College of Business
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/19
The Mission of the Jake Jabs College of Business & Entrepreneurship (JJCBE) is to provide excellence in undergraduate and select graduate business education.
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Item To Cheat or Not to Cheat?: The Role of Personality in Academic and Business Ethics(2013-11) Bratton, Virginia K.; Strittmatter, ConniePast research (Lawson, 2004 ; Nonis & Swift, 2001) has revealed a correlation between academic and business ethics. Using a sample survey, this study extends this inquiry by examining the role of dispositional variables (neuroticism, extraversion, and conscientiousness) and academic honesty on business ethics perceptions. Results indicate that (1) neuroticism and conscientiousness were positively related to more ethical perceptions in a work context, and (2) academic honesty partially mediated the relationship between conscientiousness and business ethics. Implications to business practitioners and educators are discussed as well as directions for future research.Item Plagiarism awareness among students: assessing integration of ethics theory into library instruction(Association of College and Research Libraries, 2014) Bratton, Virginia K.; Strittmatter, ConnieThe library literature on plagiarism instruction focuses on students’ understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students’ perceptions toward plagiarism ethics. Eighty-six students completed a pre- and posttest survey that measured their ethical perceptions of plagiarism scenarios. The survey used the multidimensional ethics scale (MES) developed by Reidenbach and Robin that is used commonly in business ethics research. The study found that the MES is a reliable tool to measure changes in ethical perceptions of plagiarism. Further, results indicate that students had higher posttest perceptions of plagiarism ethics than they did prior to library instruction. These results suggest that library instruction was effective and had a meaningful impact on students’ perceptions toward plagiarism ethics.