M.A. / The development of ethics management models for university students is a way of encouraging and promoting ethical conduct for students at higher education institutions. The development and promotion of such models at universities will enhance the sound and proper management of higher education institutions. It will also assist in their effective and efficient administration and management. These student ethics management models provide guidelines that enhance ethical conduct at such institutions. It is a crucial stage or part of primary, secondary and higher education, as well as for the social, family and work environment in terms of character development. This chapter outlines the research design that will provide the background and rationale for the problem statement, in relation to the terms of reference for this study. It will include the research problem, background and rationale of the study and the research question, as well as the research objectives, the research methodology and the data collection methods. It will also outline the definitions of terms.

by Chan Yin-Sum, Samuel, Man Siu-Kwan, Nelson. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 57-60.

This study attempted to determine typical perceptions of public relations and news-editorial students of accepted ethical conduct in public relations and journalism. The researcher provided 32 students, half public relations majors and half news-editorial majors, with 51 individual statements. Each statement either supported or opposed a specific action that a public relations practitioner or journalist may take in an ethical dilemma, or a belief that professionals in those fields may hold. Each student was asked to indicate how strongly the student agreed or disagreed with each statement.A computer program developed for Q Methodology studies was used to extract two factors from the students' answers, resulting in the formation of two hypothetical groups, Type I and Type II. Type I consisted of 14 public relations majors and six news-editorial majors. Type II consisted of 10 news-editorial majors and two public relations majors.Most students in both groups agreed that they would not be asked to lie as professionals, that they would always produce original work, that professionals in their future fields believe they serve the public interest, and that professionals in their future fields believe their professions serve society. However, Type I students expected to function as channels of communication for their employers, while Type II students disagreed with that job description of themselves. Type I students strongly disagreed that practitioners in their fields do not care about public feedback; Type II students marginally agreed with that statement. Type I students seemed to believe it was normal for practitioners in their fields to maintain two codes of ethics, one for professional use and another for personal use. Type II students marginally disagreed with that concept. This finding appears to contradict those studies which suggest that practitioners are only as ethical professionally as they are personally. / Department of Journalism

This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations. / Department of Journalism

Thesis (M. Ed.)--University of Adelaide, 1989. / Includes bibliographical references (leaves 113-117).

Thesis (M.A.)--Wheaton College Graduate School, 2006. / Abstract. Includes bibliographical references (leaves 47-50).

M.A. / This study entailed research into the variables that play a significant role in the development of student culture, the specific nature of student culture at RAU and extent of the relationship between student participation in student culture and their work ethic/work orientation. In the qualitative phase of this study a total of 10 in-depth group interviews were conducted with 21 students in order to determine the nature of student culture at RAU. From these interviews certain variables of student culture at the RAU were identified and used to construct a questionnaire that was completed by a representative sample of 1000 students (quantitative phase). The questionnaire consisted of questions on the biographical- and academic background of students, their work ethic/work orientation and various aspects of student culture and -subcultures. By means of factor analysis and item analysis, eight scales were developed. These scales measured the work ethic/work orientation of students, the extent to which students regard academic merit as important, their participation in student culture, their conformation to academic student norms and the extent of their identification with the academic-, occupational-, college- and outside-campus student subcultures. The scales were further analysed in terms of the biographical- and academic background of students, making use of one-way analysis of variance and Scheffe's paired comparisons, Hotelling T2 and t-tests and Pearsons correlation's. Using bundle analysis four student subcultures, namely the active-, passive-, hardworking- and occupational subcultures, were identified at the RAU. These subcultures were also analysed in terms of students' backgrounds making use of crosstabulations with Chi t- tests. It was found that students have a relatively high work ethic/work orientation: The most important factors that bring about a difference in terms of students work ethic/work orientation are gender, the faculty within which students study, the method students use to pay for their studies and the RAUstudent subculture that students belong to.

Bibliography: leaves 113-117.