Banerjee

Mitra

2017

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in On Monetary and Non-Monetary Interventions to Combat Corruption mArch 2017Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. On Monetary and Non-Monetary Interventions to Combat Corruption 1The paper studies the relative effectiveness of extrinsic monetary disincentives and intrinsic non-monetary disincentives to corruption. In doing so, we also test the Beckarian prediction that at the same level of expected payoff, a low probability of detection with high penalty is a stronger deterrent to corruption than a high probability of detection with low penalty.In Experiment 1, two treatments are designed to study the effect of a low probability of detection with high penalty, and a high probability of detection with low penalty, on bribe taking behavior in a harassment bribery game. In Experiment 2, subjects participate in the same baseline harassment bribery game either without or after having gone through a four-week ethics education program. Results show that a) a low probability of detection with high penalty reduces both the amount and the likelihood of bribe demand, b) a high probability of detection with low penalty has no effect on bribe demand behavior, c) normative appeals of ethics education has a small effect on the likelihood but not on the amount of bribe demand, when measured immediately after the intervention, d) the effect of ethics education vanishes when measured four weeks after the intervention, e) extrinsic monetary intervention, particularly low probability of detection with high penalty, is m...

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confidence: 99%

On Monetary and Non-Monetary Interventions to Combat Corruption

Banerjee

Mitra

2017

SSRN Journal

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“…This previous research found that successful teaching interventions consisted of four key components-brief standardized sessions that focus on fundamental rules and principles by employing tools such as case-based learning and cognitive strategies. 43 The library instruction in this study contained all of these components, and the results indicate that we were successful not only in introducing plagiarism concepts but in changing student perceptions of ethics related to plagiarism.…”

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confidence: 70%

Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction

Strittmatter¹,

Bratton²

2014

CRL

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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.

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“…Over the past decade, ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels (Waples et al 2009). A recent study by Litzky and MacLean (2011) shows that approximately 70 % of the top business schools have some form of an ethics course in their curricula.…”

Section: Business Ethics Educationmentioning

confidence: 99%