Moral muteness of faculty in management education

Chung, Ken

doi:10.1016/j.ijme.2016.05.003

Cited by 7 publications

(2 citation statements)

References 141 publications

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“…Second, development programs related to character building are needed. If the educational institution is seen as the last defense in maintaining moral behavior, then it is appropriate that the formation of the moral character itself is included in the curriculum (Aybek, Çavdar, & Özabacı, 2015;Chung, 2016;Jose, 2013).…”

Section: Moral Reasoning and Gendermentioning

confidence: 99%

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'I Know What I Did Is Wrong, But…': Investigating the Factors of Students' Moral Reasoning (Absenteeism)

Ratu¹,

Rai²,

Savitri³

2020

JPKa

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This study wants to explore and examine the relationship between potential factors and the student's moral reasoning. Reasoning on moral decisions occurred when students should make a judgment of pursuing their academic goals. Several studies have tried to explain this from various perspectives. Every student was taken for granted to understand his ethical decisions in the academic process. However, the understanding showed that moral awareness has not correlated with the academic score (GPA) and gender variable. This research used quantitative method. The participants in this research were 521 students from 29 departments. The moral reasoning scale was measured by construct validity. Covariate analysis was used to generate a multivariable model. Based on the neutralization theory, the research found that the tendency to make justifications on immoral behaviour is higher for male students and is significantly done by the students at the GPA's level ranging from 2.01 to 2.5. The characteroriented learning process is essential to help students in developing their moral awareness. Lack of understanding of how moral decisions to be made indicates a gap in the academic process which is dominated cognitive aspect. Imposing sanctions without character training does not provide a solution to problems that appear to be a small issue in education but can have a significant detrimental impact when the student immerses and works in society.Keywords: socio-demographics, moral reasoning, education, students ‘SAYA TAHU APA YANG SAYA LAKUKAN ITU SALAH, TETAPI…’: INVESTIGASI FAKTOR-FAKTOR PENALARAN MORAL MAHASISWA (ABSENSI) Abstrak: Penelitian ini bertujuan mengeksplorasi dan menguji hubungan antara faktor-faktor potensial dan penalaran moral siswa. Penalaran keputusan moral terjadi ketika siswa harus membuat keputusan untuk mengejar tujuan akademis mereka. Beberapa penelitian telah mencoba menjelaskan hal ini dari berbagai sudut pandang. Setiap siswa dianggap biasa untuk memahami keputusan etisnya dalam proses akademik. Namun, pemahaman tersebut menunjukkan bahwa kesadaran moral tidak berhubungan dengan variabel nilai akademik (IPK) dan jenis kelamin. Penelitian ini menggunakan metode kuantitatif. Partisipan dalam penelitian ini adalah 521 mahasiswa dari 29 jurusan. Skala penalaran moral diukur dengan validitas konstruk. Analisis kovariat digunakan untuk menghasilkan model multivariabel. Berdasarkan teori netralisasi, penelitian menemukan bahwa kecenderungan pembenaran atas perilaku asusila lebih tinggi pada mahasiswa laki-laki dan secara signifikan dilakukan oleh mahasiswa pada level IPK berkisar antara 2,01 sampai 2,5. Proses pembelajaran yang berorientasi pada karakter sangat penting untuk membantu mahasiswa dalam mengembangkan kesadaran moralnya. Kurangnya pemahaman tentang bagaimana keputusan moral akan diambil mengindikasikan adanya kesenjangan dalam proses akademik yang didominasi aspek kognitif. Pemberlakuan sanksi tanpa pelatihan karakter tidak memberikan solusi atas masalah yang tampaknya menjadi masalah kecil dalam pendidikan tetapi dapat memiliki dampak merugikan yang signifikan ketika mahasiswa membenamkan diri dan bekerja di masyarakat. Kata Kunci: sosio-demografi, penalaran moral, pendidikan, mahasiswa

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Section: Moral Reasoning and Gendermentioning

confidence: 99%

“…This phenomenon revealed the graduates had only been considered in terms of grade point level. They were even considered as a part of personal responsibilities and not social responsibilities (Chung, 2016;Hakimi, Hejazi, & Lavasani, 2011). In our society, this tendency has an indirect impact on the appearance of corrupt behaviour.…”

Section: Introductionmentioning

confidence: 99%