by Tsim Sin Ling Ruth. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 41-42.

by Lee Oi-ying, Ada. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 61-70). / Text in English; abstract also in Chinese. / by Lee Oi-ying, Ada. / Chapter 1. --- IN SEARCH FOR ELUCIDATING RESPONSIVENESS IN INTERPERSONAL CARING: THE NEED TO GO BEYOND KOHLBERG-GILLIGAN'S IDEA OF MORAL ARTICULACY --- p.1 / Chapter 1.1 --- "Tacit Agreement between Kohlberg and Gilligan on the Idea of Moral Articulacy, Despite Surface Polarities" --- p.1 / Chapter 1.2 --- Noddings' Care Ethics: A Source Both for Philosophical Foundations and Realignment of Education --- p.6 / Chapter 1.2.1 --- Care Ethics has no Intention to Replace an Ethic of Justice --- p.7 / Chapter 1.2.2 --- Care Ethics is not Equivalent to Feminist Ethics --- p.7 / Chapter 1.2.3 --- Care Ethics has Human Relatedness at the Core --- p.7 / Chapter 1.2.4 --- Care Ethics Cherishes A cts Motivated by Affect --- p.8 / Chapter 1.2.5 --- Why Care Ethics? Against Divorce of Emotion and Inclination from Reason in Moral Life --- p.9 / Chapter 1.2.6 --- Care Ethics' Characterization of Morally Educated Persons --- p.9 / Chapter 1.3 --- Introduction to Research --- p.12 / Chapter 1.3.1 --- Research Problem --- p.12 / Chapter 1.3.2 --- Disciplinary Nature of the Research --- p.12 / Chapter 1.3.3 --- Outlined Argumentation of the Thesis --- p.13 / Chapter 2. --- ON INTERPERSONAL CARING --- p.15 / Chapter 2.1 --- The Everyday Ideas of Caring --- p.15 / Chapter 2.2 --- On Caring that is Interpersonal --- p.16 / Chapter 2.3 --- Non-Interpersonal Caring and Its Relation to Interpersonal Caring --- p.16 / Chapter 2.4 --- On Twelve Exemplary Cases of Interpersonal Caring in Everyday Life --- p.18 / Chapter 2.4.1 --- "Intrapersonal Dimension of Carer: Cognitive Content, Desiderative Content, Evaluative Content, Emotion in Caring" --- p.22 / Chapter 2.4.2 --- "Interpersonal Dimension in Caring: Skill of Carer, Role of Caree, Need of Caree" --- p.29 / Chapter 2.4.3 --- Time as a Disclosing Agent: An Attending Agent Both in Intrapersonal and Interpersonal Dimension in Caring --- p.33 / Chapter 3. --- ON RESPONSIVENESS --- p.34 / Chapter 3.1 --- The Everyday Ideas of Responsiveness --- p.34 / Chapter 3.2 --- Attribution of Responsiveness --- p.35 / Chapter 3.2.1 --- Responsiveness Directed towards Another's Need --- p.36 / Chapter 3.2.2 --- Responsiveness Directed towards Another's Help --- p.36 / Chapter 3.2.3 --- Between Imperviousness and Responsiveness: A Note on Adult's Ability to Divorce Action from Disposition to Act in Emotion --- p.36 / Chapter 3.3 --- Ideas of Responsiveness in Care Ethics --- p.38 / Chapter 3.4 --- Idea of Responsiveness in This Thesis --- p.40 / Chapter 3.5 --- "Responsiveness as the Crux of Responsibility, And Thus of Responsible Persons" --- p.43 / Chapter 3.5.1 --- "Etymologically, Action (""""Responseis"") Precedent in All Three Meanings of ""Responsibility "" and Deeper Etymology Reveals Dialogical Dimension" --- p.43 / Chapter 3.5.2 --- Responsiveness is the Minimum Requirement of Responsibility --- p.44 / Chapter 3.6 --- "Responsiveness as the Crux of Caring, And Thus of Caring Persons" --- p.46 / Chapter 4. --- VERY YOUNG CHILDREN HAS RESPONSIVENESS: THE PRINCIPAL PLACE OF AFFECT IN UNDERSTANDING AND MORAL ARTICULACY --- p.50 / Chapter 4.1 --- From Blum's Discovery of Responsiveness in Very Young Children to the Principal Place of Affect in Interpersonal Understanding and Moral Articulacy --- p.50 / Chapter 4.2 --- Messages Conveyed by Childhood Responsiveness to: (i) Parenting Children --- p.56 / Chapter 4.3 --- Messages Conveyed by Childhood Responsiveness to: (ii) Early Education --- p.56 / Chapter 4.4 --- Messages Conveyed by Childhood Responsiveness to: (III) The Possibility and Desirability of Educational Practitioner as Caring Practitioner --- p.58 / Chapter 5. --- BIBLIOGRAPHY --- p.61 / Chapter 5.1 --- Bibliography by Chapters --- p.61 / Chapter 5.2 --- Bibliography in Alphabetical Order --- p.67 / "Appendix: A Note on the Chinese Translation of ""Responsiveness""" --- p.71

Typescript (photocopy). / Digitized by Kansas Correctional Industries

The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes. / by Artyce-Joy Chase. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Unethical behaviour is a concern in the workplace, because of the possible consequences for all stakeholders. This issue is particularly salient in the financial services sector, a highly regulated environment, where breaches of the regulations can result in large fines and reputational damage to the organisation concerned. Unethical behaviour can also have severe effects on customers, such as when inappropriate advice leads to customers losing all or a large part of their savings. Empirical studies have tended to focus mostly on organisational antecedents of unethical intentions and behaviour, with individual factors not being given that much attention. Research on the antecedents of unethical intentions and behaviour has produced inconsistent findings, suggesting that context might play a role. Consequently, my research has attempted to study the individual antecedents of unethical intentions and behaviour in the financial services industry, a specific context where it is salient. Malta presents a particularly pertinent context for this study, as its profile on Hofstede's cultural dimensions scale has been empirically linked to a higher potential for engaging in unethical behaviour.

This study investigates the effects of the organizational ethical context (ethical climate and ethical culture) in Chinese enterprises on accounting professionals’ perceptions of earnings management, organizational-professional conflict (OPC) and affective organizational commitment (OC). We also test the effects of Machiavellianism on these factors, and the interactive effects of Machiavellianism and ethical context on OPC and OC. The findings, based on responses from 89 accounting professionals employed by Chinese enterprises at staff, supervisor and manager levels, indicate that in general the perceived ethical context did not affect judgments of the acceptability of earnings management. However, as anticipated, perceptions of a stronger benevolent/cosmopolitan climate (one that places more emphasis on the public interest) were associated with harsher judgments of accounting earnings management. Machiavellianism also had a marginally significant effect on judgments of accounting earnings management and a significant effect on judgments of operating earnings management, with high Machiavellians judging the actions to be more ethical. Two aspects of ethical culture, obedience to authority and ethical norms, were found to be significantly associated with organizational-professional conflict and affective organizational commitment. Contrary to our expectations, high Machiavellians appeared to be more, rather than less, sensitive to the perceived ethical context in their organization. Specifically, the perceived organizational ethical culture had a greater (lesser) impact on affective organizational commitment for high (low) Machiavellians.

This study examined the conceptual framework of ethical reasoning of public elementary school assistant principals during decision-making. An ethical framework not only provides a descriptive way of thinking during ethical decision-making, but also provides a rationale for decisions. The purpose of this study was to determine which ethical reasoning framework, including the ethics of justice, critique, care, and the profession, elementary school assistant principals' use during decision-making. Additionally, the study determined other resources assistant principals' consult during decision-making. This study incorporated descriptive survey research through purposeful sampling with specific participant criteria. A researcher-developed survey of hypothetical dilemmas was deployed electronically to public elementary school assistant principals. Thirty-seven participants responded to four hypothetical scenarios, involving either staff or students, through a Likert scale and open response questions. Each hypothetical scenario included one of the ethical frameworks of justice, critique, care, or the profession embedded in one of four potential solutions. The findings suggest that elementary school assistant principals use an ethical framework during decision-making, whether they refer to the framework specifically by name or not. The data suggest the assistant principals in this study most frequently selected the ethic of care framework for their decision-making. Lastly, the evidence in this study suggests the most frequently consulted resource during decision-making by the assistant principals in this study was that of their principal. There is much research on ethics, teachers, and school leaders, but there are few studies on ethics and the assistant principal. Additionally, there are few studies on the assistant principal and ethical decision-making. The literature suggested that the assistant principalship is a stepping-stone to the principalship. If the assistant principalship is truly a stepping-stone for future principals, assistant principals need to have developed their personal and professional code of ethics, as well as, have an understanding of the ethical reasoning frameworks for implementation during ethical decision-making.

Abstract not available

This research falls within the field of normative business ethics. Its aim is to examine the moral nature of the employment relationship in western democracies by examining the liberal, democratic justifications that are normally advanced for its probity. Its concern is to challenge the notion that the employment relationship is in conformity with these liberal democratic values. Thus, the research is an exercise in the examination of the application of the liberal, democratic tradition to the social institution of employment. Thus research examines areas of dissonance between the political relationship of employee � employer and the dominant values of the liberal tradition found elsewhere in western democracies. The research firstly identifies the key moral characteristics of the employment relationship in private, capitalist organisations. This is derived from a consideration of the development historically, of the employment relationship, with acknowledgement of the combined influences of statute, common law, contract law and custom in forming the current employee relationship. Secondly, the research identifies the justificatory arguments from the liberal tradition that are normally advanced in support of the employment relationship�s moral probity. These include notions of rights deriving from private property, the separation of social life into public and private spheres and the application of contract law to employment. Thirdly, the research examines these arguments for their moral probity. Specifically, this involves an examination of the arguments regarding the private property status of employing organisations, the application of contract law to employment, the moral characteristics of the master and servant relationship as a basis for employment and the relevance of democratic values within employment. As an additional perspective, the literature on human needs is reviewed as a source, outside of the liberal tradition, for a basis upon which to outline the moral requirements of human relationships to work.

ABSTRACT An ethics curriculum is an integral part of most health profession courses. This thesis will explore using a qualitative approach to investigate the learning and application of professional ethical practice by Flinders University speech pathology students. This work will identify factors that may influence students’ readiness to learn about ethics. The knowledge, skills and attitudes that underpin professional ethical practice which speech pathology students were able to demonstrate at the conclusion of their entry level course will be illustrated. Also described will be the factors, identified by students and academics and field educators, which may influence student learning of this complex area of practice. To explore this topic, the results of “The Defining Issues Test” (Rest, 1979b) of moral judgement development, independent and scaffolded case studies, as well as group and individual interviews with students, and individual interviews with academic and field educators have been used. Results from this study suggest that a significant number of the undergraduate speech pathology students involved in this study found learning and applying ethical principles difficult, as their ability to reason morally remained conventional and rule bound. At the point of graduation, the students applied clinical and ethical reasoning skills, whilst emerging, were not yet well developed. The ability of students to demonstrate the integration of ethical theory and practice appeared limited. This lack of integration may be influenced by the fact that few field educators could report being exposed to formal ethical theories and ethical reasoning approaches during their own undergraduate education. Some of the more generic ethical practice skills reported by academics as being embedded throughout the speech pathology course, such as communication, team work and the seeking of professional support, were more clearly demonstrated by students. Results of this study suggest that exiting students and newly graduated speech pathologists require ongoing support in the area of professional ethical practice. More explicit embedding of the theoretical underpinnings of the ethics knowledge base throughout the curriculum may be required. To be able to support the integration of professional ethical practice in students and new graduates, speech pathologists currently practising in the field who did not receive formal ethics education during their own degree or since, may require ongoing professional development in the formal knowledge base pertaining to professional ethical practice.