Promoting ethical decisions and behaviors is challenging for any organization. Yet managers are still required to make ethical decisions under conditions which deplete their self‐control resources, such as high stress and long hours. This study examines the relationships among symbolic and internal moral identity, self‐control, and ethical behavior, and investigates whether self‐control acts as the mechanism through which moral identity leads to ethical behavior. Findings indicate that internal moral identity overrides symbolic moral identity in the relationship with self‐control and that self‐control fully mediates the relationship between internal moral identity and ethical behavior. The implications for organizations is that while rules, procedures, and ethics training are useful, managers with a strong moral compass will be more likely to practice self‐control leading to more ethical behaviors.

Purpose – The purpose of this paper is to investigate how learning styles and learning spaces interact to stimulate deep learning. Specifically the paper investigated the interaction of learning styles with ethics education and the ethical climate to influence the likelihood of engaging in ethical behavior. Design/methodology/approach – Data were collected from two groups of students – those who had completed a business ethics course and those who had not completed a business ethics course. The sample consisted of 180 undergraduate students at a private university in the USA. Data were analyzed using regression analysis to test the hypotheses. A scenario-based measure of the likelihood of engaging in ethical behavior was developed and implemented in the study. Findings – Both ethics education and ethical climate had a direct impact on a student ' s likelihood of engaging in ethical behavior. The interaction between learning style and business ethics class significantly impacted experiential learners’ likelihood of engaging in ethical behaviors. Results for non-experiential learners as relates to ethical climate were non-significant, but ad hoc analysis indicates ethical climate significantly impacted likelihood to engage in ethical behaviors. Practical implications – The findings have practical implications for how universities should utilize learning spaces both inside and outside the classroom to be stimulate deep learning and be more effective in sensitizing students to ethical behavior. Originality/value – The results support using formal and informal learning spaces to stimulate deep learning as it relates to ethics education in universities.

Self-employment is often viewed as a more desirable work arrangement than working as an employee for a firm. Women are pushed into self-employment due to organizational factors, such as a shrinking workforce or limited job opportunities, while being attracted to self-employment by the many psychological and social benefits (e.g., independence, flexibility, work-life balance, job satisfaction). Despite more women moving into self-employment, this type of employment still has different financial consequences for men and women. This article investigates whether a pay gap exists for self-employed women after controlling for industry, occupation, and hours worked and seeks to quantify the gender wage gap for the self-employed. A sample of 467 self-employed independent contractors in the United States was examined from the 2008 National Study of the Changing Workforce. The results indicate a large financial disparity between self-employed women and men. On average men earned $54,959 as compared to women who earned on average $28,554. Regardless of the parity in education, work experience, number of hours worked, or occupations, women earn less than men in self-employment. Findings suggest the existence of the glass cage‐a phenomenon whereby self-employed women earn significantly less than self-employed men with limited abilities to narrow the economic inequality.