Ethical correlates of role conflict and ambiguity in marketing: The mediating role of cognitive moral development

Ho, Foo Nin; Vitell, Scott J.; Barnes, James H.; Desborde, Rene

doi:10.1007/bf02894347

Cited by 75 publications

(55 citation statements)

References 29 publications

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“…This indicates that regardless of whether or not the accounting practitioners were professionally qualified it did not influence their idealism or relativism levels. The results seem to support Bass et al's (1998) finding, however, they were in contrast with the evidence reported by Ho et al (1997), andSinghapakdi et al (1999) concerning the relationship between qualification and idealism. The findings, therefore, do not support hypotheses H11 and H12.…”

Section: Effect Of Gender Age and Professional Qualifications On Ethcontrasting

confidence: 63%

“…In terms of its relationship with ethical ideology, while Bass et al (1998) claimed that education did not significantly affect the ethical ideology, the studies by Ho et al (1997) and Singhapakdi et al (1999) found that individuals with a higher education level were less idealistic than individuals with a lower academic qualification. However, neither study found a significant relationship between academic qualification and the ethical ideology of relativism.…”

Section: Academic Qualificationmentioning

confidence: 98%

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Ethical Ideology and Ethical Judgments of Accounting Practitioners in Malaysia

Ismail

Ghazali

2011

GADJAH MADA INT. J. BUS.

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The paper intends to explore the ethical ideology and ethical judgments of accounting practitioners in Malaysia. The objectives of this study are twofold. First, the paper intends to examine the factors that contribute to the different ethical ideology among Malaysian accounting practitioners. Second, it aims to investigate the influence of demographic factors and ethical ideology on ethical judgments of accounting practitioners. The study used Forsyth’s (1980) Ethics Position Questionnaire instrument to examine the ethical ideology of the accountants and adopted ethics vignettes used by Emerson et al. (2007) to assess the ethical judgments of the respondents. From the statistical analysis, this study found that age and gender have a significant impact on ethical judgment but not on ethical ideology. In addition, idealism and relativism have a significant influence on ethical judgment, especially in a legally unethical situation.

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Section: Effect Of Gender Age and Professional Qualifications On Ethcontrasting

confidence: 63%

Section: Academic Qualificationmentioning

confidence: 98%

Ethical Ideology and Ethical Judgments of Accounting Practitioners in Malaysia

Ismail

Ghazali

2011

GADJAH MADA INT. J. BUS.

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“…High levels of agreement with statements of this kind are associated with what we call radical relativism, which, in all of its forms, involves a rejection of objective criteria for selecting among truth claims. Interestingly, developmental assessments of relativism and its level of intensity are not statistically significantly correlated (Ho et al, 1997), suggesting that a predisposition toward relativism may be unrelated (or related in complex ways) to developments in the complexity and integration of thought.…”

Section: Degrees Of Relativismmentioning

confidence: 91%

Final Report on Activities Supported by Department of Energy Grant No. DE-FG02-02ER63397, 2002-August 31, 2005

Marquez¹,

Stillings²

2005

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Executive SummaryHampshire College's Center for Science Education focuses on teacher professional development, curriculum development, and student enrichment programs. The Center also maintains significant research programs on student learning and instructional effectiveness. The Center's work is devoted to promoting learning that persists over time and transfers to new situations in and out of school. Our projects develop the implications of the increasing agreement among teachers and researchers that effective learning involves active concept mastery and consistent practice with inquiry and critical thinking.Funds from this Department of Energy grant supported four projects that involved outreach for grades 9-12 in under-served school districts:• Camp Science Investigators (CSI). CSI is a combined professional development institute for science teachers and academic enrichment program for adolescents. Grant funds supported, and allowed us to refine, this ongoing program of the Center during the years [2003][2004][2005]. CSI has affected over 1,000 students per year in under-funded, under-served school districts in five areas of the U.S. •The Collaboration for Excellence in Science Education (CESE). CESE is a partnership with the Springfield, Massachusetts school system to develop physical science curriculum, to foster the professional development of science teachers, and to perform research on student learning in the physical sciences. Grant funds partially supported the planning and establishment of CESE in 2002-03 and its professional development and research programs in 2003-05. During the grant period 10 teachers and over 1,000 students were exposed to the CESE program and curriculum. In addition to its direct service benefits, CESE is structured to generate research data on developmental pathways in science learning. During the grant period, a substantial data set on people's conceptions of energy was generated and analyzed in terms of neo-Piagetian developmental theory. The analysis revealed a developmental sequence that has implications for K-12 physical science instruction and that shows interesting similarities to development in other conceptual domains, such as morality. Papers on the research results appear in three appendices to this report. CESE is an ongoing partnership that will continue beyond the grant.• Technology partnership. The grant supported a partnership in which the School of Cognitive Science at Hampshire shared its expertise and resources in digital technologies with schools and teachers in the cities of Springfield and Holyoke, MA. In a demonstration project Cognitive Science faculty and staff worked with students and teachers in Holyoke to produce video documentaries on scientific/medical topics of community importance. In a one-time curriculum consultation Cognitive Science faculty worked with high school technology teachers and the district coordinator to revise their computer science courses to accord with changing state and national standards.• Hampshire College science faculty ...

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“…Some of the most cited are the Defining Issue Test (Rest, 1986;Rest & Narvàez, 1994), the Person-Situation Interactionist model (Trevino, 1986), the Issue-Contingency Model (Jones, 1991), the Deontological (norms and environment) or Teleological (stakeholders, consequences, personal characteristics) Evaluation model (Hunt & Vitell, 1986, 1993, the Action-Controlled model (Ferrell, Gresham, & Fraedrich,1989), and the Moral Judgment Test (Lind, 2008). The common tenets of these models and tests are that the ethical decision-making process is multidimensional; that it makes use of the interplay between cognition, affect, and behavior; and that it takes into account individual, situational, and issue-specific conditions (Ho et al, 1997;Wimbush, 1999;Ho & Redfern, 2010).…”

Section: Normative Cognitive Moral Development Modelsmentioning

confidence: 99%

“…The link between moral reasoning and ethical/moral behavior has produced an extensive research-based body of knowledge generally associated with two multifaceted schools of thought: one lead by moral philosophers and the other by social scientists (Ho, Vitell, Barnes, &Desborde, 1997;Wimbush, 1999). According to key philosophical theories (Cavico & Mujtaba, 2009;Frederiksen, 2010;Kujala, Lämsä, & Penttila, 2011) such as ethical egoism (short-and long-term self-interest), ethical relativism (when in Rome, do what the Romans do!…”

Section: Introductionmentioning

confidence: 99%

Moral Reasoning, Academic Dishonesty, and Business Students

Bélanger

Leonard²,

LeBrasseur³

2012

IJHE

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This study links moral reasoning, academic dishonesty, and business students. Undergraduate business students (N = 1357) from eight Ontario (Canada) universities responded to a survey to express their perceptions and expectations of their academic environment and the variables that can help them to understand what is morally right and what is morally wrong. Results revealed these emerging adults welcome some moral guidance but they are not inclined to encumber themselves with too many rules. Their main expectations revolve around self-confidence, independence of thought and action, acceptance of responsibility for themselves, and what academic dishonesty involves. The authors discuss these findings in the context of moral development of emerging adults who are challenged to achieve identity coherence and ethical judgment. For their part, business schools have the obligation to offer enriching academic experiences and train values-based leaders without preaching 'morality'.

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Ethical correlates of role conflict and ambiguity in marketing: The mediating role of cognitive moral development

Cited by 75 publications

References 29 publications

Ethical Ideology and Ethical Judgments of Accounting Practitioners in Malaysia

Ethical Ideology and Ethical Judgments of Accounting Practitioners in Malaysia

Final Report on Activities Supported by Department of Energy Grant No. DE-FG02-02ER63397, 2002-August 31, 2005

Moral Reasoning, Academic Dishonesty, and Business Students

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