Wann und warum entscheiden sich Menschen für unehrliches Verhalten? Durch das Verständnis von unehrlichem Verhalten sind politische Entscheidungsträger besser in der Lage, ein solches Verhalten zu verhindern und eine florierende Gesellschaft und Wirtschaft zu unterstützen. Das Studium der Unehrlichkeit hat in den letzten Jahren eine Blütezeit erlebt, angetrieben durch die Etablierung von Crowd-Sourced-Arbeitsplattformen, obwohl auch einige wichtige Feldarbeiten entstanden sind. Die empirischen Erkenntnisse aus diesen Studien haben die Entstehung neuer ökonomischer und psychologischer Modelle zur Erklärung unehrlichen Verhaltens unterstützt. Doch wie replizierbar und verallgemeinerbar sind die führenden experimentellen Ergebnisse? Und welche anderen kontextuellen Faktoren wie die Art und das Ausmaß der Belohnung und die Designentscheidungen des Experimentators können unehrliches Verhalten beeinflussen? Im Mittelpunkt dieser Arbeit stand der Versuch der Replikation einer in der akademischen Welt und in der populären Presse viel zitierten Arbeit. Frühere Replikationsversuche haben diese Arbeit umgangen, da es schwierig war, Zugang zu professionellen Teilnehmern zu bekommen. Die Arbeit, die wir zu wiederholen versuchten, ergab, dass nur Banker, deren berufliche Identität hervorgehoben wurde, sich unehrlich verhielten. Diese Arbeit basierte auf der Vorstellung, dass das Priming, also das Hervorheben eines Aspekts der Identität einer Person und der damit verbundenen Normen, das Verhalten beeinflussen würde. Da das Priming der professionellen Bankidentität Unehrlichkeit auslöste, wurde daraus geschlossen, dass dies ein Hinweis auf problematische Normen im Bankensektor ist. Es war jedoch unklar, ob dieses Ergebnis auch für andere Banken gilt, z. B. in der gleichen oder einer anderen Gerichtsbarkeit, in verschiedenen Segmenten (z. B. Commercial versus Investment Banking) und im Zeitverlauf. / When and why do people decide to behave dishonestly? By understanding dishonest behaviour, policy makers are better able to deter such behaviour and to support a thriving society and economy. The study of dishonesty has flourished in recent years, driven by the establishment of crowd-sourced labour platforms, though some important field work has also emerged. The empirical findings from these studies have supported the emergence of new economic and psychological models to explain dishonest behaviour. Yet, how replicable and generalisable are leading experimental findings? And what other contextual factors -- like the nature of reward, scale of reward, and design choices from the experimenter-- may drive dishonest behaviour? The central focus of this thesis was the attempted replication of a heavily cited paper in academia and the popular press. Previous replication efforts by-passed this work given the challenge of accessing professional participants. The paper which we attempted to replicate found that only bankers whose professional identity was made salient behaved dishonestly. This work was based on the notion that priming, or making salient one aspect of an individual’s identity and the associated norms, would affect behaviour. As priming professional banking identity prompted dishonesty, this was concluded to be indicative of problematic norms in the banking sector. Though it was unclear if this finding would hold with other banks, for example in the same or other jurisdictions, in different segments (e.g. commercial versus investment banking), and over time.

No description available.

Online schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because of the vast number of technological resources available to students including websites with pre-written papers and the various methods students can now use to instantly communicate with each other. This study combines and synthesizes a literature review and a survey of secondary online English educators at Florida Virtual School to give their perspective on aspects of cheating and plagiarism in online English education including a comparison between online and face to face academic dishonesty, reasons students cheat or plagiarize in online education and attitudes toward academic dishonesty, how students cheat and plagiarize in online classes, how teachers detect academic dishonesty in their online classes, consequences and policies of academic dishonesty in online education, and preventing academic dishonesty in online education. The overall new finding, from comparing both the literature review and the FLVS survey results, was that academic dishonesty in online education is not vastly different from academic dishonesty in face to face classrooms; therefore, academic dishonesty in the online environment is not as much of a mystery as commonly perceived. The survey did, however, expand the knowledge about online academic dishonesty at the secondary level, and specifically in the English Language Arts content area.

A substantial number of employees in South Africa may soon be out of work as the result of their HIV-positive status. The dismissal of an infected employee may be motivated by the fact that he is considered to be incompetent or incapable of doing the work for which he was employed. Customers and fellow employees may refuse to deal with an infected employee, with the result that the employee is dismissed for economic reasons. The nature of the undertaking's activities may be such that the presence of an infected employee constitutes a health risk. For the purposes of carrying out his duty to create and maintain safe working conditions, the employer dismisses the employee. The employer may even force the infected employee to resign. Measures should be taken to improve the situation of infected employees. They include educating employers and employees about the transmission of the human immunodeficiency virus. / Mercentile Law / LL. M.

Education on behalf of social trust constitutes a central theme in all societies. Different forms of cheating and fraud have a negative impact on the bonds of social trust. The purpose of the thesis is to increase understanding of the scope for learning about the individual-society relationship as it finds expression in pedagogical practices involving norms relating to cheating. The established norms concerning school cheating are identified in group-based discussions involving Upper Secondary students and teachers. Students ascribe each other roles on the basis of the perceived capacity to produce school results and thereby also to justify the need for school cheating. In the norm negotiations a significant tolerance is shown towards cheating which is adjudged to be necessary, provided that a hierarchic, fair distribution of grades can be retained. The teachers perceive expectations of acting for goal fulfilment, in the form of good student grades, as based on economic arguments. Good student grades imply satisfied customers in a market exposed to competition and a strong market value for the individual school. From a critical viewpoint these norms are related to the contemporary, dominant neo-liberal principles of commercialisation and individualisation in social organisation. The school actors perceive, in accordance with stratified norm theory, the norms from economic systems of conduct as more strongly conditioning on conduct than those norms from political-administrative or socio-cultural conduct systems. The teachers are aware of expectations, in hidden concert and consent with other school stakeholders, to offer social approval for student cheating and sympathetic marking concerning the lowest grade for passing i.e. violation of rules, where this is necessary to meet the economic as well as political-administrative objectives that have been established. To be part of pedagogic practices involving school cheating implies learning to uncouple rules and practice, law and morality. Such a double agenda is incompatible with norms and ideals in official curricula as well as being destructive of the bonds of social trust; it thereby functions as a hidden curriculum.

This dissertation presents the findings of a qualitative study on understanding the motivating factors underlying repeat attendance in market research studies and the ways in which repeat attendance participants are recruited to take part in such studies. The study was approached from an interpretivist paradigm, employing the self-determination theory and the theory of self-concept maintenance. Purposive sampling was applied. The data was collected by conducting eight semi-structured interviews with participants who had taken part in numerous market research studies. Through thematic analysis, sub themes were identified from the data, combined into second-level themes and grouped into the following three overarching themes: (1) participation motivation; (2) honesty/dishonesty; and (3) recruitment procedures. It was found that participants were not only motivated by extrinsic motivators such as incentives, but that intrinsic motivators were also present. Furthermore, a level of dishonesty was also evident, not only among the participants, but among the recruiters as well. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

A substantial number of employees in South Africa may soon be out of work as the result of their HIV-positive status. The dismissal of an infected employee may be motivated by the fact that he is considered to be incompetent or incapable of doing the work for which he was employed. Customers and fellow employees may refuse to deal with an infected employee, with the result that the employee is dismissed for economic reasons. The nature of the undertaking's activities may be such that the presence of an infected employee constitutes a health risk. For the purposes of carrying out his duty to create and maintain safe working conditions, the employer dismisses the employee. The employer may even force the infected employee to resign. Measures should be taken to improve the situation of infected employees. They include educating employers and employees about the transmission of the human immunodeficiency virus. / Mercentile Law / LL. M.

No description available.

Bakgrund: Den traditionella rekryteringsprocessen har i takt med digitaliseringens utveckling både utmanats och kompletterats. En önskan från organisationer att skapa en mer kompetensbaserad matchning till en specifik position har bidragit till implementeringen av digitala arbetspsykologiska tester i samband med rekryteringsprocessen. Digitala tester kan ge en indikation på en kandidats arbetsprestanda, vilket kan bidra till bättre anställningsbeslut samt att undvika kostsamma felrekryteringar. Vidare berör studien huruvida digitala tester bidrar till mångfald på en arbetsplats samt belysa den kritik mot digitala tester som finns i dagsläget. Det är av intresse att studera de styrkor som digitala tester bidrar med för att komplettera den traditionella rekryteringsprocessen samt reducera eller eliminera dess svagheter. Syfte: Syftet med studien är att skapa en större förståelse för hur digitala arbetspsykologiska tester kompletterar samt utmanar den traditionella rekryteringsprocessen utifrån ett organisatoriskt perspektiv. Vidare är syftet med studien att belysa huruvida digitala arbetspsykologiska tester bidrar till mångfald på arbetsplatsen. Metod: Vi har genomfört en fallstudie då detta gett oss en möjlighet att upprätta en realistisk beskrivning av organisationens utveckling samt möjligheten att studera vårt fall och dess specifika förutsättningar på djupet. Vi har valt att använda oss av en kvalitativ metod i form av sju intervjuer samt fyra datakällor som komplement. Slutsats: Studiens resultat indikerar att implementeringen av digitala arbetspsykologiska tester har bidragit till en positiv påverkan på organisationens rekryteringsprocess. De svagheter som den traditionella rekryteringsprocessen besitter skapar ett större behov för organisationer att komplettera med ett digitalt verktyg som kan skapa en mer kompetensbaserad rekrytering. Digitala tester möjliggör även till objektivitet vid ett urvalsbeslut då beslut grundas på de egenskaper samt kvaliteter som är av värde, istället för rekryterarens personliga åsikter och intressen. Det empiriska resultatet indikerar att digitala tester bidrar till mångfald på arbetsplatsen då dessa medför att rekryteringsprocessen blir mer objektiv, oavsett i vilket stadie testerna utförs. Komplementet bidrar till att rekryterare kan fokusera på att hitta den mest passande kandidaten för positionen och inte påverkas av medvetna eller omedvetna personliga värderingar. / Background: The traditional recruitment process, in association with the development of digitalisation, has been both challenged and complemented. A desire by organizations to create a more competency-based match for a specific position has contributed to the implement of digital work psychological tests in connection with the recruitment process. Digital tests can give an indication of a candidate's work performance, which can contribute to better hiring decisions and to avoid expensive cost of restarting the recruitment process. Furthermore, the study focus on whether digital testing can contribute to diversity in the workplace and highlight the criticism of digital testing. It is of interest to study the strengths of digital testing that can complement and, in some cases, eliminate the weaknesses of the traditional recruitment process. Purpose: The purpose of the study is to create a bigger understanding of how digital work psychological tests complement and challenge the traditional recruitment process from an organizational perspective. Furthermore, the purpose of the study is to clarify whether digital tests contribute to diversity in the workplace. Method: This study is a case study because it gives us an opportunity to create a realistic description of the development of the organization. This also gives us a opportunity to study our case in depth and its specific conditions. We have chosen to use a qualitative method in the form of seven interviews and four data sources as a complement. Conclusion: The study results show that the implementation of digital work psychological tests has contributed to a positive impact on the organisation's recruitment process. The weaknesses of the traditional recruitment process create a greater need for organizations to complement with a digital tool that can create a more competency-based recruitment. Digital testing also allows for objectivity in a selection decision when decisions are based on the characteristics and qualities that are of value, rather than the recruiter's personal opinions and interests. The empirical result shows that digital tests contribute to diversity in the workplace as the tests generates that the recruitment process becomes more objective, regardless of when the test takes place. The complement helps recruiters to focus on finding the most suitable candidate for the position and not being affected by conscious or unconscious personal values.

Le mal est par sa nature un scandale car il se définit par ce qui ne devrait pas être à l’opposé du bien qui se présente comme ce qui doit être. Cette affirmation, qui relève de la tautologie, marque la réalité éprouvée face au mal. Il a d’abord été une évidence criante : comment réagir face aux maux de l’existence humaine ? Ainsi le mal est inscrit dans l’histoire de la pensée et commence pour notre travail avec le platonisme. Avant la conceptualisation platonicienne, le mal est une donnée factuelle de la vie avec laquelle il faut composer. Les figures divines sont ambivalentes à l’image des hommes et alternent vices et vertus. Platon postule une entité divine unique, omnisciente, omnipotente et bienveillante. Ce dieu devient intelligence, calcul et raison : le monde devient une création parfaite, belle et ordonnée et non plus le théâtre d’un affrontement entre les diverses passions des dieux. Le mal se transforme alors en un enjeu métaphysique : comment concilier cette perfection avec l’émergence du mal ? Il faut désormais expliquer et tenter de justifier la violence et les crimes. S’il est possible de proposer une théodicée qui rende le mal physique et métaphysique nécessaire, légitimer la méchanceté se révèle plus ardu. Les penseurs du platonisme, du néoplatonisme et du stoïcisme vont tenter d’apporter une première réponse au mal moral. Dans leur sillage, une rupture conceptuelle advient et révolutionne le concept : le christianisme invente le péché. En devenant péché, le mal se retrouve désormais sous la responsabilité de l’homme coupable. Le mal entre dans le giron de la liberté : il est voulu, consenti. A la suite des penseurs chrétiens, certains philosophes continueront ce travail d’élucidation de la volonté du mal. L’objectif est de retracer l’histoire de ces systèmes conceptuels qui s’entremêlent et se répondent les uns aux autres. Le mal moral se construit dans cette progression qui a des conséquences anthropologiques importantes : l’homme se pense à travers le mal. La méchanceté n’est donc pas seulement un problème à résoudre, elle devient le paradigme à travers lequel définir l’homme. Notre problématique est de montrer comment la question de la méchanceté est à la base du problème de la morale et comment elle conditionne notre représentation de la nature de la volonté humaine. Cette évolution s’est nouée lors d’étapes clés de la pensée philosophique. En effet, si dans toute philosophie morale, le concept du mal est évoqué, il n’est pas en général le centre de l’argumentaire. Le premier moment est celui de la pensée antique. Platon fait naître Dieu et le monde dans l’histoire des concepts puis se retrouve face l’énigme de nos crimes. La théodicée mise en place et qui sera reprise par Plotin et les Stoïciens ne cessera de nier l’existence d’un instinct pervers. Le mal voulu est une absurdité. L’irruption de la faute chrétienne bouleverse la donne. Saint Augustin en sera le théoricien le plus investi affectivement. Ayant expérimenté une double conversion dans sa vie spirituelle, il théorise une méchanceté issue de notre faiblesse, de notre faute première. Le mal est voulu car il n’est plus possible de vouloir autre chose. Saint Anselme reprend également le dogme de la chute mais lui apporte une dimension logique et sémantique en proposant une méchanceté égoïste. Le mal est certes voulu mais par dédain du bien. Notre dernière étape est kantienne. Le mal radical est le concept qui permet enfin de penser une volonté normale qui voudrait le mal simplement parce qu’elle a en elle cette possibilité et la liberté fondamentale de le choisir. Nous pourrons donc constater le chemin parcouru entre notre point de départ et notre point d’arrivée et comment cette problématisation du mal fait apparaître une généalogie de la volonté. Au fil de la pensée, elle passe de l’ombre à la lumière, n’étant jamais aussi présente que quand elle se retrouve confrontée aux obstacles. Penser le mal moral c’est faire l’archéologie de la volonté. / Evil provokes scandal by nature because it is what it should not be unlike good which is what it has to be. This tautological assertion expresses our feelings toward evil. It was first perfectly obvious : how must we face human pain ? Evil is a part of thinking’s history : our study starts with Platonism. Before his work, evil is just a fact of life you have to live with. The gods of Antiquity are like men : good or bad. The God of Plato is the one, omniscient, all-powerful and kindly. God is just intelligence, calculation and reason : the world he created is beautiful, ordered and perfect and it is no longer the place for the vices of ancient gods. Evils turns into a metaphysical issue : how can be the world perfect despite evil ? We have now to explain, to justify violence and crimes. Theodicy can justify pain and illness. It does not work with wickedness. Platonism, Neo-Platonism and Stoicism tried to answer this question. Following them, a conceptual break happens : Christendom invented sin. When evil became sin, man became liable and guilty. It is now a matter of liberty : man wants evil. After them, some philosophers will keep to work on the subject of the bad will. Our purpose is to find the story of these concepts and to connect thoughts between themselves. Evil has been made by this story and brings many anthropological consequences : man understands himself through evil. Wickedness is not just a matter to solve, wickedness becomes a way to define mankind. We want to show that wickedness issue is the foundations of morality and how it makes us see and think human will. Several stages occurred in this philosophical evolution. Every ethic deals with evil, not all put it at the heart of their system. Our first stage is Antiquity. Plato brings the ideas of God and perfect world in philosophy but faces the riddle of our crimes. His theodicy adopted by Plotinus and Stoics will always refuse pervert instinct in man. A man who want evil is nonsense. Christian sin appearance changes everything. Augustine will be his strongest defender. By living a double spiritual conversion, he understands wickedness as weakness due to original sin. Man want evil because he is no longer able to will something else. Anselmus follows the dogma of the fall but puts logical and semantic dimension in it and presents a self-interested wickedness. Man wants evil not for itself, man does not want enough good. Our last stage is Kant. Radical will is the first concept which allows to conceive a normal bad will which would evil just because it is one of his options and it has the liberty to do so. We can see the difference between our starting point and our arrival. We see now how the concept of will has grew up and changed. Little by little, will comes from darkness to light. The more will faces obstacles, the more it is obvious. Thinking on evil is the archaeology of the will.