The Academic Ethics Of Graduate Business Students: 1993 To 1998

Brown, Bob S.

doi:10.19030/jabr.v16i4.2058

Cited by 8 publications

(9 citation statements)

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“…These findings support other research findings (e.g. Elzubier & Rizk, 2003;Rennie & Rudland, 2003;Brown, 2000;Lim & See, 2001). Academic dishonesty (cheating) is unethical and challenges students' evaluation.…”

Section: D) a Heavy Course Loadsupporting

confidence: 90%

“…McCabe & Trevino (1993) indicated that more than 67% of students confessed to cheating at least once. Further, Brown (2000;1995) argued that over 80% of students admitted to committing cheating at least once. Researchers argue that younger students tend to cheat more than older students (McCabe et al, 2001;Haines et al, 1986;Anton & Michael, 1983).…”

Section: Introductionmentioning

confidence: 99%

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Differences in Egyptian Studentsâ€™ Attitudes to Academic Dishonesty and Related Behaviors: The Case of Business Students

El-Metwally¹

2014

JEVR

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Academic cheating is one type of unethical academic behaviors or academic dishonesty. The level of cheating among undergraduate students has tremendously increased. Academic cheating is crucial as it affects the credibility and predictive accuracy in university admission criteria. Despite the concern with academic dishonesty (cheating), most research has been conducted in Western context. Western research has been useful in providing in-depth understanding of causes of academic cheating however; it is uncertain whether the same research findings are applicable to Arab/Middle Eastern countries. This study focuses on academic cheating among Egyptian undergraduate students. The aim is to explore differences in studentsâ€™ attitudes and reported behaviors to cheating across academic years. Research findings report no significant difference among business students with regard to behaviors and attitudes to academic dishonesty. Except for few statements, students have similar responses to the used scenarios. Findings of this study have important implications to the faculty and its staff. More attention should be given to the communication of right academic behaviors to students, studentsâ€™ evaluation and assessment, invigilation system, punishment of wrong behaviors, and evaluation of academics.

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Section: D) a Heavy Course Loadsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Differences in Egyptian Studentsâ€™ Attitudes to Academic Dishonesty and Related Behaviors: The Case of Business Students

El-Metwally¹

2014

JEVR

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“…As various studies have suggested, this tendency may be particularly pronounced among economics and business school students (e.g. Frank et al, 1996;Klein et al, 2006;McCabe et al, 2006;Giacolone and Thompson, 2006;Giacolone and Wargo, 2009;Brown, 2011;Wang et al, 2011).…”

Section: Who Is Affected By Research Misconduct and By How Much?mentioning

confidence: 96%

Towards a taxonomy of research misconduct: The case of business school research

Hall

Martin

2019

Research Policy

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This paper examines the growing pressures and incentives encouraging research misconduct, along with the consequences, as illustrated by the case of business school research. Drawing on a review of the literature on different theoretical approaches to analysing organizational misconduct, we develop a formal taxonomy distinguishing appropriate conduct from blatantly inappropriate misconduct but with a specific focus on the 'grey' areas between these extremes in the form of questionable and inappropriate behaviour. We identify various sources of research misbehaviour and different categories of those affected. The aim is to provide a clearer understanding of what research behaviour is deemed appropriate or not, which stakeholders it affects, and the pressures and incentives likely to exacerbate such misconduct. We conclude with a discussion of how the taxonomy can help shape future good research practice (thereby setting a better example to students), and offer some propositions for future research.

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“…McCabe & Trevino (1993) indicated that more than 67% of students confessed to cheating at least once. Further, Brown (2000Brown ( , 1995 argued that over 80% of students admitted to committing cheating at least once.…”

Section: Academic Cheating: a Case Of Unethical Behaviormentioning

confidence: 99%

“…With few exceptions (e.g. Gbadamosi, 2004), there is a lack of research on students` ethical conduct that relate academic cheating with business ethics (Brown, 2000;Rawwas & Isakson, 2000). The importance of relating business ethics to academic cheating comes from the assumption that students, who are likely to be involved in academic cheating or at least perceive it as an acceptable behavior, would hold similar perception of business ethics and ethical value assessment (Lin, 1999;Khan, 1997;Glenn, 1992;Small.…”

Section: Academic Cheating: a Case Of Unethical Behaviormentioning

confidence: 99%