商科学生的道德认知:性别有影响

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2022-09-16 DOI:10.1080/08832323.2022.2107606

Alexander Chen, Michael J. Rubach, M. Carson, Ashlynn Morton

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引用次数: 0

摘要

摘要对262名大学生的道德认知进行了调查。本研究遵循了先前的研究，使用了10个场景，涵盖了四个类别:社会责任、个人收益、公司收益和道德原则。研究结果表明，社会问题和道德原则对学生来说更重要，而个人利益比企业利益更重要。性别在道德观念中起着重要作用，女性对不道德行为的容忍度较低。在课堂上遇到道德观念和参加宗教活动的女性对不道德行为的接受程度较低。显示了道德教育的后果，性别是一个中间(控制)因素。

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Perceived ethics among business students: Gender makes a difference

Abstract The authors examined the ethical perceptions of 262 college students. The present study follows prior studies using 10 scenarios that cover four categories: societal responsibilities, personal gains, corporate gains, and ethical principles. The findings indicate that social issues and ethical principles are more important to students, while personal gains have more significance than corporate gains. Gender plays a significant role in moral perceptions, with women being less tolerant of unethical behavior. Women who encountered ethical concepts in classes and participated in religious practices were less accepting of unethical behaviors. Ramifications for ethics education are shown, with gender being an intermediate (control) factor.

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.