This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence among students. Our results point to the need to further examine the connections among academic institutional structures, ethics pedagogy, and students’ moral development. Copyright Springer Science+Business Media B.V. 2007business education, ethical culture, ethics teaching, moral competence, moral judgment, moral reasoning,

This research seeks to expand our understanding of individual readiness to change and its antecedents. Antecedents to change are explored including both the objective and subjective context of change in an effort to clarify their significance and relationship with individual readiness to change and in determining the success of change. A theoretically sound and testable individual readiness model is presented including a brief discussion on how to go about testing each variables of the proposed model.

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This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. These results suggest that faculty are approaching ethics instruction less formally, raising concerns over the success of curriculum integration.

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