This thesis explores male sexual assault and sexual harassment perpetration. The theoretical orientations were constituted of a theoretical synthesis of primarily Max Weber's theory of action, motivation and subjective meaning, and theoretical aspects of sensemaking. Four research questions were divided into two qualitative studies. Study 1 conducted a systematic review of a diverse field of the research literature on sexual harassment and sexual assault perpetration. The two objectives of study 1 were to explore what kinds of factors are associated with sexual harassment and sexual assault perpetration and what kinds of meanings the research literature attributes to perpetrators actions. The first objective of study 2 was constituted of a qualitative investigation of what kinds of subjective meanings selfidentified perpetrators attribute to their actions. Analysis relied on a hermeneutical interpretation of meaning. Empirical materials were obtained via asynchronous online inquiries and collection of confessional online posts authored by self-identified perpetrators. The second objective of study 2 was to explore in what ways factors associated with male sexual harassment and/or sexual assault perpetration against women affect the subjective meanings perpetrators' attribute to their actions. Findings from study 1 (research review) suggest that sexual misconduct is associated with factors stemming from individual (e.g. psychological characteristics), social (e.g. norms, attitudes and beliefs of how to act as a man), situational (e.g. alcohol intoxication's distortion of meaning and detrimental effect on judgement), communicative (e.g. misperception and misinterpretation of cues from women) and power-related (e.g. sexually harassing or assaulting as a means to obtain or to exert power) factors. Findings further suggest that the research literature attributes obtainment of sexual/physical gratification, exertion of power, will to power and obtainment of a perceived sense of control as primary meanings of perpetrators sexually coercive or harassing actions. Primary findings of study 2 highlight the complex nature of power and its central relation to sexual misconduct, where perpetrators attribute will to power, obtainment of sexual gratification, obtaining enjoyment from exerting power, and ideological subordination as the subjective meaning of their actions. Suggested further is that selfidentified perpetrators attribution of subjective meanings to their actions is characterized by a sensemaking practice of moral disengagement, where distortion of the meaning of sexually oriented actions through euphemistic labeling and perceiving sexually coercive behaviors as a form of game or play are central aspects. Lastly, analysis of the empirical materials in this study suggests that the subjective meanings these men attribute to their actions are associated with individual, socioculturally embedded, situational, communicative and power-related factors.

There have been growing concerns regarding the misuse of academic information systems such as misconduct within Web-based assessments. A number of studies have reported significant levels of deception and dishonesty within Web-based activities that are confined by a strict code of conduct. These have been noted to be facilitated through the unmonitored nature of Web-based assessments where users have the opportunity to collaborate or utilize unauthorized resources during the assessment. Studies from criminology that utilize deterrence theory have reported that video surveillance can be useful in deterring misconduct. As such, this study explored the use of Webcam based surveillance during Web-based assessments as a potential countermeasure to deter the misuse of these information systems. The primary goal of this study was to investigate the deterrent effect of Webcam based proctoring on Information Systems (IS) misuse such as misconduct during Web-based assessments. Therefore, this study involved an experiment in which the results from an experimental group and a control group were examined. Both groups took the same set of Web-based assessments, with the only distinction being that one group was monitored by a Web-based proctor while the other was not monitored. The results of this study found no statistical significant difference between the scores of each group. However, there was a statistical significant difference between each group on the time taken to complete the Web-based assessments. A post-experiment survey was also administered to help assess the level that participants admit about the perceived opportunity they had to collaborate and utilize unauthorized resources during the Web-based assessments. This further helped to determine the deterrent effect of Webcam based surveillance. The survey analysis indicated that those who were not monitored perceived to have experienced greater levels of opportunity to engage in misconduct than those who were monitored by a Web-based proctor. This study is unique in its application of deterrence theory as well as its approach to the problem as other potential technology based solutions have focused on authentication and identity verification whereas this study seeks to address the problems of misconduct that occur after authentication. As such, contributions will be made to multiple domains regarding deterrence and surveillance within specific Web-based information systems. The results of this study may also provide practical guidance to academia and relevant industry experts particularly those involved with Web-based assessments.

The purpose of this study is to explore the differential impact of various environmental and organizational factors on levels of school misconduct. Although we have a general understanding of this relationship, little effort has been made to determine whether the effects are influenced by urbanicity. The current study utilizes data from the 2007-2008 School Survey on Crime and Safety to address this gap in the literature by utilizing a series of negative binomial regression models that seek to determine differences between predictive factors in urban and rural settings. Results indicate that disorganization has a similar effect within urban and rural schools, increasing counts of misconduct. On the contrary, results also suggest that urban and rural schools, which are already characterized by elevated rates of misconduct, tend to implement different types of security. This study is concluded by discussing methodological limitations, various theoretical and policy implications, and directions for future research.

The purpose of this study was to determine if statistically significant differences existed between identified student demographic characteristics (gender and age), academic variables (classification, GPA, and major), and students’ perceptions of academic dishonesty, as measured by the Attitudes and Perceptions of Academic Dishonesty survey. A pen-and-paper survey was used to gather the data at the 3 participating universities and college (a 4-year public university, a 4-year private university, and a 2-year public community college). There were 22 items on the survey. There were 328 surveys distributed by the investigator to participating classes at the 3 institutions of higher education. All 328 surveys were returned. There were 116 student responses gathered from the 4-year private university, 103 student responses gathered from the 2-year public college, and 109 student responses gathered from a 4-year public university. All of the responses were valid and fit the perquisites for inclusion in the survey. These perquisites were that each student was at least 18 years of age and each student was registered as an undergraduate. There were 5 dimensions included in the survey (Dimension 1- Use of Technology, Dimension 2- Perceptions of Policy, Dimension 3- Instructor Consequences, Dimension 4- Student Consequences, and Dimension 5- Student Conduct). For Research Questions 2, 4, and 6 there were no significant differences found among any of the groups for any of the 5 dimensions. In Research Question 1 the 5 dimensions of the survey were compared among the 3 participating institutions (public 4-year university, private 4-year university, and public 2-year college). Dimension 4 (student consequences) was significantly different between the public 4-year university and the private 4-year university, with students at the private 4-year university scoring higher. In Research Question 4 a comparison of traditional aged and nontraditional aged students was made on the 5 dimensions. A significant difference was found between the 2 age groups on Dimension 3 (instructor consequences) and Dimension 5 (student conduct), with nontraditional students scoring higher in both cases. For Research Question 6 a comparison of criminal justice majors was made to other majors. Only Dimension 4 (student consequences) was statistically significant with other majors expressing a desire for more student consequences as a result of participating in academic misconduct.

Wearable video systems (WVSs) are one of the most popular and fastest growing technologies used by law enforcement today. While published WVS literature predominantly focuses on stakeholder perceptions, community interactions, assaults against officers, and use of force, there has diminutive exploration of the impact of WVSs as it related to aspects of police misconduct, especially in the Cruiser Police Department (pseudonym; CPD). The purpose of this mixed methods study was to explore and describe how the use of the use of WVSs by the CPD impact police misconduct, by tracking the changes in complaint type and disposition of a 5-year period, and to examine how CPD officers perceive the impact of the use of WVSs. Deterrence theory and phenomenology provided structure for this research study. The quantitative portion of this study consisted of an interrupted time series analysis of 419 documented complaints against CPD officers between June 2013 and June 2018. The qualitative portion consisted of 67 anonymous, online surveys completed by current CPD officers with WVS experience that were thematically analyzed. Quantitative findings included a 13% overall increase in the number of complaints, a 15% drop in citizen complaints, a 28% increase in chief-initiated complaints, and a 41% increase in sustained complaints. Qualitative findings provided insight into CPD officers' acceptance and value of WVS, along with their strong concern for WVSs implementation creating more discipline of officers. Implications for positive social change include an awareness of unintended consequences of current policies and practices and empirical awareness of trends associated with WVS, specifically regarding discipline, officer acceptance, and police-community interaction.

Wearable video systems (WVSs) are one of the most popular and fastest growing technologies used by law enforcement today. While published WVS literature predominantly focuses on stakeholder perceptions, community interactions, assaults against officers, and use of force, there has diminutive exploration of the impact of WVSs as it related to aspects of police misconduct, especially in the Cruiser Police Department (pseudonym; CPD). The purpose of this mixed methods study was to explore and describe how the use of the use of WVSs by the CPD impact police misconduct, by tracking the changes in complaint type and disposition of a 5-year period, and to examine how CPD officers perceive the impact of the use of WVSs. Deterrence theory and phenomenology provided structure for this research study. The quantitative portion of this study consisted of an interrupted time series analysis of 419 documented complaints against CPD officers between June 2013 and June 2018. The qualitative portion consisted of 67 anonymous, online surveys completed by current CPD officers with WVS experience that were thematically analyzed. Quantitative findings included a 13% overall increase in the number of complaints, a 15% drop in citizen complaints, a 28% increase in chief-initiated complaints, and a 41% increase in sustained complaints. Qualitative findings provided insight into CPD officers' acceptance and value of WVS, along with their strong concern for WVSs implementation creating more discipline of officers. Implications for positive social change include an awareness of unintended consequences of current policies and practices and empirical awareness of trends associated with WVS, specifically regarding discipline, officer acceptance, and police-community interaction.

The No Child Left Behind Act of 2001, fundamentally changed the focus of education in the United States from that of providing an opportunity for all to learn to mandating that all do learn. Central to this Act are the measures of school accountability established through assessment of learning policies. The development of these policies initiate with federal, state, and local governance bodies, but implementation takes place by individual teachers. Therefore, the failure of individual teachers to implement assessment policies with fidelity creates a fissure at the core of institutional credibility. The purpose of this study is to investigate the relationship between teachers’ values and ethical frames and behavior with respect to academic misconduct. Findings offer clues as to how academic dishonesty might be reduced. There exists a large body of research that has probed academic dishonesty, values and ethical frames; however, there appears to be a void in research that distinctly connects the three. Utilizing a survey instrument, data were collected from elementary teachers (N=155) in one suburban school district. The collected data were then analyzed using both descriptive and inferential statistical tests to inform six research questions. In some incidents, the small sample size produced violations of the assumptions of nonparametric statistical tests, thus hindering deeper analysis of selected data. However, the results in general appeared to support the hypothesis that elementary teachers appeared to engage in academic misconduct. The findings also appeared to suggest misconduct was influenced by social adaptation theory (R2N = .32); organizational socialization (Wald (1) =5.79, p < .05), values (Wald (1) =5.16, p < .05), and ethical frames (Wald (4) =25.22, p < .001). Thus, this study concluded that factors such as collaboration and professional development can possibly be utilized to reduce policy violations.

Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1623. Adviser: Luisa Franzini. Includes bibliographical references.

Thesis (D. Min.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes bibliographical references (leaves 163-171).

Standard-setters believe high-quality internal audit functions (IAFs) serve as a key resource to audit committees for monitoring senior management. However, regulators do not enforce IAF quality or require disclosures relating to IAF quality, which is in stark contrast to regulatory requirements placed on boards, audit committees, and external auditors. Using proprietary data, I find that a composite measure of IAF quality is negatively associated with the likelihood of management misconduct even after controlling for board, audit committee, and external auditor quality. A difference-in-differences analysis suggests that misconduct firms improve IAF quality after misconduct is revealed by increasing IAF competence. Finally, IAF quality is a predictor of accounting-related management misconduct even after controlling for other observable predictors of misconduct. These findings suggest that regulators and audit committees should consider ways to improve IAF quality and that investors would benefit from disclosures relating to IAF quality. / text