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Ethan P. Waples, Jason H. Hill, Alison L. Antes, Lynn D. Devenport, Stephen T. Murphy, Shane Connelly, Michael D. Mumford & Ryan P. Brown
Ethics and Behavior 19 (4):263-289 (2009)
Differences across fields and experience levels are frequently considered in discussions of ethical decision making and ethical behavior. In the present study, doctoral students in the health, biological, and social sciences completed measures of ethical decision making. The effects of field and level of experience with respect to ethical decision making, metacognitive reasoning strategies, social-behavioral responses, and exposure to unethical events were examined. Social and biological scientists performed better than health scientists with respect to ethical decision making. Furthermore, the ethical decision making of health science students decreased as experience increased. Moreover, these effects appeared to be linked to the specific strategies underlying participants' ethical decision making. The implications of these findings for ethical decision making are discussed
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Michael D. Mumford, Logan Steele & Logan L. Watts (2015). Evaluating Ethics Education Programs: A Multilevel Approach. Ethics and Behavior 25 (1):37-60.
Sophia Jui-An Pan & Chien Chou (2015). Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research. Ethics and Behavior 25 (6):500-527.
Philip J. Langlais & Blake J. Bent (2014). Individual and Organizational Predictors of the Ethicality of Graduate Students’ Responses to Research Integrity Issues. Science and Engineering Ethics 20 (4):897-921.
Logan M. Steele, James F. Johnson, Logan L. Watts, Alexandra E. MacDougall, Michael D. Mumford, Shane Connelly & T. H. Lee Williams (forthcoming). A Comparison of the Effects of Ethics Training on International and US Students. Science and Engineering Ethics:1-28.
Vincent Giorgini, Carter Gibson, Jensen T. Mecca, Kelsey E. Medeiros, Michael D. Mumford, Shane Connelly & Lynn D. Devenport (2015). Differences in Biases and Compensatory Strategies Across Discipline, Rank, and Gender Among University Academics. Science and Engineering Ethics 21 (6):1551-1579.
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