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  1. From Treasure to Trash: The Lingering Value of Technological Artifacts.Benjamin Hale & Lucy McAllister - forthcoming - Science and Engineering Ethics:1-22.
    Electronic waste is the fastest growing form of waste worldwide, associated with a range of environmental, health, and justice problems. Unfortunately, disposal and recycling are hindered by a tendency of consumers to resist recycling their e-waste. This backlog of un-discarded e-waste poses significant challenges for the future. This paper addresses the reasons why many people might continue to value their technological artifacts and therefore to hoard them, suggesting that many of these common explanations are deficient in some way. It argues (...)
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  • The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior.James M. Bloodgood, William H. Turnley & Peter Mudrack - 2008 - Journal of Business Ethics 82 (3):557-571.
    This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were (...)
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  • A Meta-Analytic Investigation of Business Ethics Instruction.Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford - 2009 - Journal of Business Ethics 87 (1):133 - 151.
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal␣impact on increasing (...)
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  • Ethics Instruction and the Perceived Acceptability of Cheating.James M. Bloodgood, William H. Turnley & Peter E. Mudrack - 2010 - Journal of Business Ethics 95 (1):23 - 37.
    This study examined whether undergraduate students' perceptions regarding the acceptability of cheating were influenced by the amount of ethics instruction the students had received and/or by their personality. The results, from a sample of 230 upper-level undergraduate students, indicated that simply taking a business ethics course did not have a significant influence on students' views regarding cheating. On the other hand, Machiavellianism was positively related to perceiving that two forms of cheating were acceptable. Moreover, in testing for moderating relationships, the (...)
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  • Ethics Instruction and the Perceived Acceptability of Cheating.James M. Bloodgood, William H. Turnley & Peter E. Mudrack - 2010 - Journal of Business Ethics 95 (1):23-37.
    This study examined whether undergraduate students’ perceptions regarding the acceptability of cheating were influenced by the amount of ethics instruction the students had received and/or by their personality. The results, from a sample of 230 upper-level undergraduate students, indicated that simply taking a business ethics course did not have a significant influence on students’ views regarding cheating. On the other hand, Machiavellianism was positively related to perceiving that two forms of cheating were acceptable. Moreover, in testing for moderating relationships, the (...)
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  • A Meta-Analytic Investigation of Business Ethics Instruction.Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford - 2009 - Journal of Business Ethics 87 (1):133-151.
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  • Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade.Montgomery Van Wart, David Baker & Anna Ni - 2014 - Journal of Business Ethics 122 (4):571-585.
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  • Fighting Against Corruption: Does Anti-Corruption Training Make Any Difference?Christian Hauser - forthcoming - Journal of Business Ethics:1-19.
    Corruption continues to represent a tenacious challenge to internationally active companies. According to prevailing international anti-corruption standards, a company can be held criminally liable if it does not put all necessary and reasonable organizational measures in place to prevent corruption. The regular training of employees is considered one of the most effective ways to prevent corruption. Employee training is considered helpful in efforts to minimize the risk of employees becoming involved in corrupt behavior. With this idea in mind and building (...)
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  • A Step Forward: Ethics Education Matters!Cubie L. L. Lau - 2010 - Journal of Business Ethics 92 (4):565-584.
    Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at (...)
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  • The Influence of Decision Frames and Vision Priming on Decision Outcomes in Work Groups: Motivating Stakeholder Considerations.Kevin D. Clark, Narda R. Quigley & Stephen A. Stumpf - 2014 - Journal of Business Ethics 120 (1):1-12.
    Organizational leaders are increasingly emphasizing a stakeholder perspective in order to address concerns about business ethics. This study examined the choices of 94 groups in the context of a business decision-making simulation to determine how specific actions and communications can facilitate the consideration of different stakeholder perspectives. In particular, we examined whether generally framing the business situation as one involving diverse stakeholders versus a primarily profit-driven operation (referred to as framing), and whether specific suggestions that participants consider the concerns of (...)
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  • Work-Related Behavioral Intentions in Macedonia: Coping Strategies, Work Environment, Love of Money, Job Satisfaction, and Demographic Variables. [REVIEW]Elisaveta Gjorgji Sardžoska & Thomas Li-Ping Tang - 2012 - Journal of Business Ethics 108 (3):373-391.
    Based on theory of planned behavior, we develop a theoretical model involving love of money (LOM), job satisfaction (attitude), coping strategies/responses (perceived behavioral control), work environment (subjective norm), and work-related behavioral intentions (behavioral intention). We tested this model using job satisfaction as a mediator and sector (public versus private), personal character (good apples versus bad apples), gender, and income as moderators in a sample of 515 employees and their managers in the Republic of Macedonia. For the whole sample, both coping (...)
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  • Business Schools at the Crossroads? A Trip Back From Sparta to Athens.Maria Jose Murcia, Hector O. Rocha & Julian Birkinshaw - 2018 - Journal of Business Ethics 150 (2):579-591.
    Some business schools have come under considerable criticism for what observers see as their complicit involvement in the corporate scandals and financial crises of the last 15 years. Much of the discussion about changes that schools might undertake has been focused on curriculum issues. However, revisiting the curriculum does not get at the root cause of the problem. Instead, it might create a new challenge: the risk of decoupling the discussion of the curriculum from broader issues of institutional purpose. In (...)
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  • Does Economics and Business Education Wash Away Moral Judgment Competence?Katrin Hummel, Dieter Pfaff & Katja Rost - 2018 - Journal of Business Ethics 150 (2):559-577.
    In view of the numerous accounting and corporate scandals associated with various forms of moral misconduct and the recent financial crisis, economics and business programs are often accused of actively contributing to the amoral decision making of their graduates. It is argued that theories and ideas taught at universities engender moral misbehavior among some managers, as these theories mainly focus on the primacy of profit-maximization and typically neglect the ethical and moral dimensions of decision making. To investigate this criticism, two (...)
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  • Building Ethical Leaders: A Way to Integrate and Assess Ethics Education. [REVIEW]Ann C. Dzuranin, Rebecca Toppe Shortridge & Pamela A. Smith - 2013 - Journal of Business Ethics 115 (1):101-114.
    The Building Ethical Leaders using an Integrated Ethics Framework (BELIEF) Program was introduced in 2006 at the Northern Illinois University College of Business. The Program was developed to support two learning objectives: (1) increase students’ awareness of ethical issues and (2) strengthen their decision-making abilities regarding these ethical issues. This article provides an overview of the development and integration of this Program. We also provide assessment data on our two learning objectives. The assessment measures improvement from 2005, before the implementation (...)
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  • The Joint Effects of Machiavellianism and Ethical Environment on Whistle-Blowing.Derek Dalton & Robin R. Radtke - 2013 - Journal of Business Ethics 117 (1):153-172.
    Given the importance of the Machiavellianism construct on informing a wide range of ethics research, we focus on gaining a better understanding of Machiavellianism within the whistle-blower context. In this regard, we examine the effect of Machiavellianism on whistle-blowing, focusing on the underlying mechanisms through which Machiavellianism affects whistle-blowing. Further, because individuals who are higher in Machiavellianism (high Machs) are expected to be less likely to report wrongdoing, we examine the ability of an organization’s ethical environment to increase whistle-blowing intentions (...)
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  • Bolstering Managers’ Resistance to Temptation Via the Firm’s Commitment to Corporate Social Responsibility.A. Beaudoin Cathy, M. Cianci Anna, T. Hannah Sean & T. Tsakumis George - forthcoming - Journal of Business Ethics:1-16.
    Behavioral ethics research has focused predominantly on how the attributes of individuals influence their ethicality. Relatively neglected has been how macro-level factors such as the behavior of firms influence members’ ethicality. Researchers have noted specifically that we know little about how a firm’s CSR influences members’ behaviors. We seek to better merge these literatures and gain a deeper understanding of the role macro-level influences have on manager’s ethicality. Based on agency theory and social identity theory, we hypothesize that a company’s (...)
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  • Falling or Not Falling Into Temptation? Multiple Faces of Temptation, Monetary Intelligence, and Unethical Intentions Across Gender.Thomas Li-Ping Tang & Toto Sutarso - 2013 - Journal of Business Ethics 116 (3):529-552.
    We develop a theoretical model, explore the relationship between temptation (both reflective and formative) and unethical intentions by treating monetary intelligence (MI) as a mediator, and examine the direct (temptation to unethical intentions) and indirect (temptation to MI to unethical intentions) paths simultaneously based on multiple-wave panel data collected from 340 part-time employees and university (business) students. The positive indirect path suggested that yielding to temptation (e.g., high cognitive impairment and lack of self-control) led to poor MI (low stewardship behavior, (...)
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  • Temptation, Monetary Intelligence (Love of Money), and Environmental Context on Unethical Intentions and Cheating.Jingqiu Chen, Thomas Li-Ping Tang & Ningyu Tang - 2014 - Journal of Business Ethics 123 (2):1-23.
    In Study 1, we test a theoretical model involving temptation, monetary intelligence (MI), a mediator, and unethical intentions and investigate the direct and indirect paths simultaneously based on multiple-wave panel data collected in open classrooms from 492 American and 256 Chinese students. For the whole sample, temptation is related to low unethical intentions indirectly. Multi-group analyses reveal that temptation predicts unethical intentions both indirectly and directly for male American students only; but not for female American students. For Chinese students, both (...)
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  • The Impact of Ethics Education on Reporting Behavior.Brian W. Mayhew & Pamela R. Murphy - 2009 - Journal of Business Ethics 86 (3):397-416.
    We examine the impact of an ethics education program on reporting behavior using two groups of students: fourth year Masters of Accounting students who just completed a newly instituted ethics education program, and fifth year students in the same program who did not receive the ethics program. In an experiment providing both the opportunity and motivation to misreport for more money, we design two social condition treatments – anonymity and public disclosure – to examine whether or to what extent ethical (...)
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  • Does Education Influence Ethical Decisions? An International Study.Richard Bernardi, Caryn Lecca, Jennifer Murphy & Elizabeth Sturgis - 2011 - Journal of Academic Ethics 9 (3):235-256.
    This study examined whether having attended a public, private or religious affiliated grade and/or high school influenced a college student’s ethical decision making process. We also examined whether having taken an ethics course in college influences a student’s ethical decision making process. Our sample included 508 accounting students (237 men and 271 women) from Albania, Ecuador, Ireland and the United States. Our analyses indicated no differences in ethical decision making that associated with either grade-or-high-school education. While our data showed no (...)
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  • Influences on Student Intention and Behavior Toward Environmental Sustainability.James A. Swaim, Michael J. Maloni, Stuart A. Napshin & Amy B. Henley - 2014 - Journal of Business Ethics 124 (3):1-20.
    As organizations place greater emphasis on environmental objectives, business educators must produce the next set of leaders who can champion corporate environmental sustainability initiatives. However, environmental sustainability represents a polarizing topic with some students dismissing its importance and legitimacy. Limited research exists to understand student behavioral influences on sustainability education, especially as it translates to environmental sustainability behavior in the workplace. This gap challenges our ability as educators to understand how to best teach environmental sustainability in order to reach diverse (...)
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  • Enhancing Business Ethics: Using Cases to Teach Moral Reasoning.Loren Falkenberg & Jaana Woiceshyn - 2008 - Journal of Business Ethics 79 (3):213-217.
    The growing trend of required ethics instruction in the business school curriculum has created a need for relevant teaching materials. In response to this need the Journal of Business Ethics is introducing a new case section. This section provides a forum for publishing and accessing a range of materials that can be used in teaching business ethics. This article discusses how business ethics cases can facilitate the development of deductive, inductive and critical reasoning skills.
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  • Validation of a Digital Work Simulation to Assess Machiavellianism and Compliant Behavior.Lonneke Dubbelt, Janneke K. Oostrom, Annemarie M. F. Hiemstra & Joost P. L. Modderman - 2015 - Journal of Business Ethics 130 (3):619-637.
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  • Teaching Business Ethics Through Strategically Integrated Micro-Insertions.Alesia Slocum, Sylvia Rohlfer & Cesar Gonzalez-Canton - 2014 - Journal of Business Ethics 125 (1):1-14.
    This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding the appropriate mix and (...)
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  • The Worldwide Academic Field of Business Ethics: Scholars’ Perceptions of the Most Important Issues.Daniel Holland & Chad Albrecht - 2013 - Journal of Business Ethics 117 (4):777-788.
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  • A 30-Year Historical Examination of Ethical Concerns Regarding Business Ethics: Who's Concerned? [REVIEW]Will Drover, Jennifer Franczak & Richard F. Beltramini - 2012 - Journal of Business Ethics 111 (4):431-438.
    Understanding the ethical attitudes and concerns of future business leaders has been the focus of increasing research attention. Largely, this is due to the influence of such perspectives, as it is these presently held ideologies that ultimately translate into the actions and behaviors of the forthcoming workforce. This research examines how such business-related ethicality perspectives have evolved by administering a nationwide survey that builds on two Journal of Business Ethics studies, Beltramini et al. (J Bus Ethics 3:195–200, 1984 ) and (...)
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  • Determinants of Corporate Social Responsibility and Business Ethics Education in Spanish Universities.Manuel Larrán Jorge & Francisco Javier Andrades Peña - 2014 - Business Ethics: A European Review 23 (2):139-153.
    The current economic crisis, unsustainable growth, and financial scandals invite reflection on the role of universities in professional training, particularly those who have to manage businesses. This study analyzes the main factors that might determine the extent to which Spanish organizational management educators use corporate social responsibility (CSR) or business ethics stand-alone subjects to equip students with alternative views on business. A web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees in all universities in Spain (...)
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  • A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Theory of Monetary Intelligence: Money Attitudes—Religious Values, Making Money, Making Ethical Decisions, and Making the Grade.Thomas Tang - 2016 - Journal of Business Ethics 133 (3):583-603.
    This study explores the effect of a short ethics intervention—a chapter of business ethics in a business course—on perceptions of business courses and personal values toward making money and making ethical decisions and Monetary Intelligence. Since attitudes predict intentions and behaviors, Monetary Intelligence, a form of social intelligence, is defined as the extent to which individuals monitor their own monetary motive, behavior, and cognition; apply the information to evaluate critical concerns and options; select strategies to achieve financial goals; and reach (...)
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  • Intelligence Vs. Wisdom: The Love of Money, Machiavellianism, and Unethical Behavior Across College Major and Gender.Thomas Li-Ping Tang & Yuh-Jia Chen - 2008 - Journal of Business Ethics 82 (1):1-26.
    This research investigates the efficacy of business ethics intervention, tests a theoretical model that the love of money is directly or indirectly related to propensity to engage in unethical behavior (PUB), and treats college major (business vs. psychology) and gender (male vs. female) as moderators in multi-group analyses. Results suggested that business students who received business ethics intervention significantly changed their conceptions of unethical behavior and reduced their propensity to engage in theft; while psychology students without intervention had no such (...)
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  • Lessons to Be Learned: An Examination of Canadian and U.S. Financial Accounting and Auditing Textbooks for Ethics/Governance Coverage. [REVIEW]Irene M. Gordon - 2011 - Journal of Business Ethics 101 (1):29 - 47.
    This study examines a sample of three editions of 19 financial accounting and auditing textbooks (n = 57) to explore the state of accounting educational content through the coverage of five key topics (ethics, professional judgment, governance, corporate social responsibility, and fraud) and 16 accounting scandals/troubled corporations. The study method is descriptive and uses independent sample t tests to identify significant differences over time and between countries. The major findings are fourfold. First, some topics' coverage and/or scandals exist in most (...)
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  • A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks.David Allen Jones - 2009 - Journal of Business Ethics 88 (2):367-379.
    I assessed change in students’ moral reasoning following five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n = 114) and control (n = 76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed that, controlling for pre-training levels (...)
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  • Effect of Business Education on Women and Men Students' Attitudes on Corporate Responsibility in Society.Anna-Maija Lämsä, Meri Vehkaperä, Tuomas Puttonen & Hanna-Leena Pesonen - 2008 - Journal of Business Ethics 82 (1):45 - 58.
    This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master’s degree in business studies at two Finnish universities. The results show that, as a whole, students valued (...)
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  • The Impact of Emotional Intelligence on the Ethical Judgment of Managers.John Angelidis & Nabil A. Ibrahim - 2011 - Journal of Business Ethics 99 (S1):111-119.
    In recent years there has been a substantial amount of research on emotional intelligence (EI) across a wide range of disciplines. Also, this term has been receiving increasing attention in the popular business press. This article extends previous research by seeking to determine whether there is a relationship between emotional intelligence and ethical judgment among practicing managers with respect to questions of ethical nature that can arise in their professional activity. It analyzes the results of a survey of 324 managers (...)
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  • Gender Differences in Double Standards.Iris Vermeir & Patrick Van Kenhove - 2008 - Journal of Business Ethics 81 (2):281 - 295.
    The purpose of the present study is to investigate gender differences in the use of double standards in ethical judgements of questionable conduct instigated by business or consumers. We investigate if consumers are more critical towards unethical corporate versus consumer actions and if these double standards depend on the gender of the respondent. In the first study, we compared evaluations of four specific unethical actions [cfr. DePaulo, 1987, in: J. Saegert (ed.) Proceedings of the Division of Consumer Psychology (American Psychological (...)
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  • Finding the Lost Sheep: A Panel Study of Business Students' Intrinsic Religiosity, Machiavellianism, and Unethical Behavior Intentions.Thomas Li-Ping Tang - 2010 - Ethics and Behavior 20 (5):352-379.
    This research investigates 266 business students' panel data across 4 time periods and tests a theoretical model involving intrinsic religiosity, the love of money, Machiavellianism, and propensity to engage in unethical behaviors. There was a short ethics intervention between Times 3 and 4. We identified good apples and bad apples using the PUB measure collected at Time 4. From Time 3 to Time 4, good apples became more ethical, whereas bad apples became less ethical after the ethics intervention. Moreover, for (...)
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  • Fictional Stories With Ethical Content: Guidelines for Using Stories to Improve Ethical Behavior.David Swanson - 2016 - Ethics and Behavior 26 (7):545-561.
    Fictional literature has been used as a pedagogical tool to elevate student awareness and moral reasoning, ultimately helping them to develop sound decision-making skills when they are confronted with ethical situations. However, the use of fiction for teaching ethics is still uncommon, leaving considerable potential for advancement. This particular study develops theoretical guidelines for using fictional stories with ethical content as a suitable method for teaching ethics. The FSEC guidelines include a working definition and 5 supporting principles that collectively differentiate (...)
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  • Applying Cases to Solve Ethical Problems: The Significance of Positive and Process-Oriented Reflection.Alison L. Antes, Chase E. Thiel, Laura E. Martin, Cheryl K. Stenmark, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2012 - Ethics and Behavior 22 (2):113 - 130.
    This study examined the role of reflection on personal cases for making ethical decisions with regard to new ethical problems. Participants assumed the position of a business manager in a hypothetical organization and solved ethical problems that might be encountered. Prior to making a decision for the business problems, participants reflected on a relevant ethical experience. The findings revealed that application of material garnered from reflection on a personal experience was associated with decisions of higher ethicality. However, whether the case (...)
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  • EPIC: A Framework for Using Video Games in Ethics Education.Karen Schrier - 2015 - Journal of Moral Education 44 (4):393-424.
    Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework, which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development, learning, and ethical decision-making models, including frameworks and theories associated with games and ethics, as well as prior empirical and theoretical research literature. The EPIC Framework consists of seven ethics education goals, and 12 strategies associated with ethics education, (...)
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  • Does Bad Company Corrupt Good Morals? Social Bonding and Academic Cheating Among French and Chinese Teens.Elodie Gentina, Thomas Li-Ping Tang & Qinxuan Gu - 2017 - Journal of Business Ethics 146 (3):639-667.
    A well-known common wisdom asserts that strong social bonds undermine delinquency. However, there is little empirical evidence to substantiate this assertion regarding adolescence academic cheating across cultures. In this study, we adopt social bonding theory and develop a theoretical model involving four social bonds and adolescence self-reported academic cheating behavior and cheating perception. Based on 913 adolescents in France and China, we show that parental attachment, academic commitment, and moral values curb academic cheating; counterintuitively, peer involvement contributes to cheating. We (...)
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  • Moral Intensity Revisited: Measuring the Benefit of Accounting Ethics Interventions.Tara J. Shawver & William F. Miller - 2017 - Journal of Business Ethics 141 (3):587-603.
    The purpose of this study was to determine whether accounting students’ perception of moral intensity could be enhanced through a limited ethics intervention in an Advanced Accounting course. Ethical decisions are heavily influenced by the intensity of the moral problem: the more egregious the act, the more the people view it as unethical. This controlled experiment measures the change in perceptions of moral intensity with the pre- and post-test instruments using five accounting specific vignettes containing moral dilemmas which are progressively (...)
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  • An Examination of the Association Between Gender and Reporting Intentions for Fraudulent Financial Reporting.Steven Kaplan, Kurt Pany, Janet Samuels & Jian Zhang - 2009 - Journal of Business Ethics 87 (1):15-30.
    We report the results of a study that examines the association between gender and individuals’ intentions to report fraudulent financial reporting using non-anonymous and anonymous reporting channels. In our experimental study, we examine whether reporting intentions in response to discovering a fraudulent financial reporting act are associated with the participants’ gender, the perpetrator’s gender, and/or the interaction between the participants’ and perpetrator’s gender. We find that female participants’ reporting intentions for an anonymous channel are higher than for male participants; the (...)
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  • The Impact of Ethical Tools on Aggressiveness in Financial Reporting.Brian M. Nagle, David M. Wasieleski & Stephen Rau - 2012 - Business and Society Review 117 (4):477-513.
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  • Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW]Denis Collins, James Weber & Rebecca Zambrano - 2014 - Journal of Business Ethics 125 (3):1-17.
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished online business (...)
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  • Effect of Business Education on Women and Men Students’ Attitudes on Corporate Responsibility in Society.Anna-Maija Lämsä, Meri Vehkaperä, Tuomas Puttonen & Hanna-Leena Pesonen - 2008 - Journal of Business Ethics 82 (1):45-58.
    This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master's degree in business studies at two Finnish universities. The results show that, as a whole, students valued (...)
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  • Predictor of Business Students’ Attitudes Toward Sustainable Business Practices.Eddy S. Ng & Ronald J. Burke - 2010 - Journal of Business Ethics 95 (4):603-615.
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  • Predictor of Business Students' Attitudes Toward Sustainable Business Practices.Eddy S. Ng & Ronald J. Burke - 2010 - Journal of Business Ethics 95 (4):603 - 615.
    This study examined individual difference characteristics as predictors of business students' attitudes toward sustainable business practices. Three types of predictors were considered: personal values, individualism—collectivism, and leadership styles. Data were collected from 248 business students attending a mid-sized university in western United States using self-reported questionnaires. Few gender differences were present.Hierarchical regression analyses, controlling for personal demographic characteristics, indicated that business students scoring higher on Rokeach's social value scale, collectivism, and transformational leadership also reported more positive attitudes toward sustainable business (...)
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  • Moral Identity as Leverage Point in Teaching Business Ethics.Jun Gu & Cristina Neesham - 2014 - Journal of Business Ethics 124 (3):527-536.
  • Teaching Ethics to Undergraduate Business Students in Australia: Comparison of Integrated and Stand-Alone Approaches.Elizabeth Prior Jonson, Linda Mary McGuire & Deirdre O’Neill - 2015 - Journal of Business Ethics 132 (2):477-491.
  • A Ten-Step Model for Academic Integrity: A Positive Approach for Business Schools.Cam Caldwell - 2010 - Journal of Business Ethics 92 (1):1-13.
    The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which can create (...)
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