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1297 found
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  1. Changes and Challenges for Moral Education in Taiwan.Chi‐Ming Lee * - 2004 - Journal of Moral Education 33 (4):575-595.
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  2. Managing Ethics in Higher Education: Implementing a Code or Embedding Virtue?Date Posted: September 17 - manuscript
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  3. Moral Democratic Education and Homosexuality: Censoring Morality.201 209 - 1999 - Journal of Moral Education 28 (2):201-209.
    With the increasingly heard voices of gays, lesbians and bisexuals in American society and their demands for recognition have come the responses of religious conservatives. In this article I consider whether the extreme moral positions that religious conservatives take are defensible. More specifically, I want to consider whether teachers who embrace such conservative positions should be permitted to act on them in their classrooms. My arguments lead me to distinguish between moral democratic and moralistic positions. The former I examine using (...)
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  4. From Prejudice to Reasonable Judgement: Integrating (Moral) Value Discussions in University Courses.Joyce Aalberts, Edwin Koster & Robert Boschhuizen - 2012 - Journal of Moral Education 41 (4):437-455.
    The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor and its (moral) values aspects in university courses, we developed a tool for evaluating academic judgement learning: the Dilemma-Oriented Learning Model. We introduce this model and discuss the way it has been implemented and evaluated in some (...)
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  5. Challenges and Difficulties in Phd Studies: The Case of Arts Student.Norhasni Zainal Abiddin - manuscript
    PhD students have to take responsibility managing their own learning and getting a PhD. They are also responsible for determining what is required as well as for carrying it out, and must always keep in touch in regular meetings with the supervisor. The student is the main person responsible for his/her PhD research. Doing a PhD clearly indicates that this is a student's own research and work. The actual research using case study method where three Malaysian PhD students from three (...)
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  6. Teaching and Personal Relationships.Joseph Abinun - 1977 - Educational Theory 27 (4):297-303.
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  7. Teaching Medical Ethics.Natalie Abrams - 1977 - Teaching Philosophy 2 (3/4):309-318.
    How one goes about teaching medical ethics greatly depends upon one's interpretation of the discipline itself. Before discussing pedagogical isslIes, the primary focus ofthe paper, I will address the question of what "philosophical" medical ethics is and is not. I will then suggest some alternative approac:hes forincluding such material in a variety of different contexts, including courses geared toward philosophy students, those focusing on undergraduate students preparing for careers in one of the health care professions, and those actually within professional (...)
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  8. How to Deal with Kant's Racism—In and Out of the Classroom in Advance.Victor Fabian Abundez-Guerra - forthcoming - Teaching Philosophy.
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  9. A Move to the Integrated Curriculum.Richard Acland - 1967 - Exeter, Eng.University of Exeter, Institute of Education.
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  10. The Not Now Habit: Procrastination, Legal Ethics and Legal Education.Annalise Acorn & Jason Buttuls - 2013 - Legal Ethics 16 (1):73-96.
    In this paper we examine the relationship between diligence and ethics and the connection between procrastination and ethical misconduct for lawyers. From there we ask the question of whether legal education does enough to teach law students good habits of time management that might minimize the kind of procrastination that so often goes hand in hand with lawyer malfeasance. Far from concluding that legal education addresses these issues adequately we advance the claim that legal education actually teaches procrastination. Drawing on (...)
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  11. Moral Professionalism in Interaction: Educators' Relational Moral Voices in Urban Schools.Sigrun Adalbjarnardottir - 2012 - Journal of Moral Education 41 (1):143-145.
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  12. Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights.Rebecca Adami - 2014 - Ethics and Education 9 (1):29-38.
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  13. Prospects for Effective Sex Education in Nigerian Secondary Schools.O. Adamolekun & I. R. Boyinbode - 1986 - Journal of Moral Education 15 (3):229-235.
    Abstract Two questionnaires, designated as Teachers? Questionnaire on Sex Education (TQSE) and Student Teachers? Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the (...)
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  14. Follow the Money: Engineering at Stanford and UC Berkeley During the Rise of Silicon Valley.Stephen Adams - 2009 - Minerva 47 (4):367-390.
    A comparison of the engineering schools at UC Berkeley and Stanford during the 1940s and 1950s shows that having an excellent academic program is necessary but not sufficient to make a university entrepreneurial. Key factors that made Stanford more entrepreneurial than Cal during this period were superior leadership and a focused strategy. The broader institutional context mattered as well. Stanford did not have the same access to state funding as public universities and some private universities. Therefore, in order to gather (...)
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  15. Teachers' Centres and Curriculum Change.Iain Adamson - 1972 - Journal of Moral Education 2 (1):77-80.
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  16. Medical Ethics Education: A Survey of Opinion of Medical Students in a Nigerian University. [REVIEW]Clement A. Adebamowo - 2010 - Journal of Academic Ethics 8 (2):85-93.
    In Nigeria, medical education remains focused on the traditional clinical and basic medical science components, leaving students to develop moral attitudes passively through observation and intuition. In order to ascertain the adequacy of this method of moral formations, we studied the opinions of medical students in a Nigerian university towards medical ethics training. Self administered semi-structured questionnaires were completed by final year medical students of the College of Medicine, University of Ibadan, Nigeria. There were 82 (64.1%) male and 44 (34.4%) (...)
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  17. Research on the Ethics of War in the Context of Violence in Gaza.Howard Adelman - 2009 - Journal of Academic Ethics 7 (1-2):93-113.
    The paper first demonstrates the ability to provode objective data and analyses during war and then examines the need for such objective gathering of data and analysis in the context of mass violence and war, specifically in the 2009 Gaza War. That data and analysis is required to assess compliance with just war norms in assessing the conduct of the war, a framework quite distinct from human rights norms that can misapply and deform the application of norms such as proportionality (...)
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  18. Validating Academic Integrity Survey : An Application of Exploratory and Confirmatory Factor Analytic Procedures.Imran Adesile, Mohamad Sahari Nordin, Yedullah Kazmi & Suhaila Hussien - 2016 - Journal of Academic Ethics 14 (2):149-167.
    This study concerned validating academic integrity survey, a measure developed in 2010 to investigate academic integrity practices in a Malaysian university. It also examined the usefulness of the measure across gender and nationality of the participants. The sample size comprised 450 students selected via quota sampling technique. The findings supported the multidimensionality of academic dishonesty. Also, strong evidence of convergent and discriminant validity, and construct reliability were generated for the revised AIS. The testing of moderating effects yielded two outcomes. While (...)
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  19. Reviewing Plagiarism: An Input for Indonesian Higher Education.Tatum S. Adiningrum - 2015 - Journal of Academic Ethics 13 (1):107-120.
    In the midst of international opportunities available to academics and students, plagiarism keeps plaguing the Indonesian higher education sector. This paper reports the findings from an Australian Alumni Reference Group activity which took place in Jakarta, Indonesia, in May 2013. An exploratory survey on plagiarism was conducted with Australian Award Alumni to capture their perceptions and opinions on the incidence of plagiarism and plagiarism prevention in higher education institutions in Indonesia. The survey was then followed up with a series of (...)
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  20. A Pathway For Educating Moral Intuition: Experiential Learning Within the Giving Voice to Values Curriculum.C. P. Adkins - 2011 - Journal of Business Ethics Education 8 (1):383-391.
    Despite the emphasis on moral intuition in the research literature, little attention has been given to the ways in which moral intuition can be educated within management settings . In this paper, I discuss an experiential learning approach that links Robin Hogarth’s work on the learning of intuition with Mary Gentile’s educational program on values-based leadership, Giving Voice To Values . Building on Hogarth’s proposal that intuitions are primarily acquired and thus shaped by our experiences, GVV offers a pedagogical framework (...)
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  21. A Pathway for Educating Moral Intuition: Experiential Learning Within the Giving Voice To Values Curriculum.Christopher P. Adkins - 2011 - Journal of Business Ethics Education 8 (1):383-391.
    Despite the emphasis on moral intuition in the research literature, little attention has been given to the ways in which moral intuition can be educated within management settings. In this paper, I discuss an experiential learning approach that links Robin Hogarth’s work on the learning of intuition with Mary Gentile’s educational program on values-based leadership, Giving Voice To Values. Building on Hogarth’s proposal that intuitions are primarily acquired and thus shaped by our experiences, GVV offers a pedagogical framework for reflective, (...)
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  22. 10.5840/Jbee20118134.Christopher P. Adkins - 2000 - Journal of Business Ethics Education 1 (1):383-391.
    Despite the emphasis on moral intuition in the research literature, little attention has been given to the ways in which moral intuition can be educated within management settings. In this paper, I discuss an experiential learning approach that links Robin Hogarth’s work on the learning of intuition with Mary Gentile’s educational program on values-based leadership, Giving Voice To Values. Building on Hogarth’s proposal that intuitions are primarily acquired and thus shaped by our experiences, GVV offers a pedagogical framework for reflective, (...)
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  23. Four Introductory Books in Ethics.Reshef Agam-Segal - 2010 - Teaching Philosophy 33 (4):399-408.
    What do we aim at when we teach general introductory courses in moral philosophy? What should we aim at? In particular, should we focus on practice or theory? Should we make the study of ethics easy for the students, or should we alternatively aim at making the hardness of ethics attractive to them? This review discusses four recently published textbooks in ethics designed for beginners’ level courses. The books are different in organization and emphases. In each case, I have given (...)
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  24. The Importance of Understanding the Students in Our Business Ethics Classes. [REVIEW]Bradley R. Agle - 2012 - Journal of Business Ethics Education 9:469-471.
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  25. Education: Not a Real Utopian Design.Jaime Ahlberg & Harry Brighouse - 2014 - Politics and Society 42 (1):51-72.
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  26. Plagiarism in the Academic Context: A Study of Iranian EFL Learners.Alireza Ahmadi - 2014 - Research Ethics 10 (3):151-168.
    The present study was an attempt to shed light on the status of plagiarism in the Iranian academic context. It tried to survey the EFL learners’ perceptions of and reasons for different types of plagiarism. To this end, 132 EFL learners from different Iranian universities took part in the study. The data were collected through using a questionnaire specifically designed to gather information on plagiarism. The results indicated that plagiarism is quite common in the Iranian EFL context as different types (...)
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  27. Cheating on Exams in the Iranian EFL Context.Alireza Ahmadi - 2012 - Journal of Academic Ethics 10 (2):151-170.
    The present study aimed at investigating the status of cheating on exams in the Iranian EFL context. One hundred thirty two university students were surveyed to this end. They were selected through convenient sampling. The results indicated that cheating is quite common among the Iranian language students. The most important reasons for this behavior were found to be “not being ready for the exam”, “difficulty of the exam”, “lack of time to study” and “careless and lenient instructors”. The study also (...)
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  28. The Aims of Explanatory Teaching and Discovery Teaching Appeared in the Process of Internalization of Knowledge.Hyo-Il Ahn - 2003 - Journal of Moral Education 15 (1):47.
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  29. Civics and Moral Education in Singapore: Lessons for Citizenship Education?Joy Ai - 1998 - Journal of Moral Education 27 (4):505-524.
    Civics and Moral Educationwas implemented as a new moral education programme in Singapore schools in 1992. This paper argues that the underlying theme is that of citizenship training and that new measures are under way to strengthen the capacity of the school system to transmit national values for economic and political socialisation. The motives and motivation for retaining a formal moral education programme have remained strong. A discussion of the structure and content of key modules in Civics and Moral Education (...)
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  30. Academic Doping: Institutional Policies Regarding Nonmedical Use of Prescription Stimulants in U.S. Higher Education.Ross Aikins, Xiaoxue Zhang & Sean Esteban McCabe - 2017 - Journal of Academic Ethics 15 (3):229-243.
    Academic integrity policies at 200 institutions of higher education were examined for the presence of academic prohibitions against the nonmedical use of prescription stimulants or any other cognitive enhancing drug. Researchers used online search tools to locate policy handbooks in a stratified random sample of IHE’s drawn from the Integrated Postsecondary Education Data System database, searching for NMUPS/CED use as violations of either academic integrity or alcohol and other drug policies. Of 191 academic integrity policies found online, NMUPS/CED prohibitions were (...)
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  31. Academic Dishonesty.Akakandelwa Akakandelwa, Priti Jain & Sitali Wamundila - 2013 - Journal of Information Ethics 22 (2):141-154.
    Academic dishonesty among students at colleges and universities has been a serious problem all over the world. Due to advances in information and communication technologies, particularly the Internet, the problem has become more severe in the past two decades. This is especially serious among undergraduate students. Very little research has been done in this field in Botswana and Zambia. This study was an attempt in this direction. This paper presents the findings of the study carried out with second year students (...)
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  32. Journal of Moral Education Referees in 2011.Hanif Akar, Annice Barber, Jason J. Barr, Mickey Bebeau, Roger Bergman, Marvin W. Berkowitz, Angela Bermudez, Augusto Blasi, Lawrence A. Blum & Tonia Bock - 2012 - Journal of Moral Education 41 (2):273-277.
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  33. The Effects of Instructor Fear Appeals and Moral Appeals on Cheating-Related Attitudes and Behavior of University Students.Jennifer Akeley Spear & Ann Neville Miller - 2012 - Ethics and Behavior 22 (3):196 - 207.
    Little attention has been paid in academic dishonesty literature to empirically testing the effectiveness of different instructor communication strategies to minimize cheating. Using a quasi-experimental design, we compared the effectiveness of instructor fear appeals and moral appeals on student cheating-related attitudes and behavior. Cheating was most strongly associated with neutralizing attitudes in the moral appeal condition. Also, the relationship between observation of others cheating and self-reported cheating behaviors was stronger in both treatment conditions than in the control condition. Although a (...)
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  34. Avenues of Moral Education in Some Nigerian Secondary (Grammar) Schools: A Survey.J. A. Akinpelu - 1974 - Journal of Moral Education 3 (3):259-269.
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  35. Towards Integrity in Academia, Encouraging Long-Term Knowledge Creation and Academic Freedom.K. Akrivou - 2015 - Ethics in Science and Environmental Politics 15 (1):1-6.
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  36. Integrating Ethics Training Into an Undergraduate Research Program in Advance.Shurooq al Hashimi, Mercedes Sheen, Jessica Essary & Majeda Humeidan - forthcoming - Teaching Ethics.
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  37. Privacy From a Saudi Arabian Perspective.Yeslam Al-Saggaf & John Weckert - 2011 - Journal of Information Ethics 20 (1):34-53.
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  38. A Way Forward for Ethics Education in Business.Aljwhara A. Al-Thani, Maryam Y. Al-Madhoun, Shahriar M. Saadullah & Ousama A. Anam - 2017 - Journal of Business Ethics Education 14:147-177.
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  39. Personal Commitments, Privileged Positions and the Teaching of Applied Ethics.Gloria Albrecht & Leonard J. Weber - 1994 - Professional Ethics, a Multidisciplinary Journal 3 (3):141-155.
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  40. The Antecedents of Ethical Climates in the Spanish Business Higher Education Institutions.M. Edurne Aldazabal, Marcela Espinosa-Pike & Ana M. Martín-Arroyuelo - 2017 - Journal of Academic Ethics 15 (4):343-363.
    Ethical climate in organisations has been studied widely and its influence on ethical behaviour has been documented. However, little is known about the ethical climate at university context and about its antecedents. Universities are social change institutions and their ethical climate could influence the ethical behaviour of future economic, social and political leaders. The current study analyses the perceived ethical climate in Business Studies Higher Education Institutions in Spain and whether university’s ownership, size and signing up for international initiatives influence (...)
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  41. What Values, Whose Perspective in Social and Emotional Training? A Study on How Ethical Approaches and Values May Be Handled Analytically in Education and Educational Research.Sara Irisdotter Aldenmyr - 2016 - Ethics and Education 11 (2):141-158.
    This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model is (...)
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  42. Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education.Sara Irisdotter Aldenmyr - 2012 - Journal of Moral Education 41 (1):23-37.
    Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of therapeutic education. (...)
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  43. Education in Nonviolence: Levinas' Talmudic Readings and the Study of Sacred Texts.Hanan Alexander - 2014 - Ethics and Education 9 (1):58-68.
  44. Assessing Virtue: Measurement in Moral Education at Home and Abroad.Hanan A. Alexander - 2016 - Ethics and Education 11 (3):310-325.
    How should we assess programs dedicated to education in virtue? One influential answer draws on quantitative research designs. By measuring the inputs and processes that produce the highest levels of virtue among participants according to some reasonable criterion, in this view, we can determine which programs engender the most desired results. Although many outcomes of character education can undoubtedly be assessed in this way, taken on its own, this approach may support favorable judgments about programs that indoctrinate rather than educate, (...)
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  45. Education in Ideology.Hanan A. Alexander - 2005 - Journal of Moral Education 34 (1):1-18.
    There is a thought that stops all thought. That is the thought that ought to be stopped. (Chesterton, 1952, p.?58) In this paper I distinguish between two sorts of ideologies, moral (or ethical) ideologies that embrace the conceptual condition of human agency: free will, moral intelligence, and fallibility; and amoral (or non?ethical) ideologies that do not. Initiation into the former, which are suited to open societies, is best accomplished through education, whereas transmission of the latter, which are preferred in closed (...)
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  46. Design, Development, and Evaluation of a Second Generation Interactive Simulator for Engineering Ethics Education (SEEE2).Michael Alfred & Christopher Chung - 2012 - Science and Engineering Ethics 18 (4):689-697.
    This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189–199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. The approach (...)
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  47. Crossing the Picket Line: A Brief Faculty Memoir of the Historic University of Bridgeport Strike. [REVIEW]Dick Allen - 2003 - Journal of Academic Ethics 1 (3):331-339.
    This memoir provides the personal story of a tenured poet who initially walked the picket line during the 1990 University of Bridgeport faculty strike. During the strike's second week, he made the difficult decision to cross the picket line of a union he helped create seventeen years earlier. He continually relives his strike experience.
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  48. Getting Beyond Form Filling: The Role of Institutional Governance in Human Research Ethics. [REVIEW]Gary Allen - 2008 - Journal of Academic Ethics 6 (2):105-116.
    It has become almost a truism to describe the interaction between research ethics committees and researchers as being marred by distrust and conflict. The ethical conduct of researchers is increasingly a matter of institutional concern because of the degree to which non-compliance with national standards can expose the entire institution to risk. This has transformed research ethics into what some have described as a research ethics industry. In an operational sense, there is considerable focus on modifying research behaviour through a (...)
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  49. Bede: Educating the Educators of Barbarians.Verity Allen - 2002 - Quaestio: Selected Proceedings of the Cambridge Colloquium in Anglo-Saxon Norse and Celtic 3:28-44.
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  50. Exploring Academic Dishonesty Among University Students in Barbados: An Extension to the Theory of Planned Behaviour. [REVIEW]Philmore Alleyne & Kimone Phillips - 2011 - Journal of Academic Ethics 9 (4):323-338.
    This paper applies Beck and Ajzen’s (Journal of Research in Personality 25:285–301, 1991 ) extended version of the theory of planned behaviour model to the decisions of students to engage in academic dishonesty (cheating and lying). The model proposes that students’ intentions to engage in dysfunctional behaviours may be influenced by attitudes, subjective norms, perceived behavioural control and moral obligation. This study was done using a survey questionnaire of 363 undergraduate students at a West Indian University. Based on the extended (...)
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