Infusing Ethics and Ethical Decision Making into the Curriculum

Hughes, Julia; Gallant, Tricia Bertram

doi:10.1007/978-981-287-098-8_12

Cited by 21 publications

(5 citation statements)

References 38 publications

(68 reference statements)

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“…This study's findings echo scholars' call (Christensen Hughes & Bertram Gallant, 2016) to teach ethical decision‐making in universities. Considering that behaving ethically is negatively influenced by education and positively by experience, two important recommendations can be drawn for practitioners and policymakers.…”

Section: Discussionsupporting

confidence: 76%

To behave or not to behave ethically: A question of style?

Berisha

Oliveira

Humolli

2023

Business and Society Review

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What makes people behave ethically continues to be at the forefront of business ethics research. The stylistic makeup of the decision‐maker has been suspected to influence individual ethical behavior; however, this body of research accounts only for a handful of studies. This paper investigates the influence of decision‐making styles as an individual difference on unethical behavior, independently from other personal characteristics. Covering a sample of 230 managers, we utilize the preeminent measures of these two constructs in a self‐report survey. Our results suggest that the decision‐making styles of managers do influence their ethical behavior. Whereas managers with a dominant rational or spontaneous style behave ethically, having a more intuitive or avoidant makes them behave less ethically. The results also reveal that with higher levels of education, managers become more unethical. This research conveys important implications for management practice, education, and training.

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Section: Discussionsupporting

confidence: 76%

To behave or not to behave ethically: A question of style?

Berisha

Oliveira

Humolli

2023

Business and Society Review

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“…In a recent publication, it was argued that ethics education has the potential to engender increased commitment to academic integrity [6]. Questions of academic integrity bring ethical sensitivity and reasoning to a more personal level.…”

Section: Improving Abilities To Apply Ethical Principlesmentioning

confidence: 99%

A Literature Review on the Culture of Cheating in Undergraduate Engineering Programs

Smith

Bens²,

Wagner³

et al. 2017

PCEEA

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“…Other studies highlight the importance of strengthening students’ ethical beliefs and of teaching ethics in higher education (e.g., Christensen Hughes and Bertram Gallant 2016 ). Consistent with this claim, Blau and Eshet-Alkalai ( 2016 ) found that school students’ ethical beliefs explained an additional 13% of the variance in digital VAI, after controlling for a variety of sociodemographic variables.…”

Section: Introductionmentioning

confidence: 99%

Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

et al. 2020

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This study aimed to address the gap in the literature through a comprehensive comparison of different types of violations of academic integrity (VAI), cheating, plagiarism, fabrication and facilitation (Pavela in J College Univ Law 24(1):1-22, 1997), conducted in analog versus digital settings, as well as students' and faculty members' perceptions regarding their severity. The study explored differences in perceptions regarding students' VAI and penalties for VAI among 1482 students and 42 faculty members. Furthermore, we explored the impact of socio-demographic characteristics (ethnic majority vs. minority students), gender, and academic degree on the perceived severity of VAI. Presented with a battery of scenarios, participants assessed the severity of penalties imposed by a university disciplinary committee. Furthermore, participants selected the penalties they deemed appropriate for violations engaged in by students, including: reprimanding, financial, academic, and accessibility penalties. All participants tended to suggest more severe penalties for VAI conducted in traditional analog environments than for the same offenses in digital settings. Students perceived all four types of penalties imposed by the disciplinary committee to be significantly more severe than faculty members. Moreover, findings demonstrated a significant difference between faculty and students in both perceptions of the severity of VAI and in relation to suggested punishments.

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Infusing Ethics and Ethical Decision Making into the Curriculum

Cited by 21 publications

References 38 publications

To behave or not to behave ethically: A question of style?

To behave or not to behave ethically: A question of style?

A Literature Review on the Culture of Cheating in Undergraduate Engineering Programs

Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

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