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Loneliness as impetus, isolation as inertia: Reporting cheating peers in business school
Journal of Education For Business
Abstract
Business education scholarship has explored cheating behavior as a function of demographics, culture, personality, and other factors. Expanding current knowledge on the topic, the authors provide the first known empirical investigation of two negatively valenced psychosocial conditions—social loneliness and social isolation—in relation to students’ decisions to (not) report their peers’ cheating behaviors. Surveying 231 graduate business students from Europe and South Asia, the authors find that social loneliness gives impetus for students to report such behaviors, while social isolation provides inertia to not report them. The results offer fresh insights for faculty and administrators hoping to improve their understanding of academic dishonesty among business students.
... Academes nevertheless can adopt policies that encourage ethical scholarship and develop strategies that prevent intellectual dishonesty [10,47]; they can also establish an institutional framework that "places a strong emphasis on prevention and education, backed up by robust and transparent procedures for detecting and punishing plagiarism" [48]. For instance, establishing integrity policies such as honor codes has been the move taken by certain higher education institutions to deal with academic integrity violations [49] and to "hold students responsible for academic honesty" [50]. Honor codes have been found to meaningfully influence students' behaviors [51,52] In summary, these studies have broadened the researcher's perspectives on the extent to which investigations on plagiarism have been advanced by researchers. ...
The prevalence of plagiarism among college students has posed challenges to academic integrity in higher education institutions (HEIs) all over the world. Through mixed methods, this study determined students’ level of knowledge of plagiarism along five areas to provide baseline data as basis for an intervention that would promote intellectual honesty. Participants consisted of 283 randomly selected undergraduate students. A validated survey questionnaire was used to gather the data, which were treated using descriptive-inferential statistics and thematic analysis. Results revealed that the participants had very high level of knowledge in terms of the basic concepts about plagiarism, the ways of detecting this form of intellectual theft, and the possible adverse consequences when one was caught plagiarizing. The students, however, had low level of knowledge of the subject in terms of its more technical aspects such as its different forms as well as accurate citation and documentation of sources. Moreover, sex had a significant main effect on students’ knowledge of plagiarism in terms of its harmful consequences while department exerted a significant main effect along harmful consequences including citation and documentation. Furthermore, sex and type of senior high school (SHS) graduated from had a significant interaction effect along ways of detecting plagiarism and consequences of intellectual theft. Considering the findings, the researcher forwarded the establishment of the SPUP Honor Code that would provide the necessary structure for managing academic dishonesty especially plagiarism through educative, corrective, and restorative mechanisms towards promoting the principles and values of academic integrity.
... This problem may be exacerbated in required undergraduate business courses, where students may be content to settle for superficial understanding (Miltenburg, 2019). Although academic integrity is a key concern for faculty and administrators, plagiarism and other forms of cheating are unfortunately common (Singh, 2013;Smith, Ripp e, & Dubinsky, 2019). Atkinson, Nau, and Symons (2016) suggested that cheating could be reduced through customized assessments (e.g. that are unique to each student). ...
This article describes a web-based application that can be used to help teach linear programming (LP) using an active learning approach in business courses such as management science and decision analysis. The software asks 42 integrated questions that guide students in creating product mix models and performing related analysis in Excel with Solver. Automated grading and extensive commentary provide fast feedback and help students more holistically understand topical relationships. Humor helps make learning the material more engaging and fun. The application uses randomized data and cell layout locations to encourage academic integrity and make repeated practice more value-adding. Assessment results suggest that the application offers challenges and supports learning.
Engaging in unethical consumption behaviors is
an acute societal problem that can have severe consequences
for adolescents, and businesses in particular have
been accused of making such consumption particularly
appealing and accessible. However, the causes of unethical
behaviors are not well understood and research on the
causes has been mixed. In this research, we investigate the
effects of coping strategies for loneliness on adolescents’
adoption of unethical behaviors, a topic that business ethics
research has not explored. In a large-scale study (n = 409)
of adolescents (ages 13–17), we show that whether loneliness
leads to the adoption of unethical behaviors depends
on the strategies adolescents use to cope with their loneliness:
active coping strategies are associated with fewer
unethical behaviors, whereas passive coping strategies are
associated with more unethical behaviors. In addition, we
show that active and passive coping strategies can be
executed through consumption practices. We show that the
relation between active coping and fewer unethical
behaviors is mediated by sharing of possessions, whereas
the relation between passive coping strategies and more
unethical behaviors is mediated by product acquisition.
Social exclusion was manipulated by telling people that they would end up alone later in life or that other participants had rejected them. These manipulations caused participants to behave more aggressively. Excluded people issued a more negative job evaluation against someone who insulted them (Experiments 1 and 2). Excluded people also blasted a target with higher levels of aversive noise both when the target had insulted them (Experiment 4) and when the target was a neutral person and no interaction had occurred (Experiment 5). However, excluded people were not more aggressive toward someone who issued praise (Experiment 3). These responses were specific to social exclusion (as opposed to other misfortunes) and were not mediated by emotion.
Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty-five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools were rated the most beneficial engagement strategies in the learner-to-learner category, whereas sending regular announcements or email reminders and providing grading rubrics for all assignments were rated most beneficial in learner-to-instructor category. In the learner-content category, students mentioned working on real-world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed the effect of age, gender, and years of online learning experience differences on students’ perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.
Decades of studies show that most students cheat at some point in their academic career. This has mainly been dealt with by surveillance and technical solutions. This paper shows that by signaling a reminder of moral conduct universities can create norms that lessen the chance of unethical behavior in tests. An experiment was conducted in a Finnish business school, where 99 students were tested with a mathematical quiz. All participants were given the opportunity to cheat by self-reporting the scores. Half of them received a reminder of moral conduct which decreased the reported math scores, thus indicating less cheating. The results indicate that male students cheat more than females. The findings support the use of primes to mitigate cheating. It is argued that reducing cheating in business schools has implications for graduates' future ethical business behavior.
Drawing on social identity theory and social-cognitive theory, we hypothesize that organizational identification predicts unethical pro-organizational behavior (UPB) through the mediation of moral disengagement. We further propose that competitive interorganizational relations enhance the hypothesized relationships. Three studies conducted in China and the United States using both survey and vignette methodologies provided convergent support for our model. Study 1 revealed that higher organizational identifiers engaged in more UPB, and that this effect was mediated by moral disengagement. Study 2 found that organizational identification once again predicted UPB through the mediation of moral disengagement, and that the mediation relationship was stronger when employees perceived a higher level of industry competition. Finally, Study 3 replicated the above findings using a vignette experiment to provide stronger evidence of causality. Theoretical and practical implications are discussed. (PsycINFO Database Record
http://link.springer.com/article/10.1007/s10551-015-2939-z
Published in Online First on 11/20/2012
A well-known common wisdom asserts that strong social bonds undermine delinquency. However, there is little empirical evidence to substantiate this assertion regarding adolescence academic cheating across cultures. In this study, we adopt social bonding theory and develop a theoretical model involving four social bonds (parental attachment, academic commitment, peer involvement, and moral values) and adolescence self-reported academic cheating behavior and cheating perception. Based on 913 adolescents (average age = 15.88) in France (n = 429) and China (n = 484), we show that parental attachment, academic commitment, and moral values curb academic cheating; counter-intuitively, peer involvement contributes to cheating. We test our theoretical model across culture and gender, separately, using multi-group analyses. For French teens, peer involvement encourages and moral values undermine cheating; for Chinese adolescents, all four social bonds contribute to cheating, similar to the whole sample. For girls, parental attachment deters, but peer involvement enhances cheating. For boys, parental attachment is the only social bond that does not affect cheating. We treat social integration (popularity) as a mediator of the relationship between peer involvement and social bonds that, in turn, related to cheating and ask: Considering popularity, who are likely to cheat? Our answers provide an interesting paradox: Popularity matters, yet popular French girls and unpopular Chinese boys are likely to cheat. Social sharing is a positive pro-social behavior in consumer behavior. However, academic cheating and rule breaking, reflecting self-serving altruism and the red sneakers effect, at a very young age may have the potential to grow into the Enron Effect later in their lives as executives in organizations. We shed new lights on both the bright and dark sides of social bonds on cheating, demonstrate bad company corrupts good morals, differently, across culture and gender, and provide practical implications to social bonding, business ethics, and cheating.
The goal of this study was to identify mechanisms associated with chronic loneliness by examining the effect of adolescents' accumulated history of loneliness on responses to new social situations. Specifically, this study investigated whether attributions and emotions in situations of social inclusion and exclusion differ between chronically lonely adolescents and adolescents with a different loneliness history. A total of 730 adolescents (Mage at Wave 1 = 15.43 years) participated in a 4-wave longitudinal study with annual loneliness assessments. A chronic loneliness trajectory was identified, in addition to low-stable, moderate-stable, moderate-increasing, and high-decreasing loneliness trajectories. At Wave 4, vignettes depicting social inclusion and exclusion were presented, and participants rated a set of attributions and emotions following each vignette. Compared with individuals following other trajectories, chronically lonely adolescents were characterized by hypersensitivity to social exclusion (i.e., higher levels of negative emotions) and hyposensitivity to social inclusion (i.e., lower levels of enthusiasm). Further, chronically lonely adolescents had a stronger tendency to attribute social inclusion to circumstantial factors and social exclusion to internal and stable characteristics. This maladaptive attribution style partially mediated their emotional experiences. Together, results indicate that chronically lonely individuals respond to social situations in ways that may perpetuate rather than reduce their loneliness. (PsycINFO Database Record
(c) 2015 APA, all rights reserved).
This paper centres on the sense of isolation that online study may engender among learners, a factor often ignored by many educators, but one that may make the difference between a successful and an unsuccessful online learning environment for many students. The importance of a proper appreciation of the learners' social context is stressed, as is the concept of the 'virtual self' that individual learners may choose to portray during online communication. The authors suggest three protocols that can be built into the fabric of online courses in order that a sense of community may be enabled to exist, and productive social interaction can occur. These are (1) the greater use of synchronous communication facilities (in addition to, rather than instead of, asynchronous ones), (2) the deliberate design and inclusion of a 'forming' stage, or 'warm-up' period, incorporated as an essential component into the course structure, and (3) a much greater emphasis on the provision of (and adherence to) guidelines for successful online communication. The paper concludes by suggesting that by creating an online sense of 'self', the participants of an online course can alleviate feelings of isolation, and create an online community that assists the learning process.
Three studies were undertaken to investigate the relation between loneliness ant interpersonal trust. Study 1 revealed that college students' loneliness was negatively correlated with trust beliefs on Rotter's Interpersonal Trust scale. Also, students who scored low on loneliness displayed an increase in trusting behavior across reciprocated trials in a Prisoner's Dilemma game whereas students scoring high in loneliness did not display a similar increase in trusting behavior. Study 2 revealed that students' loneliness was negatively correlated with their: (a) emotional trust and reliability trust in close peers; (b) belief that they were trusted, in terms of disclosure receptivity and social responsibility, by their close peers; and (c) ratings of the trusting and quality of relationships with close peers
Purpose of the Study: Academic dishonesty is endemic in business education, and research suggests strongly that marketing students are frequent culprits. In this study, the authors investigate (a) what students think of various cheating behaviors, (b) whether students perceive cheating as a serious ethical problem, and (c) whether students exhibit ethical intentions (e.g., not cheat, report on peers) in response to problematic situations. Method/Design and Sample: A sample of 235 marketing students completed a self-administered questionnaire that included items dealing with personal ethical ideologies, perceptions of cheating behaviors, and reactions to four academic dishonesty scenarios. Data were analyzed using frequencies, analysis of variance, and regression. Results: Overall, students have mixed perceptions about cheating behaviors. They recognize that cheating is an ethical problem and exhibit ethical intentions not to cheat; however, they are reluctant to report, or snitch, on other students. Female students are less likely to view cheating behaviors as trivial and more willing to report them. Value to Marketing Educators: The article's findings should encourage marketing educators to specify clearly for students the characteristics, problems, and outcomes of cheating. Educators should work with students to nurture their understanding of ethical decision making as it relates to cheating. With regard to students' potential responses to cheating, marketing educators should be aware that ethical intentions could involve distinct choices (not) to cheat and/or (not) to report cheating behavior.
Most people have experienced loneliness and have been able to overcome it to reconnect with other people. In the current review, we provide a life-span perspective on one component of the evolutionary theory of loneliness-a component we refer to as the reaffiliation motive (RAM). The RAM represents the motivation to reconnect with others that is triggered by perceived social isolation. Loneliness is often a transient experience because the RAM leads to reconnection, but sometimes this motivation can fail, leading to prolonged loneliness. We review evidence of how aspects of the RAM change across development and how these aspects can fail for different reasons across the life span. We conclude with a discussion of age-appropriate interventions that may help to alleviate prolonged loneliness.
© The Author(s) 2015.
Access to on-line version of the paper at http://pps.sagepub.com/content/10/2/250.full.pdf+html
This study illustrates that over the past thirty years, Americans have become less socially isolated while using public spaces. Based on content analysis of films from four public spaces over a thirty-year period, the behavior and characteristics of 143,593 people were coded. The most dramatic changes in the social life of urban public spaces have been an increase in the proportion of women and a corresponding increase in the tendency for men and women to spend time together in public. Despite the ubiquity of mobile phones, their rate of use in public is relatively small. Mobile phones users appear less often in spaces where there are more groups, and most often in spaces where people might otherwise be walking alone. This suggests that, when framed as a communication tool, mobile phone use is associated with reduced public isolation, although it is associated with an increased likelihood to linger and with time spent lingering in public. We argue that public spaces are an important component of the communication system that provides exposure to diverse messages, brings people into contact to discuss their needs and interests, and helps people recognize their commonalities and accept their differences. The increased tendency to spend time in groups while in public contrasts with evidence from other research that suggests a decline in American public life, and that mobile phones have increased social isolation in public spaces. The increase in group behavior, women, and lingering in public may have positive implications for engagement within the public sphere.
Background:
Previous research has shown that loneliness is strongly associated with both physical and psychological ill health, particularly among adolescents. Factor analytic research has also shown that loneliness is a multi-dimensional construct, characterized by e.g. feelings of isolation, and relational and collective connectedness. While factor analytic representations of the phenomenon effectively illustrate the structure and form of the loneliness construct, they may not adequately capture its expression in the population within, among and across individuals.
Method:
The current study modelled the expression of loneliness among a population sample of Northern Irish adolescents using latent class analysis. Data from the Young Life and Times Survey (2011) was used to identify the fewest groups of adolescents in the population characterized by discrete and shared loneliness profiles based on their responses to the UCLA Loneliness Scale (UCLA-LS). Individual "at risk" status for psychiatric morbidity was then assessed on the basis of LCA-group membership.
Results:
Four groups of adolescents were identified: 1) high loneliness, characterized predominantly by feelings of isolation, 2) intermediate loneliness (two groups), and a baseline group with low levels of loneliness. While all groups were more likely to screen positive for psychiatric morbidity compared with the baseline group, notable risk, however, was attributable to specific isolation experiences or disconnectedness, that characterized both the profiles of the high loneliness group and the similar, but less severe, intermediate loneliness group.
Conclusions:
Loneliness is distributed throughout the adolescent population; however, among a significant minority, loneliness is predominantly characterized by feelings of isolation and is strongly indicative of psychological ill health.
This research tested the idea that the risk of exclusion from one's group motivates group members to engage in unethical behaviors that secure better outcomes for the group (pro-group unethical behaviors). We theorized that this effect occurs because those at risk of exclusion seek to improve their inclusionary status by engaging in unethical behaviors that benefit the group; we tested this assumption by examining how the effect of exclusion risk on pro-group unethical behavior varies as a function of group members' need for inclusion. A 2-wave field study conducted among a diverse sample of employees working in groups (Study 1) and a constructive replication using a laboratory experiment (Study 2) provided converging evidence for the theory. Study 1 found that perceived risk of exclusion from one's workgroup predicted employees' engagement in pro-group unethical behaviors, but only when employees have a high (not low) need for inclusion. In Study 2, compared to low risk of exclusion from a group, high risk of exclusion led to more pro-group (but not pro-self) unethical behaviors, but only for participants with a high (not low) need for inclusion. We discuss implications for theory and the management of unethical behaviors in organizations. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Purpose of the Study: Social relations are a key aspect of aging and the life course. In this paper, we trace the scientific origins of the study of social relations, focusing in particular on research grounded in the convoy model.
We first briefly review and critique influential historical studies to illustrate how the scientific study of social relations developed. Next, we highlight early and current findings grounded in the convoy model that have provided key insights into theory, method, policy, and practice in the study of aging.
Early social relations research, while influential, lacked the combined approach of theoretical grounding and methodological rigor. Nevertheless, previous research findings, especially from anthropology, suggested the importance of social relations in the achievement of positive outcomes. Considering both life span and life course perspectives and grounded in a multidisciplinary perspective, the convoy model was developed to unify and consolidate scattered evidence while at the same time directing future empirical and applied research. Early findings are summarized, current evidence presented, and future directions projected.
The convoy model has provided a useful framework in the study of aging, especially for understanding predictors and consequences of social relations across the life course.
Little is currently known about cheating among graduate business students. We collected data from more than 5,000 business (mostly MBA) and nonbusiness graduate students at 32 colleges and universities in the United States and Canada during the 2002-2003 and 2003-2004 academic years to test a series of hypotheses regarding the prevalence of graduate business student cheating and reasons why these students cheat. We found that graduate business students cheat more than their nonbusiness-student peers. Correlation results found cheating to be associated with perceived peer behavior, as well as the perceived certainty of being reported by a peer, and the understanding and acceptance of academic integrity policies by students and faculty. But, regression analysis results suggest that perceived peer behavior has the largest effect. Drawing from these findings and past research on undergraduate students, we propose strategies that business schools and faculty can use to promote academic integrity in graduate business programs.
Have the core discussion networks of Americans changed in the past two decades? In 1985, the General Social Survey (GSS) collected the first nationally representative data on the confidants with whom Americans discuss important matters. In the 2004 GSS the authors replicated those questions to assess social change in core network structures. Discussion networks are smaller in 2004 than in 1985. The number of people saying there is no one with whom they discuss important matters nearly tripled. The mean network size decreases by about a third (one confidant), from 2.94 in 1985 to 2.08 in 2004. The modal respondent now reports having no confidant; the modal respondent in 1985 had three confidants. Both kin and non-kin confidants were lost in the past two decades, but the greater decrease of non-kin ties leads to more confidant networks centered on spouses and parents, with fewer contacts through voluntary associations and neighborhoods. Most people have densely interconnected confidants similar to them. Some changes reflect the changing demographics of the U.S. population. Educational heterogeneity of social ties has decreased, racial heterogeneity has increased. The data may overestimate the number of social isolates, but these shrinking networks reflect an important social change in America.
Recent quantitative investigations consistently single out considerable gender variations in the experience of loneliness in Australia, and in particular how men are especially prone to protracted and serious episodes of loneliness. In 2017 the Director of Lifeline implicated loneliness as a significant factor in suicide among Australian men – currently three times the rate of suicide among women. Compared to women men also struggle to talk about loneliness or seek help from a range of informal and professional sources. We know very little about men’s experience of loneliness or why they are so susceptible to it currently and research is urgently needed in order to design specific interventions for them. To date, psychology has dominated the theoretical research on loneliness but in this article we argue that sociology has a key role to play in broadening out the theoretical terrain of this understanding so as to create culturally informed interventions. Most researchers agree that loneliness occurs when belongingess needs remain unmet, yet it is also acknowledged that such needs are culturally specific and changing. We need to understand how loneliness and gender cultures configure for men; how they are located in different ethnic, class and age cohort cultures as well as the changing social/economic/spatial/public/institutional bases for belonging across Australia. Theoretical enquiry must encompass the broader social structural narratives (Bauman, Giddens and Sennett) and link these to the changing nature of belonging in everyday life – across the public sphere, the domestic sphere, work, in kinship systems, housing and settlement patterns, associational life, in embodied relationships and online.
Historically, scholarship on ethics in sport has focused almost exclusively on practices of athletes, coaches and leagues. In this study, we highlight a serious void in the existing empirical literature on morality – ethical ideology and intention – of sport fans. Applying ‘bracketed morality,’ sport fans sometimes enact or accept behaviours otherwise regarded as problematic in everyday situations – insulting athletes, cursing at officials, celebrating riotously and/or intimidating fans of rival teams. Only some fans actually sanction (oppose) these kinds of behaviours, suggesting that they are questionable but not necessarily problematic, and, thus, worthy of closer investigation. Here, with the aid of four scenarios, we find that sport fans’ ethical ideology influences ethical intention. We also find that this influence is mediated twofold by ethical perception of moral problems and trivialization of observed situations, with trivialization exhibiting greater influence. Hence, while ethical ideologies and perceptions are important, they may be bracketed in evaluations of sport-fan behaviours.
A critical element in the evolution of a fundamental body of knowledge in marketing, as well as for improved marketing practice, is the development of better measures of the variables with which marketers work. In this article an approach is outlined by which this goal can be achieved and portions of the approach are illustrated in terms of a job satisfaction measure.
This article connects two current debates: the rise of single-person households or of ‘solitaries’, and the so-called ‘loneliness epidemic’. It raises questions about how these are associated, via social-science literature on loneliness as a social, contextual and subjective experience, and findings in that literature about the relevance of lone-person households. The article is concerned to explore the history of living alone as a form of family structure, via analysis of European, North American and Japanese pre-industrial and industrial listings of inhabitants, and the post-1851 British censuses to 2011. It also does this cartographically via British mapping of lone-person households in 1851, 1881, 1911 and 2011. It documents dramatic rise across many countries in single-person households during the twentieth century, notably since the 1960s. Many pre-industrial settlements had no single-person households, and the average was around 5 percent of households. The current western proportions of such households (e.g. 31 percent in the UK) are wholly unprecedented historically, even reaching to 60 percent or more of households in some modern European and North American cities. The discussion examines this trend – which has very wide ramifications – and raises issues about its relevance for modern problems of loneliness as a social and welfare concern.
Very little research has been done looking at the effects of salespeople’s actions on customer satisfaction with salespeople, their companies, and service encounters. This paper reports results of a role-playing experiment involving 272 individuals that was undertaken to examine these issues. Results indicate several important findings. First, services failure attributed to factors outside the control of salespeople did not affect customer satisfaction with salespeople. However, failures attributed to salespeople’s actions did have a negative effect on customer satisfaction with both salespeople and their companies. Salespeople offering customers compensation for service failure had no effect on customer satisfaction with the salespeople. Customer compensation did have a positive effect on satisfaction with the service encounter and the company. Implications are discussed.
This study investigated the experience of loneliness in college students studying far away from home in a new culture, while undergoing changes in the balance of different relationships in their lives. A sample of 103 overseas students (45 males and 58 females), who came from North America to Israel on a one-year program, completed the UCLA Loneliness Scale, indices of quantity and quality of social relationships, and the Intimacy Scale. Contrary to what was expected, the loneliness scores of the overseas students were not higher than the normative scores of American college students. The predictors of loneliness were satisfaction with friends in Israel (22%), satisfaction with friends back home (11%), eating and spending weekends alone (4%), and opposite-sex intimacy (2%). Interviews with a subsample of students (n = 20) showed that within a few weeks most students enjoyed strong social support from their overseas friends. Limitations of the study and directions for future research on overseas loneliness are discussed and implications for counselors are suggested.
This study examines how Tibetan teens use the mobile phone to maintain their social networks and how their social network connections via the mobile phone in turn affect their psychological well-being. In doing so, the study explores the effect of motives for mobile phone use and mobile phone skills as antecedents. Findings of a survey of 1,135 teen mobile phone users living in Tibet showed that they actively use the mobile phone as an important means of communication and a source of social support to help reduce loneliness. The implications of the findings are discussed in terms of illuminating how the mobile phone fits into the lives of Tibetan teenagers who are geographically isolated and resource-poor.
Cheating has permeated many facets of American life. Reports on cheating are found in business, the media and on college campuses. Perhaps one of the more disturbing trends is reports on increasing cheating among grade and high school teachers and administrators. This makes the behavior, motivation and training of education students relevant for scrutiny. The paper examines academic dishonesty among college students training to be teachers. The study uncovers through factor analysis four salient dimensions of cheating, namely Flagrant Cheating, Insidious Cheating, Collusion and Illicit Collaboration. It also uncovers the key motivators of cheating, identifies relevant individual characteristics and demonstrates their relation to the salient dimensions of cheating Policy implications are also discussed to improve ethics education.
Attachment theory proposes that people form strong social ties because certain relationships provide feelings of security and support. Traditionally, theorists and researchers have assumed that because this process is innate and evolved, only human targets are capable of meeting a person's needs for security. Recent research challenges this assumption by demonstrating that an array of targets, such as places and pets, can also satisfy needs for security, particularly under conditions of threatened or absent connection to other people. We bring together these diverse findings and discuss how they enrich our understanding of the nature and operation of attachment processes and related phenomena. Specifically, this line of research contributes to a comprehensive picture of the diverse means by which people flexibly seek and maintain psychological security both within and outside of their close, interpersonal relationships. It also raises new research questions concerning the similarities and differences between human and non‐human support.
Questionnaires returned by 207 graduate business students suggest that their academic ethics are similar to those of undergraduates as reported in the literature. Eighty percent had engaged in at least 1 of 15 unethical academic practices more than infrequently in graduate school. However, no relationship was found between the ethical behavior and attitude of graduate business students and student characteristics, a relationship that has been found in studies of undergraduates. The unethical graduate student was seen as wanting a high grade but not having or taking the time to prepare adequately to earn it, believing no one is hurt by his or her behavior, and seeing little chance of getting caught.
The present study builds on the child-by-environment model and examines the joint contribution of intra-individual characteristics (i.e., self-esteem and shyness) and peer experiences (i.e., social acceptance, victimization, friendship quantity, and friendship quality) in the association with loneliness. A total of 884 adolescents (Mage= 15.80; 68 percent female) participated in this multi-informant study. Results indicated that, in addition to self-esteem and shyness, being poorly accepted by peers, being victimized, lacking friends, and experiencing poor-quality friendships each contributed independently to the experience of loneliness. Further, friendship quantity and quality mediated the relation between the two intra-individual characteristics and loneliness. Finally, a significant interaction was found between self-esteem and social acceptance in predicting loneliness. The present study highlights the importance of investigating the joint effects of inter-individual experiences and intra-individual characteristics in examining loneliness. Suggestions to elaborate the child-by-environment model in loneliness research are discussed, and clinical implications are outlined.
Research in social epidemiology suggests that the absence of positive social relationships is a significant risk factor for broad-based morbidity and mortality. The nature of these social relationships and the mechanisms underlying this association are of increasing interest as the population gets older and the health care costs associated with chronic disease escalate in industrialized countries. We review selected evidence on the nature of social relationships and focus on one particular facet of the connection continuum – the extent to which an individual feels isolated (i.e., feels lonely) in a social world. Evidence indicates that loneliness heightens sensitivity to social threats and motivates the renewal of social connections, but it can also impair executive functioning, sleep, and mental and physical well-being. Together, these effects contribute to higher rates of morbidity and mortality in lonely older adults.
The present study was an empirical analysis designed to measure the social networks of master of business administration (M.B.A.) students and the networks' relationships to attitudinal and performance outcomes. Results from 250 students indicated that centrality in friendship, communication, and adversarial networks affected both student attitudes and grades. Moreover, an analysis of 62 assigned teams showed that relationships within and between teams also had significant effects on student perceptions of team effectiveness and objective team performance. Implications for student networks and suggestions for future research are discussed.
Two trends in marketing higher education include (a) growing opportunities for intercultural encounters in the classroom and (b) a growing concern about student academic honesty. Research regarding the relationship between specific cultural measures and academic honesty is sparse in the context of marketing and business programs in higher education. This study surveys marketing and business college students from 13 different countries about their perceptions of questionable behaviors concerning academic honesty and measures Hofstede’s commonly studied cultural dimension of individualism/ collectivism as a direct test of the cultural hypotheses presented. As predicted, collectivist business students are more tolerant than individualist business students concerning questionable academic behaviors that are unilateral (e.g., copying material/ papers from the Internet or looking at another student’s exam without the knowledge of the other student), collaborative (e.g., getting exam questions/answers from others or free riding in a group), and delaying (e.g., requesting due date/exam date delays or assignment extensions with false information). In alignment with the theory of reasoned action, results also show that a positive attitude about the value of teamwork (relative to individual work) mediates the effect between collectivism and questionable academic behaviors that are collaborative. The results and recommendations are particularly relevant to marketing educators teaching beginners to advanced courses in a culturally diverse classroom.
The incidence of academic dishonesty has been increasing throughout the past few decades. Past research has indicated that business students cheat more than their peers in other disciplines across the university. And, of particular concern to marketing educators, the current research finds that marketing majors cheat significantly more than their peers in other business disciplines. The research results also indicate that students are much more likely to cheat in situations in which friends (versus mere acquaintances) are involved. The study identifies a robust false consensus effect in which the respondents significantly overestimate the degree to which others cheat. Finally, the research investigates behaviors, beliefs, and propensities related to cheating on electronic exams. The article suggests tactical and strategic measures that business schools and their faculty can use to reduce the incidence of academic dishonesty.
A sample of 1,063 students who were enrolled in an undergraduate marketing course at a large Southeastern university was employed to examine the effects of perceived and admitted cheating behavior on four dimensions of academic integrity and to compare self-report measures of cheating with simulated behavior. Scales representing ways and means to curb cheating, moralistic attitudes toward cheating, cheating locale, and impact on students were developed and tested. Results of MANOVAs suggest that both perceived and admitted cheating behaviors affect the attitudes and opinions of students along these dimensions. A comparison of self-reports with simulated behaviors suggest that self-reports tend to underestimate current rates and that cheating rates are behavior specific. Research and educational implications of the study's results are discussed.
Previous studies have investigated loneliness from primarily one of three traditions: social skills, perceptions of others, and sex-role orientation. How do these variables affect loneliness? Past research addresses their independent effects, making it impossible to know if there are any single or multiple pathways to loneliness. The present study was concerned with the conceptual interdependence of these factors; that is, whether they have unique or joint efforts. Two other issues were also of interest. First, because as previously shown, lonely persons hold negative perceptions of new acquaintances and people in general, we sought to extend this phenomenon to close others. Second, we assessed a wider range of social skills than have formerly been examined in order to specify which particular social skills are most relevant to loneliness. First-year college roommate pairs participated in the study. Individuals completed questionnaires assessing themselves and their roommate. Results showed that lonelier subjects were more deficient in relationship formation and maintenance skills, and held more negative perceptions of their roommates. Social skills inadequacies and negativity produced both unique and joint efforts, making them both important in loneliness. Finally, androgynous subjects were less lonely and appeared to possess two sets of traits both valuable in avoiding loneliness-namely social assertion and acceptance and responsiveness to others.
A total of 183 university students completed measures of attachment, social and emotional loneliness, and social skills. Results indicate that secure attachment and social skills are related on several significant dimensions. Other findings reveal that attachment security and social skills are significantly related to loneliness, representing a replication and extension of previous research (Riggio, Throckmorton, & DePaola, 1990). These results lend support to the notion that securely attached individuals are socially skilled, and that social competence is related to lower perceived levels of loneliness. Finally, regression analyses indicated that the link between secure and fearful attachment, and social loneliness was mediated, in part, by social skills. It is suggested that attachment theory may provide a useful framework for the study of social competence and adjustment.
The nature of management skills is such that they are culturally specific: a management technique or philosophy that is appropriate in one national culture is not necessarily appropriate in another. The paper describes the scope of (work-related) cultural differences as they were revealed by research in more than 50 countries around the world and discusses how these differences affect the validity of management techniques and philosophies in various countries within the functioning and meaning of planning.
This study investigated the differences between American and Polish business college students in their attitudes, perceptions, and tendencies toward academic dishonesty. The study found significant differences between U.S. and Polish business college students' behaviors and beliefs about cheating. The findings from the research are valuable in light of the frequency with which U.S. educators are teaching abroad, as well as in consideration of the number of international students attending American universities.
Research on the development of social relations has been largely fragmented along role‐specific lines and dominated conceptually by attachment theory. The Convoy Model is presented as an alternative to traditional approaches that fail to capture the complexity of social relationships across time and context. Research based on the model converges with that of other investigators to indicate that children benefit from the presence of multiple relations that play diverse roles in their lives, although the importance of specific relations may vary across individuals. A broader conceptualization of social relations is needed to address the place of attachment figures within a larger network of developmentally significant relations.
In this article, the authors investigated personal beliefs and values and opportunism variables that might contribute to the academic dishonesty of American and Hong Kong master of business administration (MBA) students. They also compared American and Hong Kong MBA students with respect to their personal beliefs and values, opportunism, and academic dishonesty variables. Results showed that American MBA students who were idealistic, theistic, intolerant, and not opportunistic were likely to behave ethically. Hong Kong MBA students who were idealistic, intolerant, positive, and not opportunistic tended to act morally. Hong Kong students tended to be less theistic, more tolerant, more detached, more negatively oriented, more relativistic, less achievement-oriented, and more humanistic-oriented than were their American counterparts.
Describes a study that examined perspectives of university faculty and students currently involved in distance education through Web-based instruction. Students and faculty were surveyed on the advantages, disadvantages, and general effectiveness of using the Internet as a teaching and learning tool. (Author/LRW)