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1
Grosu, Oana Vasilica, and Eusebiu Toader. "Ethics and Academic Integrity Elements of Ethics in Electrical Engineering." Postmodern Openings 11, no. 4 (2020): 193–206. http://dx.doi.org/10.18662/po/11.4/230.
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Ethics is the science that studies the theoretical part of the human condition and its values. The individual has the responsibility to conduct ethic decisions and to have an ethical behavior. This article presents the ethics from the research and engineering perspective, its main characteristics; lack of honesty, confidentiality, conflict of interests and intellectual property. The engineering teaching is the act which includes multiple ethic subjects in order to educate the student about the importance of ethics and its repercussions. The students have the right to benefit of ethical behavior from their teachers from the staff of the school. The ethic is essential in all the educational and working fields, but we insisted specially on the electrical engineering field.
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Tohir Pohan, Hotman. "PERSEPSI MAHASISWA TENTANG NILAI-NILAI ETIKA DALAM PENYAJIAN PELAPORAN KEUANGAN PERUSAHAAN YANG BERTANGGUNG JAWAB." Media Ekonomi 20, no. 2 (November 3, 2017): 13. http://dx.doi.org/10.25105/me.v20i2.781.
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<p>The aim of this research to know the perception of students about ethics values in professional code of ethic and business ethics. The analysis is based on the answer from responden where its data are gathered from accounting students and business students of economic faculty Trisakti University. The questioners about ethical concept is took from code of ethic management accountant or internal accountant that is Competence, Confidentiality, Honesty, Objectivity, Accountability and Responsibility. Result showed that, first there are not significantly perception different between accounting students and bussines student about ethical concept of competence, objectivity, and accountability ,but there are significantly perception different between accounting students and bussines students about ethical concept confidentiallity and honesty. Secondly there are not significantly perception different between students after took subject code of ethic and students before took subject code of ethic. Thirdly, there are not significantly perception different between gender of students about code of ethic and bussines ethics.<br />Keywords: Perception, Ethical Values, Code of Ethic, Preparation and Presentation of Financial Statement.</p>
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Rustiana, Rustiana. "PERSEPSI ETIKA MAHASISWA AKUNTANSI DAN AUDITOR DALAM SITUASI DILEMA ETIS AKUNTANSI." KINERJA 10, no. 2 (January 26, 2017): 116–28. http://dx.doi.org/10.24002/kinerja.v10i2.925.
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The aim of this study is to investigate about perceive differences among accounting students between auditors ethical dilemma in accounting. Two hundred and twenty eight respondents were participated in this research. Ethical perceived are measured by Multidimensional Ethics Scale with tens ethics’ characteristic from 5 constructs. Ethical dilemma in accounting is measured by two hypothetical cases. Data was analysis with independent t-test. These results showed there are differences among accounting students between auditors. The implications of the study are to increasing content of ethic in accounting curricula.Keywords: ethical dilemma, multidimensional ethic scale, accounting student, auditors.
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Pohan, Hotman Tohir. "Persepsi Mahasiswa Tentang Nilai-Nilai Etika Dalam Penyajian Pelaporan Keuangan Perusahaan yang Bertanggung Jawab." Media Riset Akuntansi, Auditing dan Informasi 12, no. 2 (August 20, 2012): 13. http://dx.doi.org/10.25105/mraai.v12i2.590.
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<span>The aim of this research to know the perception of students about ethics values in <span>professional code of ethic and business ethics. The analysis is based on the answer from responden where its data are gathered from accounting students and business students of economic faculty Trisakti University. The questioners about ethical concept is took from code of ethic management accountant or internal accountant that is Competence, Confidentiality, Honesty, Objectivity, Accountability and Responsibility. Result showed that, first there are not significantly perception different between accounting students and bussines student about ethical concept of competence, objectivity, and accountability ,but there are significantly perception different between accounting students and bussines students about ethical concept confidentiallity and honesty. Secondly there are not significantly perception different between students after took subject code of ethic and students before took subject code of ethic. Thirdly, there are not significantly perception different between gender of students about code of ethic and bussines ethics.<br />Keywords: Perception, Ethical Values, Code of Ethic, Preparation and<br />Presentation of Financial Statement.<br /></span></span>
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Tomlin, Kathleen A., Matthew L. Metzger, Jill Bradley-Geist, and Tracy Gonzalez-Padron. "Are Students Blind to Their Ethical Blind Spots? An Exploration of Why Ethics Education Should Focus on Self-Perception Biases." Journal of Management Education 41, no. 4 (April 4, 2017): 539–74. http://dx.doi.org/10.1177/1052562917701500.
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Ethics blind spots, which have become a keystone of the emerging behavioral ethics literature, are essentially biases, heuristics, and psychological traps. Though students typically recognize that ethical challenges exist in the world at large, they often fail to see when they are personally prone to ethics blind spots. This creates an obstacle for ethics education—inducing students to act in an ethical manner when faced with real challenges. Grounded in the social psychology literature, we suggest that a meta-bias, the bias blind spot, should be addressed to facilitate student recognition of real-world ethical dilemmas and their own susceptibility to biases. We present a roadmap for an ethics education training module, developed to incorporate both ethics blind spots and self-perception biases. After completing the module, students identified potential ethical challenges in their real-world team projects and reflected on their susceptibility to ethical transgressions. Qualitative student feedback supports the value of this training module beyond traditional ethics education approaches. Lessons for management and ethics educators include (a) the value of timely, in-context ethics interventions and (b) the need for student self-reflection (more so than emphasis on broad ethical principles). Future directions are discussed.
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Wark, Linda. " Ethics Education in Human Services: Curriculum Approach, Faculty Characteristics, and Evaluation of Students." Journal of Human Services 40, no. 1 (March 2021): 102–15. http://dx.doi.org/10.52678/2021.7.
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This article discusses three aspects of the context of ethics education, which are external to course content but affect the development of the ethical student and, later, the ethical professional. This article presents the available perspectives for the following: one course versus whole curriculum delivery of ethics education, the influence of faculty and supervisors, and the assessment of student ethical thinking and behavior. Professional literature is used to support consideration of each perspective in the ethics education of human services students.
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Jonson, Elizabeth Prior, Linda McGuire, and Brian Cooper. "Does teaching ethics do any good?" Education + Training 58, no. 4 (April 11, 2016): 439–54. http://dx.doi.org/10.1108/et-11-2015-0110.
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Purpose – This matched-pairs study of undergraduates at an Australian University investigates whether business ethics education has a positive effect on student ethical behaviour. The paper aims to discuss this issue. Design/methodology/approach – This study uses a matched-pairs design to look at responses before and after students have taken a semester-long unit in business ethics. The authors used ethical scenarios and analysed both the starting position and changes in responses for the total student group, and by gender and citizenship. Findings – The results from this matched-pairs study show ethics education has a limited impact on students’ responses to ethical dilemmas. Practical implications – Ethics subjects are now ubiquitous in business schools, but it may be time to consider alternatives to the philosophical normative teaching approach. Originality/value – This paper is significant in that it uses 142 matched pairs to look at responses before and after students have taken a semester-long unit in business ethics. This study provides qualified support for the proposition that business ethics education has an impact on students’ ethical decision making.
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Prideaux, Melanie. "Research ethics and teaching." Journal of the British Association for the Study of Religion (JBASR) 23 (November 11, 2022): 44. http://dx.doi.org/10.18792/jbasr.v23i0.57.
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Following the publication of the BASR Ethical Guidelines, it is timely to reflect on the significance of undergraduate understanding and engagement with ethical standards in religious studies research. Starting from a pedagogic rationale for engagement with research ethics and approval processes, this article will reflect on the experience of developing resources to support student engagement with research ethics in the study of religion. Some of the key issues facing students and seasoned researchers alike, including those related to research online, will be used to illustrate how research ethics can provide a structure for student engagement with theoretical issues in the study of religions.
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Sullivan, Brian T., Mikalyn T. DeFoor, Brice Hwang, W. Jeffrey Flowers, and William Strong. "A Novel Peer-Directed Curriculum to Enhance Medical Ethics Training for Medical Students: A Single-Institution Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212051989914. http://dx.doi.org/10.1177/2382120519899148.
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Background: The best pedagogical approach to teaching medical ethics is unknown and widely variable across medical school curricula in the United States. Active learning, reflective practice, informal discourse, and peer-led teaching methods have been widely supported as recent advances in medical education. Using a bottom-up teaching approach builds on medical trainees’ own moral thinking and emotion to promote awareness and shared decision-making in navigating everyday ethical considerations confronted in the clinical setting. Objective: Our study objective was to outline our methodology of grassroots efforts in developing an innovative, student-derived longitudinal program to enhance teaching in medical ethics for interested medical students. Methods: Through the development of a 4-year interactive medical ethics curriculum, interested medical students were provided the opportunity to enhance their own moral and ethical identities in the clinical setting through a peer-derived longitudinal curriculum including the following components: lunch-and-learn didactic sessions, peer-facilitated ethics presentations, faculty-student mentorship sessions, student ethics committee discussions, hospital ethics committee and pastoral care shadowing, and an ethics capstone scholarly project. The curriculum places emphasis on small group narrative discussion and collaboration with peers and faculty mentors about ethical considerations in everyday clinical decision-making and provides an intellectual space to self-reflect, explore moral and professional values, and mature one’s own professional communication skills. Results: The Leadership through Ethics (LTE) program is now in its fourth year with 14 faculty-clinician ethics facilitators and 65 active student participants on track for a distinction in medical ethics upon graduation. Early student narrative feedback showed recurrent themes on positive curricular components including (1) clinician mentorship is key, (2) peer discussion and reflection relatable to the wards is effective, and (3) hands-on and interactive clinical training adds value. As a result of the peer-driven initiative, the program has been awarded recognition as a graduate-level certification for sustainable expansion of the grassroots curriculum for trainees in the clinical setting. Conclusions: Grassroots medical ethics education emphasizes experiential learning and peer-to-peer informal discourse of everyday ethical considerations in the health care setting. Student engagement in curricular development, reflective practice in clinical settings, and peer-assisted learning are strategies to enhance clinical ethics education. The Leadership through Ethics program augments and has the potential to transform traditional teaching methodology in bioethics education for motivated students by offering protected small group discussion time, a safe environment, and guidance from ethics facilitators to reflect on shared experiences in clinical ethics and to gain more robust, hands-on ethics training in the clinical setting.
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Polczynski, Angela M., Cathy L. Rozmus, and Nathan Carlin. "Beyond silos: An interprofessional, campus-wide ethics education program." Nursing Ethics 26, no. 7-8 (April 10, 2019): 2314–24. http://dx.doi.org/10.1177/0969733019832948.
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Background: Ethics education is essential to the education of all healthcare professionals. The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center. Research objectives: The objectives were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of a campus-wide ethics program. Research design: This study was a quasi-experimental design with seniors graduating prior to the intervention serving as the control group. Participants and research context: The setting was a comprehensive health science center in the southwestern United States. All students enrolled in the university participated in the intervention; however, 976 graduating students were used for evaluation of the intervention. Ethical considerations: Study materials for each survey were submitted to the university’s IRB, and the project was approved as exempt by the Committee for the Protection of Human Subjects. Student participation in the surveys was voluntary. No names or other identifying information were collected, and responses to the survey questions were kept confidential. Findings: Students’ perception of the adequacy of time spent on the ethics content in course instruction and practical training decreased from the baseline to the fifth-year survey. Students’ overall comfort level with their abilities to deal with ethical issues increased from the baseline to the fifth year. Student ethical decision-making skills were higher at the third-year evaluation for all indicators. For the fifth-year survey, responses were also higher scoring on all four indicators. Discussion: After participation in an interprofessional campus-wide effort on health professions ethics, students demonstrated higher ethical decision-making scores according to the Health Professional Ethics Rubric. However, their scores still did not reach the proficiency level identified in the rubric. Conclusion: Examination of the effectiveness of each part of the intervention is needed.
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Wilson, Linda S., and Victor A. Ranft. "The State of Ethical Training for Counseling Psychology Doctoral Students." Counseling Psychologist 21, no. 3 (July 1993): 445–56. http://dx.doi.org/10.1177/0011000093213009.
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Ethics training in graduate psychology programs has blossomed in the last decade but the debate continues regarding how graduate ethics training should be taught. Although an effective model of ethics training is being discussed among professors, student input has been negligible and information from students in counseling psychology programs nonexistent. The present study surveyed student representatives from APA-accredited doctoral programs in professional psychology for 1990 on their exposure and type of ethics education as well as their perception of preparedness to deal with ethical dilemmas. Results indicate that 94% of the programs require training in ethics and that most students feel prepared for both legal and ethical issues that may arise in their professional roles. Students feel more prepared in the decision-making process than in factual information of ethics; this finding was surprising given that the reported emphasis of their training was much stronger on content than on process.
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Sumo, Maimun, and Lia Koryataini. "Peran Guru dalam Membangun Etika Peserta Didik." Al-Abshar: Journal of Islamic Education Management 2, no. 1 (July 10, 2023): 119–41. http://dx.doi.org/10.58223/al-abshar.v2i1.69.
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The teacher is someone who has an important role in student development starting from developing students' talents, giving advice, being a good role model, especially in building good ethics.In this case the school is a place to build student ethics, starting from ethics in speaking to teachers, parents, peers and others, ethics in dress, ethics in association, traffic ethics, ethics in business and other ethical ethics. The existence of this research aims to describe how the teacher's role in building student ethics. This study used the literature review method where fifteen articles and five books were analyzed which were the most significant to the research topic.In accordance with the research that has been done, the results show that the role of being a teacher in the process of building student ethics is very much needed because as an educator the teacher holds a very important role in the learning process. Ethics has many meanings, but based on a broader understanding, ethics is a guide to life, to live in a way that is in accordance with the rules and to act according to the rules.From this understanding it provides methods, directions for humans to live well and do positive things. Based on this research, it can be concluded that the teacher has an important role for students to guide, teach, give direction, especially in forming good ethics so that students with better ethics are formed than before. The role of a teacher is very important for students so that students can gain as much knowledge from the teacher
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Reed, Carole-Rae, Luis Ivan Garcia, Margaret Slusser, Sharon Konowitz, and Jewelry Yep. "Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates." Journal of the Scholarship of Teaching and Learning 17, no. 1 (March 6, 2017): 15–23. http://dx.doi.org/10.14434/v17i1.19607.
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Abstract Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: “….articulate the impact of personal values and professional ethics in healthcare decision-making”. A program level terminal learning outcome is to “….critically discuss the interface of values/ethics on health outcomes”. One university level Essential Learning Outcome (ELOs) that all baccalaureate students are expected to achieve by graduation is Ethical Reasoning. This was equivalent to the IPCEP Values/Ethics core competency. This paper describes a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels. A narrative analysis (n=94) using required ethical decision making BSHS student papers was conducted to determine achievement of SLOs/ELOs and the IPCEP Values/Ethics core competency. Eleven items in the grading criteria were linked to outcome criteria for university ELO competency. A point value was assigned to each of these items using a scoring rubric indicating level of achievement. Results indicated that most students were at the Skilled level for the majority of students, and demonstrated adequate achievement of university, program, and course level learning outcomes as well as achievement of the IPCEP Values/Ethics core competency. Keywords: Assessment; Essential Learning Outcomes; Ethics; Rubrics; Values; Student Learning Outcomes; Competency
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Kusworo, Ahmad Dzulfikri Budi. "Effect of Business Ethics and Professional Ethics to the Perception of Students." Pedagogia : Jurnal Pendidikan 9, no. 1 (February 29, 2020): 131–35. http://dx.doi.org/10.21070/pedagogia.v9i1.313.
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This study aims to determine whether there are differences in business ethics and professional ethics to the perception of students. This research was conducted at one of universities in Indonesia. The type of research used by the authors was survey research. Data collection technique is done by distributing questionnaires. To earn value that supports the purpose of this study conducted a t-test to determine whether there are differences about business ethics and professional ethics to the perception of students and college students. Based on the difference of business ethics between perceptions of students it is concluded that there is a significant difference of business ethics between student and student perception. Based on the result of difference about professional ethics between student perception and student perception can be concluded there is significant difference about professional ethics between student and student perception.
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Rahman, Priyanggo Karunia, and Misesa Misesa. "The Teacher's Role in Fostering Dress Ethics Students." LENTERNAL: Learning and Teaching Journal 3, no. 3 (September 30, 2022): 27–32. http://dx.doi.org/10.32923/lenternal.v3i3.2913.
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This study examines Islamic religious education teachers' influence on student dress. The school's code of conduct emphasizes ethical behavior and dress. Some kids wore long, flowy, non-transparent outfits, while others did not. Students are told to dress appropriately for Muslim students, but reality differs. This study examined how Islamic religious education and morality teachers at SMA Negeri 1 Bangka promote dress ethics. This study used qualitative research. Semi-structured Islamic religious education teacher interviews provided the data. Descriptive analysis followed. Field notes, documentation, and observations supported the data. This study found that Islamic religion education and morals teachers play different roles in student clothing ethics. They teach students about Islamic attire and morals. By regulating student wear, penalizing those who break the dress code, and advising on proper attire, they must establish a good and respectful learning atmosphere. They should also know student fashion trends and the cultural and religious aspects of student dress. Finally, teachers should educate pupils about Islamic dress ethics and allow them to participate in dress ethics activities and discussions. This study suggests Islamic religious education and morals Teachers shape student dress ethics. They should know student fashion trends and the cultural and religious aspects of student apparel. Proactiveness is also needed..
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Rozmus, Cathy L., Nathan Carlin, Angela Polczynski, Jeffrey Spike, and Richard Buday. "The Brewsters." Nursing Ethics 22, no. 7 (September 24, 2014): 815–26. http://dx.doi.org/10.1177/0969733014547974.
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Background: One of the barriers to interprofessional ethics education is a lack of resources that actively engage students in reflection on living an ethical professional life. This project implemented and evaluated an innovative resource for interprofessional ethics education. Objectives: The objective of this project was to create and evaluate an interprofessional learning activity on professionalism, clinical ethics, and research ethics. Design: The Brewsters is a choose-your-own-adventure novel that addresses professionalism, clinical ethics, and research ethics. For the pilot of the book, a pre-test/post-test design was used. Once implemented across campus, a post-test was used to evaluate student learning in addition to a student satisfaction survey. Participants and research context: A total of 755 students in six academic schools in a health science center completed the activity as part of orientation or in coursework. Ethical considerations: The project was approved as exempt by the university’s Committee for the Protection of Human Subjects. Findings: The pilot study with 112 students demonstrated a significant increase in student knowledge. The 755 students who participated in the project had relatively high knowledge scores on the post-test and evaluated the activity positively. Discussion: Students who read The Brewsters scored well on the post-test and had the highest scores on clinical ethics. Clinical ethics scores may indicate issues encountered in mass media. Conclusion: The Brewsters is an innovative resource for teaching interprofessional ethics and professionalism. Further work is needed to determine whether actual and long-term behavior is affected by the activity.
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Levesque, Laurie L. "Student-Authored Ethics Vignettes: Giving Voice to Values All Semester." Management Teaching Review 3, no. 4 (June 12, 2018): 331–45. http://dx.doi.org/10.1177/2379298118781771.
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Critics of ethics education suggest that students need to learn about contextual pressures of workplace ethical decisions and develop skills to handle them. Thus, instructors are often challenged to integrate an ethics unit into organizational behavior courses in ways that complement, rather than duplicate, what may have been covered in their degree program’s stand-alone ethics course. This article outlines a multistage class exercise that incorporates student-authored cases. As homework, students write about a firsthand work or team ethical decision. The instructor selects several for subsequent class discussions and activities that foster skill development around contextual analysis and anticipatory strategies adapted from the Giving Voice to Values methodology. Students report peers’ ethics vignettes to be interesting and relevant, and a multiperspective exploration and strategizing of these situations prepares them to face future ethical dilemmas in the workplace.
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LEE, Goeun, Sung-Ho PARK, Hyo-Jin LEE, Su-Bin PARK, and Sanghee Kim. "An Integrated Literature Review of Nursing Ethics Research for Nursing Students in Korea (2011-2020)." Korean Journal of Medical Ethics 24, no. 1 (March 2021): 59–80. http://dx.doi.org/10.35301/ksme.2021.24.1.59.
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This study was conducted to determine the current state, and future directions, of research on nursing ethics for nursing students in Korea. The study analyzed and evaluated original research articles that explore nursing ethics issues for Korean nursing students using the integrative literature review method proposed by Whittermore and Knafl. Five Korean databases were searched with queries that combined the terms ‘nursing’, ‘student’, ‘ethic’, and ‘moral’. From the 246 articles published between 2011 and September 2020, 92 were finally selected based on the inclusion criteria and data evaluation. According to the analysis, descriptive studies(75.0%) were the most common designs of article and ethics awareness(37.9%) was the most common research topics. The most frequent keywords were ‘bioethics’, ‘ethics’, ‘(moral) sensitivity’, ‘(critical) thinking’, ‘(ethical) value’, ‘education’, and ‘professionalism’. Most of the research instruments used had been developed in previous studies(88.2%), and the types of journals in which the research was published included those in interdisciplinary medical fields(47.8%), nursing(27.2%), and ethics(10.9%). The number of articles per year has been increasing, especially in 2015 and 2018, and interest in ethical issues and professional ethics has also increased since 2015. This article argues that in order to improve the quality of nursing ethic sresearch, related research should be carried out using a variety of research designs on a wider range of topics, and further develop the knowledge specific to nursing.
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Kusumastuti, Retno, and Eko Sakapurnama. "Ethical Climate In Vocational Program Administrative Sciences Department: Student Perception." Issues In Social And Environmental Accounting 7, no. 4 (December 31, 2013): 219. http://dx.doi.org/10.22164/isea.v7i4.111.
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The existence of ethics course in the designed curriculum given, expected to shape morale and develop ethic awareness between student in their study environment. This thing will be a primary asset for graduate candidates in the future. This research is an effort to make an image about study environment climate, that occur in Vocational Program generally, and in Administration Science particularly. The aim of this study is to describe students’ perceptions of their institution’s ethical environment. The Ethical Climate Questionnaires were completed by fifty two final-year vocational program students. The result showed that the type of consensual morality is the most dominant factor that forms ethical environment in campus.
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White, Jane H., Anne Griswold Peirce, and William Jacobowitz. "The relationship amongst ethical position, religiosity and self-identified culture in student nurses." Nursing Ethics 26, no. 7-8 (October 18, 2018): 2398–412. http://dx.doi.org/10.1177/0969733018792738.
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Background/purpose: Research from other disciplines demonstrates that ethical position, idealism, or relativism predicts ethical decision-making. Individuals from diverse cultures ascribe to various religious beliefs and studies have found that religiosity and culture affect ethical decision-making. Moreover, little literature exists regarding undergraduate nursing students’ ethical position; no studies have been conducted in the United States on students’ ethical position, their self-identified culture, and intrinsic religiosity despite an increase in the diversity of nursing students across the United States. Participants and Research Context Objectives: The study’s two aims were to determine the relationship of self-identified culture, religiosity, and ethics position of undergraduate nursing student and whether students’ level of education and past ethics courses taken related to idealism. Two hundred and twelve volunteer undergraduate students participated. Research design: A descriptive cross-sectional study was designed for participants who completed the Ethical Position Questionnaire, The intrinsic subscale of the Religious Orientation Scale, and a Demographic, Cultural, Ethnicity Form. To test the five hypotheses, analyses included t-tests, correlations, and ANOVA. Ethical Considerations: The study was approved by the Institutional Review Board at Adelphi University. Results: Idealism and intrinsic religiosity were significantly related. Differences were observed for intrinsic religiosity and idealism for cultural identity and cultural dimensions such as parents’ place of birth, and if participants were US born. Students’ level of education or participation in past courses on ethics did not influence idealism. Conclusions: The study’s findings were similar to most of the research from other disciplines on culture, ethics position, and religiosity. Generic courses on ethics taken prior to clinical work may not assist nursing students in integrating principles into complex ethical dilemmas. Self-identified culture, religion, and intrinsic religiosity related to ethics position; completing ethics courses and level of education, juniors compared with seniors, did not influence idealism. Faculty should consider integrating students’ culture, religious orientation, and ethics position into teaching ethics for all levels of nursing education.
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MENG, Kwang-ho. "Student-Specific Ethics in Clinical Clerkships." Korean Journal of Medical Ethics 3, no. 2 (November 2000): 153–59. http://dx.doi.org/10.35301/ksme.2000.3.2.153.
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The importance and the role of ethics courses in medical school education has expanded significantly in recent years. Along with this development, most of the medical schools have provided with the concepts and skills needed to deal successfully with the issues that they will confront as physicians in the future. But medical students are not physicians, and the issues they face are quite different from those faced by physicians. Accordingly, many existing ethics curricula fail to address the subtle yet critical ethical issues that medical students encounter everyday in their clinical clerkships. This paper reviews several literatures on the current status of the student-specific ethics in the United States, and calls for a special attention of medical educators in this particular area in Korea.
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Pallavi and Arun Kaushal. "Business Student Perception Towards Ethics: An Exploratory Study." Think India 20, no. 1 (January 16, 2017): 10–21. http://dx.doi.org/10.26643/think-india.v20i1.7775.
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In regard to ethics and values, nowadays corporate scenario also demands business ethics which will guide the emerging professionals to exercise this ethical domain in their professional lives. The children of present generation do not know about their culture, traditions, values, ethics etc. This is one of the reasons why the content related to ethics and values is included in the curriculum of their professional studies. The objective of the present paper is to study the perception of business students regarding ethics and values. The role of ethics and values in a students life is very important as it strongly affects their future, career, growth, professional behaviour and helps them learn how to tackle ethical dilemmas in personal and professional life. The data for the study had been collected from the undergraduate (commerce, management, engineering, arts, and science) and postgraduate (commerce, management, engineering, arts, and science) students of the private university situated in the state of Uttar Pradesh. The collected data was analysed with the help of statistical technique such as factor analysis, T-test and regression analysis. The results revealed that awareness about ethics and values is an important factor accessed by all the respondents of the study.
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Susilowati, Nurdian, Kusmuriyanto Kusmuriyanto, and Kris Brantas Abiprayu. "Encouraging student ethical behavior through ethical climate in higher education." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 213–22. http://dx.doi.org/10.11591/edulearn.v15i2.19271.
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This study investigated the direct and indirect effects of learning styles, ethics education, and ethical climate on student’s ethical behavior. The samples were obtained through a proportionate random sampling technique so that 273 students had taken the courses of conservation education, professional ethics for teachers, and business ethics. The data were collected using questionnaires and analyzed using path analysis. The research findings showed that learning styles and ethical education could directly influence ethical behavior. At the same time, the ethical climate did not have a direct influence on ethical behavior. The ethical climate could not mediate the effect of learning styles and ethics education on ethical behavior. It means that learning styles and ethical education contribute significantly to the formation of good behavior and student’s characters. It is supporting a learning styles approach suggests that it offers benefit to students.
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Chavan, Meena, and Leanne M. Carter. "The Value of Experiential and Action Learning in Business Ethics Education." Journal of Business Ethics Education 15 (2018): 5–32. http://dx.doi.org/10.5840/jbee2018152.
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This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of Experiential Learning Activity (ELA) and Critical Action Learning (CAL) on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student “needs” being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour.
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Brennan, Jason. "The Ethics Project." Journal of Business Ethics Education 15 (2018): 285–302. http://dx.doi.org/10.5840/jbee20181514.
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This paper describes the “Ethics Project”, a semester-long entrepreneurial activity in which students must make real-life decisions and then reflect upon their decisions. The Ethics Project asks students to think of something good to do, something that adds value to the world, and then do it. Along the way, they must navigate problems of opportunity cost or feasibility versus desirability, must anticipate and overcome strategic and ethical obstacles, and must ensure they add value, taking into account their costs. Rather than role-playing through case studies, students live through real-life case studies which result from their own choices. When properly administered, the Ethics Project trains student to be principled leaders who integrate ethical principles into strategic decision-making, and who can discover and overcome their own moral limitations.
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Ritvo, Roger A. "Can the Service Learning Model Help Business Ethics Courses From Being an Oxymoron?" International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 117–26. http://dx.doi.org/10.31686/ijier.vol3.iss1.305.
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Colleges of Business face new challenges in teaching students about Business Ethics. Some laugh off the notion as an oxymoron; they assert that you cannot teach morality, ethics or values. Others look to our nation's universities as the place where ethical behavior should be defined, nurtured and encouraged. Unlike courses offered in religion or philosophy, students and employers want to know how to apply these models and concepts. Exhortations do not suffice. This article defines a successful class project that applies business ethics to organizational realities. Student teams work with a client system to develop a Code of Ethics for the firm. These projects incorporate the established benefits of service learning – students learn while doing, strongly reinforcing classroom lessons. Does this approach make a difference? Results from the accreditation processdocument that it contributes to an increase in student learning.
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Tahaku, Nur Diyanti, Faidz Leofandy, Juwita J, Natasya Yuliana Panto, and Shella Budiawan. "The Influence of Understanding The Accountant Profesional Code of Ethics On Students." Amsir Accounting & Finance Journal 2, no. 1 (January 20, 2024): 11–22. http://dx.doi.org/10.56341/aafj.v2i1.394.
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This research discusses the important role of understanding the code of ethics in shaping the ethical behavior of accounting students. The code of ethics for the accounting profession, which includes aspects of integrity, objectivity, professional responsibility, public interest, professional competence, confidentiality, technical standards and professional behavior, is the main focus in guiding student behavior. However, there are challenges in implementing this code of ethics, such as a lack of understanding which gives rise to dishonest behavior during exams or quizzes. This raises concerns about the quality of behavior in the future when students enter the world of work as accountants. Apart from understanding the code of ethics, variables such as love of money (tendency towards money) and religiosity are also important highlights in shaping the behavior of accounting students. The research methods used include reviews of previous journals and data sources from Google search results, providing a comprehensive picture of the role of understanding the code of ethics in the context of accounting student behavior. This research aims to gain a deeper understanding of how ethics and understanding the code of ethics can shape professionalism among accounting students.
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D, Savitha, Manjulika Vaz, and Mario Vaz. "“Thinking ethics”: a novel, pilot, proof-of-concept program of integrating ethics into the Physiology curriculum in South India." Advances in Physiology Education 41, no. 2 (June 1, 2017): 306–11. http://dx.doi.org/10.1152/advan.00183.2016.
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Integrating medical ethics into the physiology teaching-learning program has been largely unexplored in India. The objective of this exercise was to introduce an interactive and integrated ethics program into the Physiology course of first-year medical students and to evaluate their perceptions. Sixty medical students (30 men, 30 women) underwent 11 sessions over a 7-mo period. Two of the Physiology faculty conducted these sessions (20–30 min each) during the routine physiology (theory/practicals) classes that were of shorter duration and could, therefore, accommodate the discussion of related ethical issues. This exercise was in addition to the separate ethics classes conducted by the Medical Ethics department. The sessions were open ended, student centered, and designed to stimulate critical thinking. The students’ perceptions were obtained through a semistructured questionnaire and focused group discussions. The students found the program unique, thought provoking, fully integrated, and relevant. It seldom interfered with the physiology teaching. They felt that the program sensitized them about ethical issues and prepared them for their clinical years, to be “ethical doctors.” Neutral observers who evaluated each session felt that the integrated program was relevant to the preclinical year and that the program was appropriate in its content, delivery, and student involvement. An ethics course taught in integration with Physiology curriculum was found to be beneficial, feasible, and compatible with Physiology by students as well as neutral observers.
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DELANY, CLARE, and HEATHER GAUNT. "“I Left the Museum Somewhat Changed”: Visual Arts and Health Ethics Education." Cambridge Quarterly of Healthcare Ethics 27, no. 3 (May 30, 2018): 511–24. http://dx.doi.org/10.1017/s0963180117000913.
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Abstract:A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students’ moral imagination and independent critical thinking about ethics in clinical practice. We describe a sequence of ethics education strategies over a 3 year Doctor of Physiotherapy program, focusing on the final year professional ethics assessment task, which involved the use of visual arts to stimulate the exploration of ethics in healthcare. The data (in the form of student essays about their chosen artwork) were analyzed using both thematic and content analysis. Two key themes centered on emotional responses and lateral thinking. The use of artwork appeared to facilitate imaginative, emotional, and conceptual thinking about ethics and clinical experience (both past and future). This study provides some evidence to support the effectiveness of the use of the visual arts in promoting students’ recognition of ethical dimensions within their clinical experience and reflection on their emerging professional identity. As one student noted, she left the museum “somewhat changed.”
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C. Nayle, Aldridge, Clarence C. Tarroza, Genalyn P. Lualhati, and Jecelle B. Atienza. "Level of Environmental Ethics Awareness and Environmental Citizenship Participation among Filipino Higher Education Student Leaders." Rajabhat Chiang Mai Research Journal 25, no. 1 (January 31, 2024): 1–14. http://dx.doi.org/10.57260/rcmrj.2024.267020.
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School institutions are responsible for honing environmental ethics awareness and environmental citizenship participation among their students. Student leaders, on the other hand, are expected to uphold responsibilities to empower their co-students and address pressing environmental issues through different sets of activities aligned with sustainable development goals. Thus, this study assessed the higher education student leaders' environmental ethics awareness, environmental citizenship participation, and its correlation, and proposed a plan of activities to sustain and enhance the two aforementioned variables. By employing a descriptive-correlational design with a researcher-made questionnaire, this study found out that the higher education student leaders are highly aware of ethical actions concerning the environment. However, in terms of citizenship participation, the results revealed that these student leaders are not highly participative in various environmental activities despite having high levels of awareness. Hence, this study suggests that fostering collaborations among student leaders, organizations, and clubs will address environmental issues collectively, strengthening their environmental ethics awareness and participation, and a proposed plan of activities that may be initiated by the concerned authorities to ensure its full implementation.
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Petillion, Wendy, Sherri Melrose, Sharon L. Moore, and Simon Nuttgens. "Graduate students’ experiences with research ethics in conducting health research." Research Ethics 13, no. 3-4 (November 14, 2016): 139–54. http://dx.doi.org/10.1177/1747016116677635.
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Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. Qualitative description was used to explore the research ethics review experience of 11 masters and doctoral students in health discipline programs. Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students’ overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students’ relationships with supervisors, and developing the role of research ethics boards to support education for novice researchers. This study contributes to comprehension of the research ethics experience for graduate students and what they value as new researchers.
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Won, Ho-Jun, and Chul-Hyun Lee. "How Gamification-Based Artificial Intelligence Educational Programs Affect Ethical Awareness of Artificial Intelligence among Elementary School Students." Institute for Education and Research Gyeongin National University of Education 43, no. 4 (December 31, 2023): 29–40. http://dx.doi.org/10.25020/je.2023.43.4.29.
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This study investigated the effects of a gamification-based education program centered on Artificial Intelligence (AI) ethical standards on elementary school students’ ethical awareness of AI. Therefore, a 16-session AI ethics educational program was developed based on the ADDIE model according to previous studies on AI ethics education and “human-centered AI ethical standards.” To verify the program’s effectiveness, the program extracted from the “AI ethics (Elementary School) Learning with AI Principles” (Gyeonggi Provincial Office of Education, 2022) was applied to compare between groups and used a student ethics consciousness test tool we developed.
The study results obtained through the application and analysis of this program are as follows. We found statistically significant differences in all areas of interest and the need for AI ethics and ethics education. The results of the pre-and post-tests for each AI ethics element showed statistically significant changes in all areas, except for the “responsibility” element. The AI ethics education program developed in this study is expected to contribute to the formation of a proper AI ethics consciousness among elementary school students.
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Gunter, Cheryl D. "Ethics: Professional Ethics: An Overview for Student Clinicians." Perspectives on Administration and Supervision 12, no. 2 (June 2002): 8–11. http://dx.doi.org/10.1044/aas12.2.8.
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Sari, Paramita, Mustika Chasanatusy Syarifah, and Abraham Ahmad Ali Firdaus. "Ethical Principles As Student Motivation Continuing Education At Medical Faculty, Nahdlatul Ulama University, Surabaya." International Islamic Medical Journal 5, no. 1 (December 1, 2023): 1–5. http://dx.doi.org/10.33086/iimj.v5i1.5178.
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Background : Ethics is an important component in human life to distinguish good and bad behavior. Motivation is very important when an individual wants to do something and decides something. Ethics supports a person's motivation to do things they think are good, including determining education at medical school. Objective : The research aims to find out students' thinking principles based on the science of ethics so that by knowing these thinking principles researchers can find out students' motivations in choosing and continuing their studies at medical faculty. Methods : This research is a quantitative study with a descriptive approach on all students of the Class of 2022 FK UNUSA. The survey used secondary data from student interviews from the new student admissions committee, data analysis using descriptive analytics and data validity using correlation tests. Result : The results of this research show that 81% of students have the principle of virtue ethic thinking, supported by Personal Characteristics Test data showing that 72% of students are advised to be accepted as students at the medical faculty. Conclusion : So, it can be concluded that virtue ethics is a motivation to continue education at the Faculty of Medicine, Nahdlatul Ulama University, Surabaya.
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Zhao, Yuan, and Oluwaseun Olaiya. "Building a Mini Biomedical Ethics Curricular Thread in an Immunology Course in Undergraduate Medical Curriculum." Journal of Immunology 206, no. 1_Supplement (May 1, 2021): 54.18. http://dx.doi.org/10.4049/jimmunol.206.supp.54.18.
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Abstract Education in biomedical ethics has become an essential part of undergraduate medical curriculum. Integrating this topic longitudinally in the curriculum ensures early educational exposure and provides opportunities for continued advancement of students reasoning and behavior. The objective of this study is to develop a mini ethics curricular thread in the immunology course and to raise student awareness of ethical issues associated with disorders of the immune system. In our project, three ethics learning modules are designed and built in a six-week immune system course in the second semester of undergraduate medical curriculum. A mixed teaching approach using multiple teaching tools will be employed. The first module uses a movie about a well-known patient with severe combined immunodeficiency disease. The second module is delivered through a team-based learning case on human immunodeficiency virus. The third module uses small and large group discussions on blood transfusion and bone marrow transplantation. Quizzes and reflective writings are embedded in each module to assess student knowledge and attitudes. Student surveys will provide information on challenges and opportunities in teaching ethics within a biomedical science course. The qualitative analysis of student reflections will be presented in the poster. We believe this curricular design has the potential to help students build connections between science, human disease, and ethics. It will also shed light on how to integrate ethics in biomedical science courses to cultivate professionalism in the early stages of their medical training. Future direction includes the evaluation of the longitudinal impact of this training on students clinical practice.
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Álvaro Aranda, Cristina. "Finding ethics in and out of codes: ethical dilemmas faced by healthcare interpreting student interns." Hikma 21, no. 2 (December 23, 2022): 257–86. http://dx.doi.org/10.21071/hikma.v21i2.14284.
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Establishing a code of ethics is a requirement an occupation must meet to become a full-fledged profession. In healthcare interpreting, several professional associations have published their own codes. Students are introduced to these codes in the classroom, but when they access the profession they often face ethical dilemmas that may overlap with their professional obligations. This paper explores a series of ethical dilemmas faced by students that first encounter the workplace as part of an internship programme. Drawing on participant observation and post-encounter interviews, we identify ethical dilemmas, describe the interns’ behaviour, and illustrate the rationale behind their choices. This allows us to isolate factors that hinder participants from strict adherence to codes of ethics (i.e., the theory-practice gap, contextual restrictions, and human emotion). In the light of results obtained, we encourage trainers and interpreters to develop critical ethical thinking in different healthcare scenarios to facilitate assessing the consequences of (not) following a code of ethics.
Keywords: Healthcare interpreting, Ethical dilemmas, Code of ethics, Student interns, Training
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Sulianti, Novi, Asnawati Asnawati, and Yanto Yanto. "COMMUNICATION ETHICS IN ONLINE LEARNING THROUNGH THE ZOOM APPLICATION IN SOCIAL SCIENCES FACULTY." SENGKUNI Journal (Social Science and Humanities Studies) 2, no. 1 (June 29, 2021): 81–88. http://dx.doi.org/10.37638/sengkuni.2.1.81-88.
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This study aims to determine the ethics of student communication to lecturers and student ethics to fellow students in online learning through the zoom application for students of the Faculty of Social Sciences. This research method is fleld research with a qualitative approach. The data was collected by means of observation, interview and documentation techniques. The theory used in this study is Burhannudin Salam's Communicating Ethics, descriptive and normative. Descriptive Ethics is about values and patterns of human behavior as a fact, while Normative Ethics talks about norms or rules that guide human behavior. The sources of this research were students and students of the Faculty of Social Sciences, Dehasen University Bengkulu. The results show that there are still some people who do not follow the rules and ethics of student communication to lecturers during lectures through the zoom application, while the ethics of students towards fellow students when taking lectures through the zoom application is quite good even though there are still some students who still do not use ethics properly to fellow students during lectures through the zoom application in progress.
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Sajid, Sajid Mahmood, Yasmeen Khatoon, and Qaisar Abbas. "Effects of University Teachers' Professional Ethics on their Students' Achievements." Global Sociological Review IX, no. I (March 30, 2024): 1–12. http://dx.doi.org/10.31703/gsr.2024(ix-i).01.
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This study investigates the impact of university teachers' professional ethics on the academic achievements of their students. Employing a descriptive research design and utilizing survey methods, the study focuses on graduation-level education at the University of Okara, Punjab. The population of the study encompasses students enrolled at the University of Okara, necessitating the use of convenient sampling techniques due to its size. Eight departments, including Botany, Chemistry, Education, English, Information Technology, Management Sciences, Mathematics, and Zoology, were selected for data collection. A self-developed Professional Ethics Rating Scale (PERS) was employed to measure the ethical conduct of teachers. The scale's validity was confirmed through expert opinion, and its reliability coefficient was determined to be 0.79. The study revealed a significant relationship between teacher ethics and student achievement. The findings underscore the importance of ethical conduct among university teachers and its profound influence on student academic performance.
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McGrane, Fódhla. "The Need to Personalise Business Ethics Education." Journal of Business Ethics Education 19 (2022): 153–68. http://dx.doi.org/10.5840/jbee2022199.
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Can business ethics textbooks and modules prepare business students to manage ethical challenges if they bypass students’ personal ethics? This paper is an academic reflection by a Higher Education, business ethics tutor in the UK and Ireland. It charts a pedagogic journey of moving away from lecturing based on the contents of the standard, “impersonal”, business ethics textbook, to moving towards facilitating interaction among students about their ethics in all parts of life, and especially “at work” in their part-time employment. The rationale for this pedagogic shift is supported by excerpts from Journal of Business Ethics Education (JBEE) articles and by current, UK, Higher Education (HE), quality frameworks. Qualitative student feedback on their experience of this more personal design of a business ethics module is included. Ten exercise suggestions and resources are offered. Business ethics textbook authors and tutors are recommended to begin their content with exercises in personal ethics.
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Wingate, Nikki, Dorin Micu, and Claudio Schapsis. "Awakening Awareness and Application: Utilizing Guest Speeches and Reflective Learning to Teach Ethics in Marketing." Journal of Business Ethics Education 20 (2023): 19–32. http://dx.doi.org/10.5840/jbee2023203.
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There has been considerable debate on how to teach ethics within the marketing curriculum to accommodate the AACSB requirements requiring emphasis on ethical issues within the business curricula. Since introducing a separate course on marketing ethics has limited reach, we propose incorporating the ethical dimension through guest speeches and reflective learning in a mandatory Marketing course for all business majors. Through phenomenographic analysis of 121 student reflections, we report evidence supporting the effectiveness of this approach in significantly raising awareness of ethics in the marketing domain and in initiating the nurturing of ethical reasoning abilities in undergraduate business students early in their college careers. Students absorbed substantial amounts of knowledge at different levels and demonstrated significant cognitive processing within the revised Bloom’s taxonomy. Using this method to teach marketing ethics promotes awareness and application of ethical reasoning without compromising disciplinespecific instruction.
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KIM, Ock-Joo, Young-Mo KOO, and Sang-lk HWANG. "Medical Ethics Education at Harvard Medical School." Korean Journal of Medical Ethics 2, no. 1 (November 1999): 1–25. http://dx.doi.org/10.35301/ksme.1999.2.1.1.
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At Harvard Medical School, various kinds of medical ethics education are offered to medical students to enhance their ethical sensitivity and sensibility. This paper reports one of the medical ethics courses, Moral Aspects of Dilemmas in Medical Practice. This course shares the same perspectives and contexts as those of medical education reformation beginning in the mid-1980s at Harvard. Using small group discussions, seminars, tutorials, the medical ethics course adopts student-centered, problem-based education. The course aims at helping students to recognize moral dimension of medical practice, to develop systematic moral reasoning, and to learn how to respect patients and colleagues. While professors and guest-lecturers stimulate and guide the classroom discussion, the students take an active role in the discussion. Various methods are employed for the class including case studies, narratives of patients and medical professionals, role plays, video watching, and lectures (although minimized). This course also conveys different methodology and theories of medical ethics such as casuistry, literature and ethics, principlism, virtue ethics, communitarian ethics, and ethics of care. Personal interviews with medical students who finished the course revealed that in general the students were satisfied with the contents and methods of the course. The students said that they learned ethical issues in contemporary medicine and how to deal with ethical dilemmas. Some students wanted to learn more about medical ethics and to participate in ethics committee in the future.
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Johnson, W. Brad, and Rioh'det Corser. "Learning Ethics the Hard Way: Facing the Ethics Committee." Teaching of Psychology 25, no. 1 (January 1998): 26–28. http://dx.doi.org/10.1207/s15328023top2501_7.
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This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.
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Han, Sung-Suk, and Sung-Hee Ahn. "An Analysis and Evaluation of Student Nurses’ Participation in Ethical Decision Making." Nursing Ethics 7, no. 2 (March 2000): 113–23. http://dx.doi.org/10.1177/096973300000700204.
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This study analyses the types and frequencies of ethical dilemmas and the rationale of ethical decision making in student nurses; it also evaluates their decision making. One hundred senior student nurses who were enrolled in a two-credit course in nursing ethics were asked to provide an informal description of a dilemma that they had experienced during their clinical practice. The results were as follows. The ethical dilemmas identified fell into four categories and were of 27 types. Those most frequently experienced were ‘family giving up on a patient because he or she could not be cured’, and ‘not telling the truth to the patient’. The Korean Nurses’ Code of Ethics was applied, in particular the preamble, and the third, fourth, seventh and tenth clauses. The most common rule of ethics and principle applied in these nurses’ ethical decision making were veracity and nonmaleficence. With regard to the moral reasoning process, the primary concern was the welfare of the patients. These students were equipped with the ability to exercise critical and reflective thought when they experienced ethical dilemmas.
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Contaxis, Nicole, Fred WZ LaPolla, and Genevieve Milliken. "Engaging health sciences librarians on data ethics: case study on a pilot curriculum." Journal of the Medical Library Association 110, no. 4 (March 24, 2023): 485–93. http://dx.doi.org/10.5195/jmla.2022.1418.
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Background: Ethical decision-making regarding data collection, visualization and communication is of growing importance to librarians, with special relevance to those in medical and data fields. Data ethics training opportunities for librarians, however, are uncommon. To fill this gap, librarians at an academic medical center developed a pilot data ethics curriculum for librarians across the U.S. and Canada. Case Presentation: Three medical librarians developed a pilot curriculum to address perceived gaps in librarian training for data ethics. One of the team members had additional academic training in ethics, which helped to provide an intellectual foundation for this project. The three-module class provided students with an overview of ethical frameworks, skills to apply those frameworks to data issues, and an exploration of data ethics challenges in libraries. Participants from library schools and professional organizations were invited to apply. Twenty-four participants attended the Zoom-based class and shared feedback through surveys taken after each session and in a focus group after the course’s conclusion. Discussion: Responses to the focus group and surveys indicated a high level of student engagement and interest in data ethics. Students also expressed a desire for more time and ways to apply what was learned to their own work. The need for more time was for both networking and extended discussion of class topics. Several students suggested creating concrete outputs of their thoughts (e.g., a reflective paper or final project). Finally, student responses expressed a strong interest in mapping ethical frameworks directly to challenges and issues librarians face.
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Kusvanti, HeniIkke, Suhendro Suhendro, and Riana R. Dewi. "INDIVIDUAL FACTORS THAT INFLUENCE THE ETHICAL BEHAVIOR OF ACCOUNTING STUDENT." eBA Journal: Journal Economics, Bussines and Accounting 5, no. 1 (February 13, 2019): 1–10. http://dx.doi.org/10.32492/eba.v5i1.705.
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This research aims to find out how the influence of gender, ethical sensitivity, locus of control, and the understanding of the code of ethics the ethical behaviour against the accountant accounting students at universities in Surakarta. The population in this research are undergraduate students program of study had been completed accounting auditing courses at the Islamic University of Surakarta Batik, Slamet Riyadi, University and high school Economics. Sampling technique used was simple random sampling technique. Methods of analysis used was multiple linear regression analysis. The results of this research show that gender, ethical sensitivity and locus of control have no effect against the ethical behavior of college students in Surakarta. While the understanding of the code of ethics to ethical behavior of college students in Surakarta. The value of the coefficient of determination (R2) of 0.102. This indicates that the variansi variable on the practice of ethical behavior of college students in higher education in Surakarta amounted to 10.2% can be explained by the variable gender, ethical sensitivity, locus of control and understanding of the code of ethics of accountants, while the rest 89.8% is explained by factors – factors other than that examinedThis research aims to find out how the influence of gender, ethical sensitivity, locus of control, and the understanding of the code of ethics the ethical behaviour against the accountant accounting students at universities in Surakarta. The population in this research are undergraduate students program of study had been completed accounting auditing courses at the Islamic University of Surakarta Batik, Slamet Riyadi, University and high school Economics. Sampling technique used was simple random sampling technique. Methods of analysis used was multiple linear regression analysis. The results of this research show that gender, ethical sensitivity and locus of control have no effect against the ethical behavior of college students in Surakarta. While the understanding of the code of ethics to ethical behavior of college students in Surakarta. The value of the coefficient of determination (R2) of 0.102. This indicates that the variansi variable on the practice of ethical behavior of college students in higher education in Surakarta amounted to 10.2% can be explained by the variable gender, ethical sensitivity, locus of control and understanding of the code of ethics of accountants, while the rest 89.8% is explained by factors – factors other than that examined
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Mujiyati, Mujiyati, Fitria Riski Rohmawati, and Wahyu Hening Ririn. "DETERMINAN PERSEPSI MENGENAI ETIKA ATAS PENGGELAPAN PAJAK (TAX EVASION)." Riset Akuntansi dan Keuangan Indonesia 3, no. 1 (July 23, 2018): 1–12. http://dx.doi.org/10.23917/reaksi.v3i1.5551.
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AbstractThis study aims to examine the factors that influence the perception of ethics on tax evasion in the lecturers and students of Muhammadiyah University of Surakarta. The variables used in this study are the dependent variables, namely the perception of ethics on tax evasion, while the independent variables used Are justice, taxation systems, discrimination, the quality of tax services, and the possibility of fraud detection.The sample in this research is lecturer and student at university muhammadiyah surakarta. Sample collection method used in this research is convenience sampling taken 84 sample lecturer and 100 student sample. The data used in this study is the primary data by using questionnaires. Data analysis in this research is assisted by using SPSS program. Data analysis technique used is multiple linear regression.The result of the research shows that significant at level 0,05 variable of system of taxation to lecturer, discrimination on lecturer and student, and quality of tax service to lecturer and student have significant influence to perception about ethics on tax evasion. While the variable of justice in lecturer and student, system of taxation to student, and possibility of detection of fraud on lecturer and student have no effect and insignificant to perception about ethics of tax evasion. Keywords: ethical perception, tax evasion, justice taxation system, discrimination, quality of tax service, possible fraud detection.
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Waldron, Marilyn, and Richard Fisher. "Values and ethical judgments." Meditari Accountancy Research 25, no. 1 (April 10, 2017): 37–64. http://dx.doi.org/10.1108/medar-09-2016-0076.
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Purpose A major impediment to the advancement of ethics research in the accounting domain is the availability of appropriate research participants. This study aims to investigate the validity of using student surrogates in accounting ethics research. Design/methodology/approach A survey instrument was administered to a sample of US accounting practitioners (Certified Public Accountants) and two student respondent groups: intermediate and advanced-level accounting students. Both personal values and ethical judgments were measured. Findings Significant differences were found in both the structure of personal values and ethical judgments between practitioners and accounting students. Life-stage effects play an important role in explaining these differences. Hedonistic values are seen to become less salient through the maturation process, whereas others, such as security, become increasingly important. Unexpectedly, values are found to have little direct impact on ethical judgments. Research limitations/implications The cross-sectional nature of the research design means the impacts of maturation and experience can only be inferred. Future corroborating longitudinal studies are encouraged. Practical implications Overall, the findings suggest caution in the use of student surrogates in this research context. In particular, adequate attention ought to be given to the close matching of ages, and to the extent possible, the education level between students and the target professional population. Insights provided by the study into factors underlying the ethical decision-making process of accountants provide a basis for evaluating the capabilities of employees and can be used in education and organizational training. Originality/value This study addresses a significant gap in the prior literature by concurrently considering the interrelationships between personal values, ethical judgment and subject type in studying the suitability of student surrogates in accounting ethics research.
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Habriyanto Habriyanto, Laily Ifazah, and Desi Pratiwi. "Analisis Etika Berkomsumsi Pada Makanan dan Minuman." Jurnal Kajian dan Penalaran Ilmu Manajemen 2, no. 1 (January 24, 2024): 231–45. http://dx.doi.org/10.59031/jkpim.v2i1.346.
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This research is about the analysis of ethical consumption of food and drinks (Study of students from the Islamic Economics and Business Faculty, Sharia Economics Study Program, UIN Sulthan Thaha Saifuddin Jambi). This research aims to find out more about the ethical patterns of student food and drink consumption and Islamic economic views regarding student food and drink consumption. The method used by researchers is a qualitative method. The object of this research is students majoring in sharia economics, FEBI Class of 2019-2020. The data sources used are primary and secondary data using data collection techniques in the form of observation, interviews and documentation. The results of this research show that students' consumption ethics in fulfilling food or primary blindness (dhuriyat) are seen from the type of food they consume, the way they consume it and the quantity of food they consume is not fully in accordance with consumption ethics. In terms of ethics, most students do not pay attention to ethics and manners in consuming and from the five principles of Islamic consumption there is a gap between theory and practice. Based on the principle of simplicity, students consume excessively which can lead to wastage and waste. Meanwhile, students' moral principles do not follow the rules of etiquette and ethics set out by the Prophet Muhammad SAW. Most students do not apply this principle. Judging from the way they eat, they don't pay attention to consumption ethics based on what the prophet taught, and their habit of often throwing away rice and then leaving the environment dirty because they don't clean the place immediately after they consume food.
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Fathia, Alya Shofi, Dias Ayu Miftakhul Jannah, Razif Hanani, Heru Prastyo, and Muhammad Fahmi. "Student Learning Ethics: Classical Islamic Literature Analysis." Jurnal Indonesia Sosial Teknologi 3, no. 4 (April 13, 2022): 521–28. http://dx.doi.org/10.36418/jist.v3i4.410.
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This article uses literature review through the elaboration of classical texts, and some of literary sources until became this article. It started when there was an ethical degradation that occurred between students and teachers. This article aims to be a guideline for students who are studying. This is felt to be quite important by taking into account the quality of graduates produced by the education units of primary, secondary, and even higher education which slightly decreases in quality when compared to past scholars. Also starting to reduce students' understanding of ethics towards science and themselves when studying. The study in this journal uses a method of study of literature. The study of literature is a way to solve problems by looking through previously produced sources of writing. In other languages, the term for the study of literature is also very familiar with the title library study. Whereas ethics is one of the factors that are believed to affect the level of ease of understanding a science. This condition is the background of writing this article. By reviewing and analyzing the texts of classical books and other literature sources, it was successfully stated that among the ethics that need to be applied to every student are to cleanse themselves of various heart diseases, having the right intentions, choose the right teacher and be ethical in front of the teacher, choose good friends, and earnest in seeking knowledge.
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Russell, Kathleen, and JoDee Keller. "Ethics Symposium and Beyond: A Model for Teaching and Assessing Ethical Competence." Journal of Baccalaureate Social Work 16, no. 1 (January 1, 2011): 47–61. http://dx.doi.org/10.18084/basw.16.1.q26q421473j2304t.
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The new Educational Policy and Accreditation Standards from the Council on Social Work Education require that students demonstrate competencies in various areas through their mastery of specific practice behaviors. This article describes one model for teaching professional ethics that combines elements of infusion and dedicated intensive ethics instruction. Included is a discussion on engaging and facilitating active participation by students as a means for promoting achievement of benchmark levels of identified practice behaviors. The article also describes a unique program activity, the Ethics Symposium, which involves all faculty and all students. Students are actively engaged in a process of progressive learning and demonstration of competent ethical behavior. The program's schema for assessing student performance on ethics-related practice behaviors throughout the curriculum is also discussed.