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  1. Unintended Consequences of Performance Incentives: Impacts of Framing and Structure on Performance and Cheating.Joshua A. Nagel, Kajal R. Patel, Ethan G. Rothstein & Logan L. Watts - 2021 - Ethics and Behavior 31 (7):498-515.
    ABSTRACT Setting specific, challenging goals motivates employees to exert greater effort in their jobs. However, goal-setting may have unintended consequences of also motivating unethical behavior. The present study explores these consequences in the context of other features of goal-setting in organizations, how goals are framed and rewarded, to determine the tradeoff between performance and ethical behavior. Undergraduate students were incentivized to complete math problems using different outcome frames and incentive structures and were also provided an opportunity to cheat. Findings demonstrate (...)
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  • Determinants of the Attitudes of Portuguese Accounting Students and Professionals Towards Earnings Management.Tânia Menezes Montenegro & Lúcia Lima Rodrigues - 2020 - Journal of Academic Ethics 18 (3):301-332.
    We revisit religiosity, gender, age, ethics education and experience as drivers of ethicality, while expanding prior research from Anglo-Saxon and Asiatic/Euro-Asiatic countries to a Latin European country, Portugal. We apply the Merchant instrument of attitudes towards earnings management, in a sample of Portuguese accounting students and alumni. We find no significant evidence of a positive association between religiosity and accountants’ judgments on earnings management. However, gender, age, education and experience are significant predictors of accountants’ judgments. The results are unchanged when (...)
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  • Gelingende Ethik-Lehre in der Medizin. Erkenntnisse aus der Lehrforschung.Susanne Michl, Johannes Katsarov & Tobias Eichinger - 2022 - Ethik in der Medizin 34 (3):433-450.
    Die Frage nach den Faktoren, die eine wirksame Ethik-Lehre in der Medizin ausmachen, blieb bislang weitgehend unbeantwortet. Vor allem im deutschsprachigen Raum wird hier zu wenig Forschung betrieben. Aufgrund fehlender wissenschaftlich aussagekräftiger Evaluationsstudien lässt sich somit mitunter nur vermuten, wie wirksam bestimmte Lehrformate und -methoden in der Ethik-Lehre tatsächlich sind. Die Auswahl von Lehrformaten und -methoden, die Ethik-Dozierende für das Erreichen eines festgelegten Lernziels einsetzen, wird häufig nicht nach evidenzbasierten Kriterien, sondern auf der Grundlage von guten oder schlechten Lehrerfahrungen sowie (...)
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  • Effective ways to teach ethics in medicine. Findings from educational research.Susanne Michl, Johannes Katsarov & Tobias Eichinger - 2022 - Ethik in der Medizin 34 (3):433-450.
    Problem The question of what factors drive the effectiveness of ethics teaching in medicine has remained largely unanswered in German-speaking countries. Due to the lack of scientifically sound evaluation studies, it is sometimes only possible to assume how effective certain teaching formats and methods actually are in ethics courses. The selection of teaching formats and methods that ethics lecturers use to achieve a specified learning objective is often not made according to evidence-based criteria, but on the basis of positive or (...)
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  • Ethical Orientation and Research Misconduct Among Business Researchers Under the Condition of Autonomy and Competition.Matthias Fink, Johannes Gartner, Rainer Harms & Isabella Hatak - forthcoming - Journal of Business Ethics.
    The topics of ethical conduct and governance in academic research in the business field have attracted scientific and public attention. The concern is that research misconduct in organizations such as business schools and universities might result in practitioners, policymakers, and researchers grounding their decisions on biased research results. This study addresses ethical research misconduct by investigating whether the ethical orientation of business researchers is related to the likelihood of research misconduct, such as selective reporting of research findings. We distinguish between (...)
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  • The Effect of Formalism on Unethical Decision Making: The Mediating Effect of Moral Disengagement and Moderating Effect of Moral Attentiveness.Rui Dong, Ting Lu, Qiaolong Hu & Shiguang Ni - 2021 - Business Ethics: A European Review 30 (1):127-142.
    Business Ethics: A European Review, EarlyView.
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  • The Ethics and Politics of Academic Knowledge Production: Thoughts on the Future of Business Ethics.Gibson Burrell, Michael R. Hyman, Christopher Michaelson, Julie A. Nelson, Scott Taylor & Andrew West - 2022 - Journal of Business Ethics 180 (3):917-940.
    To commemorate 40 years since the founding of the Journal of Business Ethics, the editors in chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialogue around the theme The Ethics and Politics of Academic Knowledge Production. Questions of who produces knowledge about what, and how that knowledge is produced, are inherent to editing and publishing academic journals. At the Journal of Business (...)
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  • “Don't Try to Teach Me, I Got Nothing to Learn”: Management Students' Perceptions of Business Ethics Teaching.Guillermina Tormo‐Carbó, Victor Oltra, Katarzyna Klimkiewicz & Elies Seguí‐Mas - 2019 - Business Ethics: A European Review 28 (4):506-528.
    Business Ethics: A European Review, EarlyView.
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  • Removing the Blinders: Increasing Students’ Awareness of Self-Perception Biases and Real-World Ethical Challenges Through an Educational Intervention.Kathleen A. Tomlin, Matthew L. Metzger & Jill Bradley-Geist - 2021 - Journal of Business Ethics 169 (4):731-746.
    Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students’ awareness of their own susceptibility to unconscious biases (...)
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