Purpose This study aims to map Swedish students’ attitudes towards Snowden’s revelations and their effects in the political and socio-cultural environment of Sweden. Design/methodology/approach A questionnaire was answered by 190 Swedish university students. The quantitative responses to the survey and qualitative considerations of free text answers were statistically analysed. Findings Swedish students had a high level of knowledge about the Snowden revelations; they actively searched for information, gave a positive judgement of Snowden’s actions and were willing to follow his example (...) in Sweden, although not in the USA. They trusted their country and most of its institutions and authorities except for secret service agencies and the internet and computer software companies. Practical implications This study could be used as a design of education for university students, especially in information technology programmes. Social implications The study can be used for developing and applying policies on privacy, surveillance and whistle-blowing. Originality/value This study is part of a bigger international study to map students’ attitudes towards Snowden’s revelations and their opinions about privacy, surveillance and whistle-blowing opening up for cross-cultural analyses. (shrink)

Information and communication technology has certain advantages that can contribute positively in business ethics education programmes. It is necessary, however, to identify first the factors critical for acquiring ethical competence and later to proceed to the construction and use of such tools, in order to ensure that these tools are indeed adapted to the process and the goals of business ethics education. Based on psychological theory and research, it is argued that one such crucial factor is the psychological construct of (...) ethical autonomy. The strengths and weaknesses of information and communication technology tools are discussed in accordance with this, and some suggestions are given on fruitful ways to incorporate these tools in business ethics education. (shrink)

Ethical Competence Questionnaire-Working Life and Business (ECQ-WLB) is an effort to build an instrument that measures ethical competence in business as a psychological problem-solving and decision-making skill. The questionnaire is constructed in a way that aims to avoid connection to any particular moral philosophical theory. Its theoretical base is the autonomy hypothesis of Piaget. Autonomous reasoning as measured by the questionnaire correlated positively to the level of organizational hierarchy. ECQ-WLB demonstrated satisfying psychometricproperties and reasonable reliability properties. A confirmatory factor analysis (...) showed that the measurement model is compatible with the data. (shrink)

Purpose – The purpose of this paper is to present an overview and to discuss the following issues: most often, discussions about Information and communication technology sustainability focus on environmental issues; however, there are other aspects referring to ICT internal sustainability and to its role as a tool in managing general sustainability issues. The way to handle ICT sustainability issues is also significant. Design/methodology/approach – The paper discusses and investigates various aspects of ICT sustainability, and of methods to handle these (...) issues and make decisions. Findings – Classical philosophy and psychological empirical research on decision-making demonstrate the way to take care of ICT sustainability issues. This way is philosophizing, which has to be trained and supported for people and organizations involved to acquire the necessary skills and to use suitable methods. Originality/value – The paper highlights other significant aspects of ICT sustainability rather than the environmental impact alone. It also proposes focus on the way ICT sustainability issues are handled rather than focus on normative or ideological aspects of it. (shrink)

Ethical Competence Questionnaire-Working Life and Business (ECQ-WLB) is an effort to build an instrument that measures ethical competence in business as a psychological problem-solving and decision-making skill. The questionnaire is constructed in a way that aims to avoid connection to any particular moral philosophical theory. Its theoretical base is the autonomy hypothesis of Piaget. Autonomous reasoning as measured by the questionnaire correlated positively to the level of organizational hierarchy. ECQ-WLB demonstrated satisfying psychometricproperties and reasonable reliability properties. A confirmatory factor analysis (...) showed that the measurement model is compatible with the data. (shrink)

In the present study business managers in Kabi Pharmacia Company were trained in the use of the autonomous method in their decision-making about solving real life business ethics problems. According to the psychological theories of Piaget, Vygotsky, and Kohlberg, it is possible to promote the acquisition of the autonomous ethical skill by instruction and training. Indeed, participation in a one-day educational programme which focused on the training of the autonomous cognitive ability and not on the transfer of moral content, was (...) sufficient to provide a shift in the mode of decision-making about business ethics problems towards the autonomous ethical function. This change was still stable one month later. A test was constructed by items representing current business ethics conflicts in order to assess ethical function. (shrink)

Education in business ethics focuses mainly on the improvement of ethical awareness, on philosophical issues, or on the transfer of moral content. However, serious problems with the effectiveness of these methods have been reported. In line with the psychological theories of Piaget, Vygotsky and Kohlberg, and in order to avoid the above problems, the educational effort in the present study was concentrated on the stimulation of development of the underlying autonomous cognitive ability to solve moral problems. Adults were trained to (...) solve business ethics problems according to the autonomous function. The problems were presented in the form of moral conflicts introduced by hypothetical stories. The results showed that simple instructions were sufficient to promote a significant shift in the subjects'' mode of solving the problems towards the autonomous moral function. Both the educational method and the test device are promising. Issues concerning the scoring instrument as well as questions about the transfer and application of the cognitive skill in real situations are discussed. (shrink)