Survey Results of the Ethical Beliefs of Business Students

Johns, Sharon K.; Strand, Carolyn A.

doi:10.1080/08832320009599034

Cited by 25 publications

(22 citation statements)

References 4 publications

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“…Mai-Dalton (1987) wrote that faculty cannot presume that college students will develop greater ethical sensitivity and awareness upon graduation without instruction and guidance. In the late 1980's a national commission studying fraudulent accounting reporting recommended more ethics training for students in order to help future business people analyze difficult situations more carefully (Johns and Strand 2000). Crown and Spiller (1998) argue that collegiate cheating could "fall within the rubric of unethical behaviors that are interrelated," (1988 684).…”

Section: Introductionmentioning

confidence: 99%

Cheating and Moral Judgment in the College Classroom: A Natural Experiment

West

Ravenscroft

Shrader

2004

Journal of Business Ethics

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The purpose of this paper is to present the results of a natural experiment involving academic cheating by university students. We explore the relationship of moral judgment (as measured using the defining issues test) to actual behavior, as well as the relationship between the honesty of students self-reports and the extent of cheating. We were able to determine the extent to which students actually cheated on the take-home portion of an accounting exam. The take-home problem was not assigned with the intent of inducing cheating among students. However, the high rate of observed cheating prompted the instructor to return to class and ask the students to provide information on their motivation. The students' responses are the data analyzed in this natural experiment. We found that in a simple regression the relationship between moral judgment scores and cheating behavior was insignificant. However, when we tested whether including Utilizer scores (i.e. the extent to which people select actions based on notions of justice) affected the relationship of cheating and moral judgment we found that Utilizer affected the relationship significantly. Finally, we found that moral judgment and honesty were not related, but higher levels of cheating behavior related to less honesty. KeywordsAccounting, accounting students, cheating, defining issues test, ethics, honesty, moral judgement is a manuscript of an article from Journal of Business Ethics 54 (2004): 173, doi: 10.1007/s10551-004-9463-x. Posted with permission. The final publication is available at Springer Cheating and Moral Judgment in the College Classroom:A Natural Experiment AbstractThe purpose of this paper is to present the results of a natural experiment involving academic cheating by university students. We explore the relationship of moral judgment (as measured using the Defining Issues Test) to actual behavior, as well as the relationship between the honesty of students self-reports and the extent of cheating. We were able to determine the extent to which students actually cheated on the take-home portion of an accounting exam. The take-home problem was not assigned with the intent of inducing cheating among students. However, the high rate of observed cheating prompted the instructor to return to class and ask the students to provide information on their motivation.The students' responses are the data analyzed in this natural experiment.We found that in a simple regression the relationship between moral judgment scores and cheating behavior was insignificant. However, when we tested whether includingUtilizer scores (i.e. the extent to which people select actions based on notions of justice)affected the relationship of cheating and moral judgment we found that Utilizer affected the relationship significantly. Finally, we found that moral judgment and honesty were not related, but higher levels of cheating behavior related to less honesty.

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Section: Introductionmentioning

confidence: 99%

Cheating and Moral Judgment in the College Classroom: A Natural Experiment

West

Ravenscroft

Shrader

2004

Journal of Business Ethics

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“…Bernardi et al (2004), using a sample of 220 students from three institutions, found that over 66% of the students said they cheated in high school, college, or both. However, the survey by Johns and Strand (2000) of 581 business students at four universities indicated that current students' ethical attitudes and beliefs are not much different from those of students in 1976. In fact, current business students believed that their peers exhibited fewer dishonest behaviors than did the 1976 cohorts.…”

Section: Faculty Perceptions Of Unethical Practicesmentioning

confidence: 84%

Business Faculty Perceptions and Actions Regarding Ethics Education

et al. 2007

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This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. These results suggest that faculty are approaching ethics instruction less formally, raising concerns over the success of curriculum integration.

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“…What effect will these management techniques have on employees? Johns and Strand, 2000;and Malone, 2006). For example, found that business students, when presented with vignettes with ethical connotations, were less accepting of the questionable situations compared to those surveyed in a mid-1980s study.…”

Section: Resultsmentioning

confidence: 99%

“I'd like to thank the academy”: An analysis of the awards discourse at the Atlantic Schools of Business Conference

McLaren

Mills²

2008

Can J Adm Sci

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The awarding of prizes has become embedded in all aspects of our society, including academic conferences. At the same time, the reputation economy, an economy where individual standing is based on the opinions of end users, is growing in strength and validity. We analyzed the way in which the awards discourse has been recontextualized within a small academic conference that is struggling to find legitimacy—the Atlantic Schools of Business Conference. With a focus on language and the different meanings words hold in different discourses, we have determined that recontextualization of the discourse within the conference has resulted in two distinct discourses—the discourse of the award giving body and the discourse of the potential award recipient. Copyright © 2008 ASAC. Published by John Wiley & Sons, Ltd.

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Survey Results of the Ethical Beliefs of Business Students

Cited by 25 publications

References 4 publications

Cheating and Moral Judgment in the College Classroom: A Natural Experiment

Cheating and Moral Judgment in the College Classroom: A Natural Experiment

Business Faculty Perceptions and Actions Regarding Ethics Education

“I'd like to thank the academy”: An analysis of the awards discourse at the Atlantic Schools of Business Conference

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