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  1. Perceived corporate social responsibility and pro-environmental behaviour: Insights from business schools of Peshawar, Pakistan.Sana Tariq, Mohammad Sohail Yunis, Shandana Shoaib, Fahad Abdullah & Shah Wali Khan - 2022 - Frontiers in Psychology 13.
    Corporate Social Responsibility and environmental sustainability have become urgent concerns for contemporary businesses. This study focuses on the interplay between corporate social responsibility perceptions and pro-environmental behaviour in response to experts’ call for research on the micro-foundations of corporate social responsibility. In addition, it reveals the mechanism underpinning how perceived CSR shapes pro-environmental behaviour in an understudied developing context. Empirically, a qualitative multiple-case research design is utilised by selecting three business schools from Peshawar, Pakistan. Fourteen semi-structured interviews were conducted with (...)
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  • Corruption and representations of scholarly output.Robert Liebler - 2008 - Journal of Academic Ethics 6 (3):259-269.
    In this paper I analyze representations of scholarly output for the purpose of identifying corrupt practices. Accordingly, the components of output—price, quantity, and time—are examined. A key part of the analysis is recognizing the unique role that the scholarly community plays in scholarship and the implications this has for the roles of groups other than the scholarly community. Finally, a survey of students indicates that particular representations of scholarly output are viewed by students as unethical.
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  • Collaboration in business schools: A foundation for community success. [REVIEW]Leland Horn & Michael Kennedy - 2008 - Journal of Academic Ethics 6 (1):7-15.
    Business schools are often thought of as being accountable for the individual student’s personal development and preparation to enter the business community. While true that business schools guide knowledge development, they must also fulfill a social contract with the business community to provide ethical entry-level business professionals. Three stakeholders, students, faculty, and the business community, are involved in developing and strengthening an understanding of ethical behavior and the serious impacts associated with an ethical lapse. This paper discusses the ways the (...)
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  • The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey.Debbie Haski-Leventhal, Mehrdokht Pournader & Andrew McKinnon - 2017 - Journal of Business Ethics 146 (1):219-239.
    As demand grows from various stakeholders for responsible management education in business schools, it is essential to understand how corporate social responsibility and RME are perceived by various subgroups of business students. Following the principles of theories on moral orientation and moral development, we examined the role of gender and age in determining four indicators of business students’ moral approach in the context of business schools committed to RME and CSR. Based on nearly 1300 responses to a survey, conducted with (...)
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  • Academic Misconduct Among Portuguese Economics and Business Undergraduate Students- A Comparative Analysis with Other Major Students.Carla Freire - 2014 - Journal of Academic Ethics 12 (1):43-63.
    The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the (...)
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  • Practicing what we teach – ethical considerations for business schools.Cam Caldwell, Ranjan Karri & Thomas Matula - 2005 - Journal of Academic Ethics 3 (1):1-25.
    The raging cynicism felt toward businesses and business leaders is a by-product of perceived violations in the social contracts owed to the public. Business schools have a unique opportunity to make a significant impact on present and future business leaders, but ‘practicing what we teach’ is a critical condition precedent. This paper presents frameworks for ethical practices for assessing the social contracts owed by business schools in their role as citizens in the larger community. We identify the ethical implications of (...)
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  • 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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  • Academia, Aristotle, and the public sphere – stewardship challenges to schools of business.Cam Caldwell & Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):5-20.
    In this paper we suggest that the ethical duties of business schools can be understood as representing stewardship in the Aristotelian tradition. In Introduction section we briefly explain the nature of ethical stewardship as a moral guideline for organizations in examining their duties to society. Ethical Stewardship section presents six ethical duties of business schools that are owed to four distinct stakeholders, and includes examples of each of those duties. Utilizing this Framework section identifies how this framework of duties can (...)
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  • Learning to neighbor? Service-learning in context.Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):85-104.
    Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment (“context”) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students learn a great (...)
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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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