Virtue and Moral Development, Changing Ethics Instruction in Business School Education
Focus on business ethics has increased however, incidents of academic dishonesty among business school students has also increased at the same time. Simply adding ethics courses to business programs appears to offer little guidance for student action, action that is transferred from
the university to the business world. More is needed if we wish to reduce academic dishonesty while increasing the character of our students. Two hundred and four participants from a private, mid-western university were asked to classify 22 acts as influencing or deterring their decision to
engage in academic dishonesty. These acts were coded according to Lawrence Kohlberg's stages of moral development and were organized along structural/contextual dimensions. Findings indicated that students operate at lower levels of moral development than Kohlberg has previously found and
they respond to structural dimensions such as rules, policies and punishments when considering academic dishonesty while the lack of these dimensions facilitates academic dishonesty. The role of virtue ethics education as a moderator to this relationship was proposed.
Keywords: ACADEMIC DISHONESTY; ETHICS EDUCATION; MORAL DEVELOPMENT; VIRTUE ETHICS
Document Type: Research Article
Publication date: 01 September 2017
College Student Journal publishes original investigations and theoretical papers dealing with college student values, attitudes, opinions, and learning. Topics include the areas of undergraduate, graduate, and professional schools, and may also include selected contributions dealing with college preparation.
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