Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012) Volume 4 Article 10 Number 1 Journal of Business & Leadership

1-1-2008 Religious Beliefs or A College Course- Does Either Really Impact Student Perceptions of Ethical Behavior? Karen L. Hamilton Georgia Southern University

Rita C. Jones Columbus State University

Teresa K. Lang Columbus State University

Follow this and additional works at: http://scholars.fhsu.edu/jbl Part of the Business Commons, and the Education Commons

Recommended Citation Hamilton, Karen L.; Jones, Rita C.; and Lang, Teresa K. (2008) "Religious Beliefs or A College Ethics Course- Does Either Really Impact Student Perceptions of Ethical Behavior?," Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 4 : No. 1 , Article 10. Available at: http://scholars.fhsu.edu/jbl/vol4/iss1/10

This Article is brought to you for free and open access by FHSU Scholars Repository. It has been accepted for inclusion in Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012) by an authorized editor of FHSU Scholars Repository. IIJmdton, J o n ~s. 3nd LangHamilton et al.: Religious Beliefs or A College EthicsJoum Course-31 o f Bus Doesiness & Either Lca d~ r sReallyhip : Researc h, Practi ce, a nd Teaching 2008, Vo l. 4, No. I, 70-80

RELIGIOUS BELIEFS OR A COLLEGE ETHICS COURSE- DOES EITHER REALLY IMPACT STUDENT PERCEPTIONS OF ETHICA L BEI-JAYIOR?

Karen L. Hamilton, Georgia Southern Uni ve rsit y Rita C. Jones, o lu mb us State Uni ve rsit y Teresa K. Lang, Columbus State Uni ve rsit y

This study considers th e impact of IH •o variables 011 the perceptio11 of students regarding various classroom behaviors con cerni11g themselves, and then concerni11g their peers. The first variable is the self-reported level of religiosity of the stude111s, a11d the seco11d is th e completio 11 of a co urse. Two universities participated in the s lur~)': Temple U11iversi()' with 6 1 juniors a11d se11iors a11d Columbus S tale University •vith 2 15 ju11iors and seniors out of a total of 332 m ostly u11dergraduate, busin ess stude11ts alle11di11g selected busi11ess classes. 1Jz e ji11di11gs are that students vie•ving them selves as more relig ious have higher ethical sta11dards for both themselves a11d th eir peers. Stude111s who completed a11 ethics course, •vhether th ey considered them selves m ore religious or 11 0t, did 11 01 dem o11 strate a sig11ijicantly higher level of ethical sta11dards for either themselves or their peers.

"catch" th em in th e act- or by extension, know their I 'TH.ODUCTION unethi cal th oughts or attitudes. The lit erature contain s a pl eth ora of research on The second part of thi s research consid ers th e coverage cthics- in c lu dtn g ethi cs in bu siness, ethi cs in reli gion and of ethi cs in th e busin ess school cun·iculum . Researchers ethi cs in cducat ton. The fin di ngs of thi s lit erature vari es, but agree th at ethi cs is import ant , but there is disagreement as to priman ly suggests th at rcli gtos it y innucnccs peoples' ethi cal wheth er or not students bene fit from a course or courses in standa rd s, student s' majonng in business tend to have ethi cs at th e co ll ege level. There is no question, however, different eth ica l stand ards th an non-busin ess majors, and about th e pos itJU n of th e Associati on to Adva nce Coll eges ed ucati on at th e coll ege level docs not signifi ca ntl y affect and Sc hool s of Bu siness Int ern ati onal (AACSB) regard in g stud ent s' ethi ca l b e e [~ (J ones, ct. al. , 2007; Emerson and th e teaching of ethi cs. They manda te th at institutions Comoy, 2004; Noni s and Owe ns-S wift , 2004; Smyth and accredi ted by J\ ACS B (2004) require either ( I) busin ess Davis, 2004; Wadja-Johnson, ct. a l. , 200 I; Forrest and stud ents to take a course in ethi cs or (2) instructors to Prit chett , 1990; Tyso n, 1990; llosmer, 1999 ). The current in co rp orate et hi cs as part of th e course co nt ent throughout research is a bustn css eth ics stud y whi ch considers th e th e busin ess curri culum, and also encourage continuous tmpac t of student s' level of rei igiosit y and wheth er or not improvement in providin g ethi cs educati on. For purposes of th ey have compl eted a co ll ege ethi cs course on the ir thi s research, th e focus will be on th e stu dents who have opinions of eth ical choices for th emselves and th eir peers. completed a course in bu ess ethi cs and wheth er the Sin ce business stud ent s have bee n document ed as bein g comp leti on of th at course has an impact on th e percepti on of among those most likely to find chea tin g acceptable, and arc eth ica l behavior for th emse lves and their peers. most li kely to brin g th eir negli gent ethics int o th eir BAC K G RO UN D AND II Y POTII ESES pro fcssion::d lives (Non is and Owens-Swift , 200 I; Wadja­ Johnson, ct. al. , 200 I), th e vast maj ority of th e stud ents As noted earli er, busin ess stu dents carry th eir behavi ors in c lu ded in thts stud y arc busi ness majors, and all of th e fr th e co ll ege class room to th e workp lace. If th ey exhi bi t stud ents arc enroll ed in bu sin ess classes. a hi gh level of ethi cal sta nda rd s earli er in li fe, th ose The fi rst part or th is research questi ons stu dents about stand ard s should serve as th eir bas is of refcJTa llater in life; their personal leve l of reli gios it y. It is co mm onl y beli eved however, if th e oppos it e is true, and students have th at the more rcli gtous peopl e view th emse lves, th e more ques ti onabl e ethi cal s t a nd:.~rd s , th ose wi ll , li kewise, prov id e eth ical th eir behav ior wo ul d be. Perhaps thi s is due to the a mu ch diffe rent basis of referral. T hi s stu dy considers th e l ~tc t th at promotes social solidarit y by providing effect th at religious beliefs and comp leti on of a co ll ege norms th at reduce connict and impose sancti ons against anti ­ ethi cs course have on stud ent s ' ethical perceptions regarding soctal conduct (Kenn edy a nd Lawton, 1998 ). It may, th emse lves and th eir peers. Six hypoth eses concerning these however, be th at man y reli gions cont ain un iversa l moral effects arc tested. tenets, such as th e Ten Co mmandments as appli ed to Perception of Ethics for Self and Peers Based on Level of Christi anit y (A ll , ct a l. , 2000), and indi vidua ls hold Religiosity th emse lves to th ose mora l tenets because of th eir r c l ::~ u o n s hip wtth . Emerson and Conroy (200-1 ) offered Alt hough oth er research has consid ered the impact of that perhaps bclt evers in God arc less willing to act coll ege courses in reli gion, as we ll as the im pact of different un ethi ca ll y because th ey bc li cv<.: that an omni scient God will religious beliefs. on eth ical choices (Emerson and Conroy,

70 Published by FHSU Scholars Repository, 2008 1 Hamilton. J o n ~;.< , and ~tn g Journal of Business & Leadership: Research, Practice, and TeachingJoum.d (2005-2012), of l3u smcs:=: &Vol. Lc: tJ4c [2008],rslup Rt..:sc. No.trc h1,. PArt.t ~ I C I I CL', 10 .11 11.1 rc..K hl ll!! ~1)0~. nl

2004), research regarding th e degree 1 whi ch a person considers him- or herself to be re li gious is lac ki ng. In th e Effect uf Et hi cs Course on Ethical l'l·•·ceptiuus fur Sdf Emerson and Conroy (2004) stud y, re li gios it y was 1neasured and Peel'S based on church all cndance, whcrens in th e CUITent stu dy, it In January 2006, l'ark m::td c th e observati on that is bnsed on varying levels o f self-report ed reli gios it y rangin g pass:t •c o l. th c Sarb anes-O.xley Act in th e Unti ed St:ll cs has from Nonre li gious to ;\cti vcly Re li gious. rnand :t tcd ch:tn ges far beyond th e normal pr:tCII CCS of Research findings show th :t t sllld ent s typi cn ll y rat account:tnt s. l ie suggests th :tt busin ess educ: ttr on th emselves as more re li gious than th eir peers (Emerson and cntphasrzin' eth1 cs is now needed. Thi s kads to qu esti ons omoy, 2004 ; omoy and Emerson, 200 ). This also holds posed ov ' r th e ye ::t rs o r wheth er or not ethr cs can 11 1 l':tct be true for stu dent s who view th emselves :ts bein g more ethical taught , ::t nd whether one course in eth1 cs wdl he enough to th an th eir peers (Jones, et. al. , 2007; Fon·es t :tnd Pritchett. increase student s ' apprecrati on for ethi cal dL'CtS ron-mak llt g. 1990). That is, student s consistentl y, :mel signifl cnntl y. rate As noted eJrlicr. /\ACS B lntcrn att onal gLmlchnes do not th eir peers :ts more willing to m:J kc unethical choices. such requtre an eth ics course, bu t :dl ow schools to choose as cheating on an exam. th an th ey would make for betwecn teacl11n • J separate co urse or trtcoq1 0r. 1trn g cth 1cs th emselves. across th c busin ess curriculun1. When di scussin g reli gion. Maxwe ll (llilliard , 2004) One o f th e two schools in clud ed in th e curT ' nt stu dy, prescribes th e golden rul e: "TreJt oth ers th e way yo u wo ul d Temple Uni versit y (Tcmpl e). r ·quircs evcry busin ess mrj or want to be treated." T hi s principl e crosses religious and to take an cthi cs course. The oth er, Colum bu s Stat e cultural bord ers, and , according to Maxwell . is th e closest Uni ve rsit y (CSU), docs not require :tr t ethi cs course. CS U thing to 3 uni versal guideline for ethi cs. Gunn (200..J ) <:1 lso int e •rates ethics throughout th eir busnt ess cun 1culum ; ex pounds the vii1U CS o r fo ll owin th e Golden J{uk, noting however, studcnt s rn ay choose to t:1ke lnts ii H.:ss L'thrcs as an th at every reli gion uses some fonn o f' thi s id eJ. l ie otTers clceti vc. th<:1t if used in a bu sin ess cont ex t, th e Go lden Rul e coul d Us nt ,: CSU's ::t ppro:t ch, so nt e courses rn :ty cl. p o~e help prevent n wrong turn. st ude nt s to nt ore etl11 cs cont ent th an oth e1s. l:or exarnplc. onro y <:1nd Emerson (2003) eva lu ate re li gios it y JS J stu dc nt s at CSU di s ·uss ~111d coru pktc hon1ework pre li ctor o r busin ess using stu dent s . responses to ques ti ons :t ss ignnt ents h:.t scd Oil two Codes o r l;tlll cal Condu ct Ill th e conceming 25 business vignett es invo lvin g varyin g degrees int roductory courses n f :tccountin' I) Thc (\)de o l· o f' ethi cal issues. Their findings indicate tli:tt th e more Pro fcssion:d Conduct o fthc /\ mcri c:trt lnstrtut c or 'c rt ified fr equentl y coll ege student s att end church, th e more Public 1\ ccount ant s in th e Princip les o l· hn:11t cia l di saJ proving they arc likely to be o r ethi call y questi onabl e Accounting course. and 2) The Standard s o r l ~ thi c al Condu ct busin ess decisions, <:1 nd th at re li gios it y is a more signifl c:tnt fo r Practitio ners o f Management /\ccounttng and Fr n:111 cral predictor o r ethi cal s tand:-~rd s than th e compl ·ti on o r ethi cs Managerncnt Ill th e Prillciplcs o r Mana •e iii Cnl /\ccounllll )!. or re li gion cla ss s. In Jddition. th ey ho ld th ~tt business course. T his is typi call y where bu s rn cs~ stu dc11l s arc ethi cs research p ims to uni versa l morJ I tenets such as th e ex p o~c d to th ese two Codes or Ethi ca l C.1 11 duct (\\'airCII and Ten Conunandmcnt s on whi ch stude nt s can tnkc th c ir mora l Reeve, 200..J) . Such acti iti es 111 th csc aeenuntlll )!. courscs guidnncc. dra W Spec fl i c att ention 10 th c topi c Of etiii CS . .J O II L'~. C( a J. One could Jrguc th at simply th e act o f att ending church (2007) find that studcnts view :t CCO LIIll in • as tlt c nlilJ Or services mi ght meet n social need r:tthcr th ::t n, or in addi ti on h:t vin ' til e iti •hest JeveJ Of cthicaJ Standards Ill the CO lle ge o r to, n re li gious need. The current stud y, thcrcforc, uses ::t busin ess. It is li kcly th at th e Codcs of l ~ thi c a l Conduct different approach. Student s ::trc asked, v i :~ a qucsti nnairc, prcsu 1t cd to tlt crn in th eir accounting princ 1pl cs classes to indic

http://scholars.fhsu.edu/jbl/vol4/iss1/10 7 1 2 llom111 on, Jones, and LanHamiltong et al.: Religious Beliefs or A College EthicsJo urnotCourse- of Bu Doessiness &Either Lead e Reallyrship: Researc h, Prac!ice, and Tea ching 2008, Vol. 4, No. I , 70-80

incorpo rate ethi ca l tenets into th e ir o wn decis ion-ma king l\11niiODOLOGY AND RESULTS process. This study uses surveys to gather data fro m students. Accon.l1n g to Pcppas <~ n d Di skin (200 I), when surveyed , T he survey is based o n that used by Forrest and Pritchett bus iness student s indicate they feel th at teac hing ethi cs is ( 1990), with modifica ti o ns made to meet the needs o f th e 1m po rt ant and th at a course in bus in ess/ marke ting ethics current research. S tudents at Columbus State Umvers 1t y shoul d be required . T hey also fecit hal the topi c o f ethi cs is (CS U) who were enro ll ed in selected business classes, covered most full y in sales and sales m <~ n a ge m c nt courses. completed surveys near the e nd o f the Sprmg 2005 semester. In thi s sam <.: article, a survey o f findings fr om Kerr and T emple Uni versit y student s who had completed the ir S mllh ( 1995) report s that accounting students be li eve that a business ethi cs course we re sul'ieyed at the end o f the Fall lack o r e thi cs tra ining wo uld be damaging to their 2005 semester. pro fession, a nd th ey want ethi ca l and mora l guidance. The survey co nsists o f 36 questi ons and applies a 7- W hether students are sePied be tt er to require a business po inl Likert scale with ranges fro m Always Acceptable to ethi cs course or integrate e thics throughout the business Always Unacceptable for ques ti o ns I - 18 and fr om cumc ul um has yet to be detcm1ined, and the answer to thi s Strong ly Agree to Strongly Disagree fo r questi ons 19 - 36. qucsti on is o f int erest to this research. In this regard, the As noted in Table I, the ratings fo r the two ranges of authors pred ict: questi ons are appropri ate fo r each seri es o f questi o ns. T he surveys were so rt ed into two samples, and 111 both Hypothesis 3: S tudent s th at have completed a samples, inco mplete surveys were no t considered . The first bus iness eth ics course, set hi ghe r eth ica l stand ards group o f completed surveys, re ferred to in Table 2 as Sample fo r th e mselves. 1, consists o f only o f C SU students (332 students). Th1s a ll ows for contro l o f regiona l differe nces between students Hypothesis 4: Students that h:1vc completed a in th e two surveyed groups. The CS U students are mostl y bus1ncss ethi cs course. have loll'cr ethi cal undergrad uate business majo rs, representing freslunan expectat ions for peers. through scn1 or standing . As ind icated pre viously, these student s an.. .101 required to take an e thi cs co urse, but may do Religiosity and l ~ thics Co urse lmpad o n Perception of so as an electi ve. They arc exposed to ethi ca l princ ipl es E thics through th e curriculum, s ince specifi c Codes o f Ethi cal Conduct arc co vered as pan o f the course content in two T he process o f comple ti ng a business ethi cs course accoun ting courses required o f a ll business maj ors. should expose students to discussions tha t in vo lve issues that T he second group , re ferred to as Sample 2 in T ablc2 , is cause da ily stru ggles for everyone. For s tu dents who view comprised o f a ll junio rs and seni o rs from both the T emple themselves JS acti vely, somewhat or in:lc tl vcly re li gious, the and the CS U students surveyed. The T emple students (6 1 com pleti on o f a business ethics course should serve to stude nts) are a ll juni or and seni o r business maj ors , and all increase the ir awareness of eth ical dile mmas w ith in the have completed a course in bus iness ethi cs. To all ow the bus iness envi ro nment. llowcvcr, stu ck: nts w ho arc acti vely aut hors to consider the affect o f an e thi cs course with an re li gio us are a lready like ly to have set hi gh e th ical SUllld ards ex panded data set, th e CS U juniors and seni ors (2 15 fo r th emselves and expect less o r th eir peers, as th e authors students) were identified and combined w ith the Temple suggest w it h hypo th eses I-ll and 11 2. There fo re, th e authors stu dents to <~rr i ve at a second sa mple of276 students. Table prcd1 cl that students who arc somewhat o r inac ti ve ly 2 present s the summary o f Samples I and 2 as percentages. re li gio us will gain the most ethi cal bene fit b y a lso comp leting an e thi cs course. The ir ethi ca l standards fro m the ir reli g iosit y will be re freshed by the current experi ence of th e et hi cs course. T h is w ill result in those student s expcct1n g an even hi gher level o f ethi ca l s tandards from themselves and lower standards from the ir peers. Thus. the authors prcd1ct:

H ypot hesis 5 : Students w ho are somcwhJl o r In active ly 1c li gious a nd have completed a course in bus1ncss ethi cs have hi gher e thi ca l e xp ec t a ti o n~ for th e mselves.

II ypol hcsis 6: Students who arc somew hat o r inac ti vely re li g ious a nd have completed a course in busi ness e thi cs have lower ethi ca l expectations for th e1r peers.

72 Published by FHSU Scholars Repository, 2008 3 Hamilton, Jones,Journal and Lan of gBusiness & Leadership: Research, Practice, and TeachingJoumal o(2005-2012),f Busin ess & L eaVol.ders 4hip [2008],· Resea rNo.ch, Pra 1,c Art.ti ce, a10nd Teaching 2008, Vo l. 4. No. I , 70-80

Table 1: Questionnaire Items

Question Scale: Always Acceptable 2 3 4 5 6 7 Always Unacceptable I . I believe cheating o n an exam is: 2. I think most student s be li eve that cheating on an exam is: 3. I beli eve not reporting a classmate for cheating on an exam is: 4. I think most students beli eve not reporting a classmate fo r cheating on an exam is: 5. I be li eve copying a published article and tuming it in as m y term paper is: 6. I think most students beli eve that copying a published cle and tuming it in as their te m1 paper is: 7. l beli eve getting a c lassmate to write a term paper whi ch 1 tum in as m y own work is: 8. I think most students beli eve that getting someone else to w rite a term paper w hich they tum in as the ir own work is: 9. I beli eve getting a classmate to do the work on a computer project w hi ch 1 turn in as m y own is: I 0 . I think most students beli e-ve getting a c lassmate to do the work o n a computer proJeCt whi ch they tum in as their own is: II . I beli eve pretending there was death in the fami ly to get excused fro m an exam is: I 2. I think most students beli eve that pretending there was a death in the fa mil y to get excused fro m an exam is: 13. I beli eve using a copy machine, paper, and other suppli es where 1 work to do m y classwork is: 14 . 1 think most students believe using a copy machine, paper, and o th er supplies where they work to do classwork is: 15. I beli eve not telling th e pro fessor that a math error gave me a hi gher exam sco re than 1 actua ll y eamed is: 16. I think most students beli eve not te lling the pro fessor th at a math erro r gave them a higher exam score than they actuall y eam ed is: 17. I beli eve letting another student take the blame for something wrong that I did is: 18. I think most students believe letting ano ther student take the blame fo r something w rong th at they did is: Scale: Strongly Agree 2 3 4 5 6 7 Strongly Disagree 19. I be li eve honesty is more important than getting grades. 20. l think most student s beli eve honesty is more important th an getting good grades. 2 1. Most peop le in the business world would do something dishonest if it helped them get ahead. 22. Most members o f the busin ess world would take cred it for someone else's work if it he lped th em get ahead. 23. M ost members of the business world would let a coll eague take the b lame for a mistake that they made. 24. M ost members of the business worl d have li ed or ill\ en ted some excuse in o rder to get a day off from work. 25. Most members of the business world have taken care of persona l business on company time. 26. My company will overlook the methods I use to get results, as long as I get the j ob done. 27. Integrity is more important than achieving results. 28. A d ishonest person who gets results wi ll advance fa ster than an honest person. 29. It is impossible to succeed in bus iness without occasionall y do ing something dishonest. 30. I beli eve m y company wi ll ex pect me to turn in a co-worker w ho is dishonest with a custo mer. 31. I beli eve m y company w ill expect me to turn in a co-worker w ho is accepting bribes. 32. I beli eve m y company w ill expect me to tum in a co-worker fo r fal sifyi ng hi s o r her expense account. 33. Even if a company says "custo mer sfacti on' is its major goal, making ney is always more important. 34. l will have to be willing to do anything to succeed in a business career. 35. If my boss asks me to do something unethi cal, I reall y won ' t have a cho ice about do ing it o r not. 36. In the business world, making pro fit s is more im port ant than ethi cal behavior.

73 http://scholars.fhsu.edu/jbl/vol4/iss1/10 4 IIJmilton, Jones, and Lang Hamilton et al.: Religious Beliefs or A College EthicsJoum aCourse-l of Busin essDoes & L Eithereadership Really: Research, Practi ce, and Teaching 2008, Vol. 4, No. I , 70-80

Table 2: Student S:unplc Demographics (Percentages)

Sample I: CSU St udents (332 students) Gender Ma le 43.98 Female 56 02 C lass Stand in g Freshman 11 .45 Senior 34.3 4 Sophomore 16.87 Graduate 6.93 Junio r 30.42 Major Accounting 22 .29 Management 10.24 C ISM 9.64 Marketing 22.89 Finance 6.93 MBA 5. 12 Genera l Business 12.95 Non-Busin ess 9.34 lni'l Busin ess 0.60 Relig iosit y Acli vely Re li g ious 36.75 In acti ve ly Reli gious 13.25 Somewhat Reli g io us 4 1.57 Nonreli gious 8 .43 Comple ted Busin ess Ethics Course Yes 39. 16 No 60.84

Sample 2: .Juniors and Seniors O nl y (276 students) T emple CSU Combined Uni versit y 22. 10 77.90 100.00 Gender Ma le 54 . 17 42 .79 44.8 7 Fe male 45.83 57.2 1 55 . 13 C lass Standin g Junior 47.92 46.98 47. 15 Seni or 52.08 53 02 52.85 Major Ac o unting 12.50 26.05 23.57 General Bus in ess 0.00 11 .63 9.5 1 C lSM 0.00 12.09 9.89 Finance 20.83 6.98 9.5 1 lnt' l l3u siness 4 . 17 0.00 0.76 Law 4. 17 0.00 0.76 Management 27.08 11.1 6 14 07 Marketing 3 1.25 30.2 3 30.42 Other 0.00 1. 86 1.52 Reli g iosit y Acti vely Re li g io us 20.83 36.74 33 .84 Somewhat Reli g io us 29. 17 42 .79 4 0.30 In acti ve ly Re li g ious 29. 17 12.56 15.59 N onreli g ious 20.83 7.9 1 10.27 Comple ted Business Ethics Course Yes 95.83 46.98 55.89 No 4 . 17 53 .02 44 . 11

acti ons should be hi g hest fo r students who report they are Ill Results acti ve ly re ligious and lowest for students who report they arc HI predicts that the mo re ac ti ve ly re li gious the student s, no t religious. Odd numbered questi o ns between I and 20 th e hi g her th e ir e thi cal standards will be for themselves. To re late to stu dents' percepti ons o f the ir own acti vi ti es. In suppo rt HI , the ratings provided by student s about their own addition, questions 34 and 35 ask student s to rate their

Published by FHSU Scholars Repository, 2008 74 5 Hamilton, JournalJones , and of Lan Businessg & Leadership: Research, Practice, and TeachingJoum (2005-2012),al of Business & Vol. Lead 4e r[2008],ship: Res No.earch 1,, Pr Art.acti c e10, and Teaching 2008, V o l.~ , No . I, 70-80

perceptions of how they will address ethi cal situati ons in th e T hose two questi ons dea l w ith turning in e ither a published business environment. Therefore, support for HI will be paper or a classmate 's paper as ones' own. Although th ere is provided if the ratings of students who are acti vely reli gious some support for HI , it is not without conflict between th e (AR), inacti vely reli gious (IR) or somewhat reli gious (SR) reli gious categori es. are significantl y greater than th e ratin gs o f student s who are Also referring to T able 3 for Sample 2, when Temple and not religious (NR) for the spec ifi ed questi ons. Table 3 shows CS U juniors and seni ors are considered, 7 of 12 questi ons the significant results based on reli giosit y. have significa nt results that suppo rt H I. Three of th e The results provide some suppo1i for HI . For Sample I, questi ons with no significant results deal with simil ar issues when all CS U students are considered, student s with hi gher o f t·urning in oth er works as one's own, and th e fou1ih is, levels of re li gious acti vit y demonstrate hi gher ethical Honesty more important than grades. In all cases, some standards for th emselves in 9 of th e 12 questi ons, so students level o f reli gious acti vit y results in more ethi ca l rati ngs than do demonstrate hi gher ethical standards for themselves if NR. Furthermore, AR is significant ly hi gher th an lower they are more acti vely reli gious. No significant results were levels o f re li giosit y when significant results occur. The one found for questi ons I and I I and th e results for questi on 9 possib le contradicti on appears in question 3, Report are in the opposit e directi on o f those required to support HI classmate cheating on exam, where IRis significantl y whi ch means that students are not averse to turning in a greater th an SR, but th e reason for thi s is unclear. classmate's computer proj ect a their O\vn. In additi on, results for questi ons 5 and 7 have some contradicti ons.

Table 3 : Significant Reli gio sity Results Concerning Own Actions'

Survey CSU S tudents T emple and CSU Juniors and Seni ors Ques tion Topic Question R es ult 2 Signifi cancc3 Result2 Significa nce3 AR sco re > NR score 0.0 13Y Repo n class mate chea t1 ng on AR sco re > SR score 0.06 17* 3 AR score > S R score 0.0376" exam IR sco re > NR score 00 11 2" IR sco re > SR score 0 0528 . 0.0582 . Tum in pub lished paper as AR sco re> SR score 5 IR sco re < NR sco re 0.09 82 . No signifi cant res ults ow n tcnn paper NR sco re> SR sco re 0.0 190" AR score < NR sco re 0.0 178 " Tum in class mate's paper as AR sco re > SR sco re 0.0777 * 7 No signifi ca nt res ults own paper IR sco re < NR score 0 0262" SR sco re < NR sco re 0 0003 ' Tum in classmate's computer AR sco re < NR sco re 0.07 10* 9 No significant res ult s pro1ec1a s own projec t SR sco re < NR sco re 0.0 140" Fake famil y dea th to mi ss II No significa nt res ults IR sco re > NR score 0 07 ~~ . exa m AR sco re > NR sco re 0 0276" AR sco re > NR sco re 0 0000' Use work suppli es to complete 13 IR sco re > NR sco re 0.0 132" IR score > NR score 0 0000' class work S R score > NR sco re 0 0529 * SR sco re > NR sco re 0.0000' AR score > NR sco re 0.002 1 AR score > NR sco re 0.000 1' Not reponi ng math e1Tor AR sco re> SR sco re 0.034 5" IS IR score > NR score 0.0 103" resultin g in hi gher exa m gra de IR sca r~ > NR sco re 0.0203" SR sco re > NR sc o r ~ 0.00 10' SR sco r~ > NR sco re 0.0327" AR score > NR sco re 0 . 0 4 ~ 9 " AR score > NR sco re 0.0 11 5" Let classmate t ~k e blame for 17 AR sco re > SR score 0.0000' AR sco re > R score 0.0 125 " O\v n actions IR score> SR sco re 0.0 184" IR sco re > NR sco re 0 . 066 ~ · Honesty more im pona nt than AR sco re < SR score 0.0 133" t9' No s1gnifi cant res ul ts grad es IR sco re < SR sco re 0.03 43" AR sco re > IR sco re 0.00 16 1 Wi ll do anyt hing to s u cc ~ ~ cl in AR sco re > IR sco r~ 0.0060' 34 AR score > NR sco re 0 0 11 4" busin ess i\R sco re > SR score 0 0204" AR sco re > SR score 0.0053' Do not have choice if boss AR sco re> IR sco r~ 0 0284" AR sco re > IR score 0 03 88" 35 asks for unethi cal aclions AR sco re > SR sco re 0.0578* AR score > SR sco r~ 0.0 13Y I No stgntfi ca nt result s were found for qu estt on I. 2 AR , ac ti ve ly reli gious; IR, in ac ti vely relig ious; NR, not reli gious; SR, so mewhat reli gious 3 P-va lue for 1-tail t-t es t ass umin g un equ al vari ances. 4 Lower score indi ca tes hi gher ethi cal standard for this qu esti on. *Signifi cant at th e I 0% level; " Signifi cant at th e 5% level;" Signifi can t ill th e I% level

75 http://scholars.fhsu.edu/jbl/vol4/iss1/10 6 Hamilt on, Jones, and Lang Hamilton et al.: Religious Beliefs or A College EthicsJoum Course-at of Bus inDoesess & EitherLeaders hipReally: Research, Practi ce, and Teaching 2008, Vol. 4, No. I, 70-80

H4 Results 112 Res ult s According to 1-14 , stude nts who have comple ted a H2 predic ts th a t s t·ude nts w ho a re mo re ac ti vely business e thics course w ill have lo wer ethical expec tati ons re li g io us w ill have lo wer e thical ex pectati o ns fo r th e ir peers. fo r th e ir peers. T o suppo rt 1-14 , the ratings provided by To s uppo rt 1-1 2, th e rJ tings pr vid cd by stude nts abo ut s tude nt s abo ut o thers' acti o ns sho uld be hi g her fo r s tude nt s o the rs ' acti o ns sho uld be lowes t fo r student s w ho repo rt they who have comple ted a bus iness e thics course and lower fo r a re acti vely re li gio us a nd hi g hest fo r stude nt s w ho report students who ha ve no t. Even numbe red questi o ns be tween I they are no t re li gio us. Even numbe red questi o ns between I and 20 re la te to s tude nts ' pe rceptio ns of o thers ' ac ti vities. In a nd 20 re la te to s tu dents' pe rceptio ns o f o the rs' ac ti vities. In additio n, questi ons 2 1 thro ug h JJ and 36 ask students to ra te additio n, q uesti o ns 2 1 thro ug h 33 and 36 ask s tude nts to rate th eir pe rceptio ns o f ethica l situatio ns in the business the ir pe rceptions o f ethical situJtio ns in the bus iness e nviro nme nt. The re fo re, suppo rt fo r H4 will be provided if e nviro nme nt. The re fo re, suppo rt fo r 1-1 2 w ill be provided if the ra tings o f s tudents who have comple ted a business e thics the ratings o f stude nt s w ho a re acti vely re li g io us, inacti vely course a re s ig nificantly hi g he r th an the ra tings o f s tudent s re li g io us o r somewhat re li g io us are sig nificantl y lower th an who ha ve no t for the specifi ed questi o ns. The sig nificant the ra tings o f stude nts who are no t re li gious fo r the specified results concerning I 14 a rc shown in T able 5. q uesti o ns. T he s ignificant results concerning 1-1 2 a re shown The s ig nificant result s pe rtaining to H4 are limited and, in Table 4 . in a ll but two insta nces, in the opposit e directi o n o f that T he results in s uppo rt o f 11 2 arc li m it ed. Fo r Sample I, predi cted . Fo r Sample I , the results are s ig nifica nt fo r three o nl y 7 of 17 questi o ns with sig nifica nt results have q uesti o ns; however, o nly for questi o n 32 are the results s ig nificant results in the expected d ir·ecti o n. Furthe r, fo r sig nifica nt in the predic ted directi o n. Fo r Sample 2, the questi o n 23, th ere a re contradic tory, s ig nifica nt results. results arc also sig nificant fo r three questi o ns, w ith o nl y the Whil e IR scores sig nifica ntl y lower th a n NR, AR ~111 d S R a rc results fo r questi o n 26 in the pred ic ted directi o n, so 1-14 is s ig nificantl y hi g her th a n IR . Fo r Sample 2, th e results are rej ected . s lightly mo re in suppo rt o f 11 2 , with th e result s fro m 8of t he 14 questi o ns w ith s ignificant results in the correct di recti o n. 115 Res ult s llowcvcr, fo r three of these q ucsti o ns- 12, 23 a nd 24- thc re 11 5 predi c ts tha t stude nts who a re somewhat or a rc contradic ti o ns, a nd in a ll three cases the contradic ti o n is in acti vely re li g io us a nd have comple ted a course in business IR, in ac ti vely re li gio us > S R, some wha t re li g io us. S ince this ethi cs w ill have hi g he r ethica l ex pecta ti o ns fo r th e mselves. typ e o f contradic ti o n also occurred in Il l , perhaps stude nts T o suppo rt 11 5, the ra tings provided by stude nts abo ut th eir were unc lear a bo ut whe th e r they fit best into the Inac ti vely own acti o ns sho uld be hi g hest fo r students w ho a re Re li gious o r th e Somewha t Re ligio us ca tegory. somewha t o r inac ti vely re li gio us a nd have comple ted a 113 R esults business e thics course a nd lowest fo r s tu dents are no t acti vely re lig io us a nd who have no t comple ted suc h a 11 3 predi c ts tir e stude nt s w ill have hi g her e th ical course. Odd numbe red questi o ns be tween I a nd 20 relate to s ta ndards fo r th e mselves if th ey have completed a busin ess stude nts' perceptio ns o f the ir own ac ti viti es. In additi on, e th ics course. T o suppo rt J 13, the ratings provided by questro ns 34 and 35 ask stude nts to ra te their perceptions o f student s about their own Jcti o ns s ho uld be hi g hest for how they w ill address e thical situa ti o ns in the bus rn ess . s tude nts who have comple ted a business eth ics course a nd enviro nme nt. T he re fo re, suppo rt fo r I 15 wi ll be provrd ed rf lowest fo r stud e nts who have no t. O dd numLe rcd q uesti o ns th e ratings o f s tu de nts who have repo rt ed tha t they a re be tween I a nd 20 rela te to s tu dents' pe rceptio ns o f' the ir own somewhat o r inac ti ve ly re li gio us a nd who have completed a activiti es. In additi o n, questio ns 34 and 35 ask students to business e thics source arc sig nificantly greater tha n the ra te th eir perceptio ns o f how they w rll address e thi cal ratings o f o th e r stude nts. The significa nt results p e rt :~ inin g to s itua ti o ns in the bus iness e nviro nment. S uppo rt fo r 113 will this hypo thesis a re s hown in Table 6. (IR a nd SR refer to be provided if the ra tings o f stu de nt s who have comple ted a re li giosit y, w hile Y o r N re fe rs to having comple ted course. bus in ess e thics source a re s ig nificant ly g rea ter tha n the So, IRN, fo r example, means inacti vely re li g ious a nd no ratings of s tudents w ho have no t. e thi cs course.) No s upport was provided fo r 113 . O f the q uestions The re is very liule suppo rt fo r 11 5. No sig nifica nt results consrd e rcd, o nly questio n I yie lded significant results fo r occur fo r S:~ rnpl e I , and th e o nly sig nifica nt results for Sample 2, the combined sa mple o f T e mple a nd CSU junio rs Sample 2 arc s ho wn fo r 3 questi o ns, but the expected a nd senio rs, a nd th ose results suggested th a t stude nts who d irecti o n is indicated in a ll 3 questi o ns (5, I 5, and 35). had co mple ted th e bus in ess e th ics course hclcl thc m selvcs to lower e thical sta ndards th a n s tudent s who had no t (wrth a 0 0205 level o f s igni fi cancc).

Published by FHSU Scholars Repository, 2008 76 7 Hamilton, JJournalones, and ofLang Business & Leadership: Research, Practice, and TeachingJouma (2005-2012),l of Business & Vol.Leadersh 4 [2008],ip: Resea No.rch ,1, Pr acArt.ti ce, 10 and Teaching 2008, Vol. 4, No. I, 70-80

Table 4 : Significant Religiosity Results Concerning Expectations of Others 1

Sample 1 Question Sample 2 Result Significance1 Result Significance1 4 IR > SR 0 0596* No ne 1 AR < NR 0.0422A AR < IR 0.0076 6 AR < NR 0.03 42A SR < NR 0.0572* IR > SR 0.0780* AR < IR 0.08 13* 8 None AR < NR 0.0782. AR < SR 0.0664* AR < lR 0 0532* AR < NR 0.0 129A 10 AR < NR 0.04 18A SR < NR 0.0239A AR < SR 0.0986* AR > NR 0.0567* AR > NR 0.024Y IR > NR 0.0 11 5A 12 IR > NR 0.0362A IR > SR 0 0568* SR > NR 0.0256A SR > NR 0.0965* AR > NR 0.0 183 A 14 None IR > NR 0.0 139A SR > NR 0.0083 " AR > NR 0.047 1A AR > NR 0 0 I 76A 16 IR > NR 0.0466A IR > NR 0.0 19Y SR > NR 0.06 18* SR > NR 0 0085' IR < NR 0.0793* 18 No ne SR < NR 0.0672* AR > lR 0.00 12" 3 AR > lR o o ~ 9 r 20 IR < NR 0047Y AR > SR 0.0095 11 IR < SR 0.0 17Y AR > IR 0.0946* AR < lR 0.0505* 23 lR < NR 0.039Y IR > NR 0.0 100" IR < SR 0.0 142A IR > SR 0 0079' AR > NR 0.0756* 1R > NR O.OII Y 24 No ne IR > SR 0 . 06 ~ 9* SR > NR 0 0986* AR > NR 0.080 1* 25 IR > NR 0.050 I* IR > NR 0.024Y SR > NR 0 020Y AR > NR 0.054 1* 26 AR > SR 0.00 16" AR > SR 0.0320A IR > SR 0.0727* 27' AR < SR 0.0274A AR < NR 0.0627* AR > IR 0.0209A 28 AR > NR 0.0236A No ne SR > NR 0.0840* AR > IR 0.0009' AR > lR 0.04 11 A AR > NR 0.0369A 29 AR > SR 0.0452A AR > SR 0.0682* lR < SR 0 0 192A IR > NR 0.08 18* 31 3 None SR > NR 0.0640* AR > NR 0.0009" AR > NR 0.0938* 3 32 IR > NR o . oo ~ s· IR > 'R 0023Y SR > NR 0.0004" IR > SR 0 08 17* AR > NR 0.0594* 33 No ne SR > NR 0.0624* 36 AR > SR 0 0667* None I No sTgntfi ca nt results were found for qu est tons 2, 2 1, 22 and 30. 2 P-va lu e for 1-t ail t-test assum in g un equ al va ri ances. 3 Lower score ind icates hi gher ethi cal standard for th is qu esti on. *Significant at th e I 0% level; " Signifi ca nt at th e 5% level;' Signifi ca nt at th e I% level

77 http://scholars.fhsu.edu/jbl/vol4/iss1/10 8 Hamilto n, Jones, and La ng Hamilton et al.: Religious Beliefs or A College EthicsJoum Course-al of Busin Doesess & EitherLeadership Really Research, Practi ce, and Teaching 2008, VoL 4, No. I , 70-80

Table 5: Significant Results Concentin g Business Ethics Course and Expectations of Others 1

Sample 1 Sample 2 Question 2 Result Significance2 Result Significance 20' No ne Yes > No 0.0265" 21 None Yes > No 0.0884* 26 Yes < No 0.0469" Yes < No 0.0043 28 Yes < No 0.0523 * None 32- Yes < No 0.07 14 * None I No stgnil· -tca nt result s were found fo r qu est tons 2,4,6,8, I 0, 12, 14, 16, 18, 22- 25 , 27, 29-3 1, 33 and 36. 2 P-va lu e for 1-ta il t-tes t ass uming un equal va ri ances. 3 Lower score in dica tes hi gher ethi ca l stand ard fo r th is qu es ti on.

*Signifi cant at th e I 0% level; A Signifi ca nt at th e 5% level;# Signifi ca nt at th e I% level

Table 6: Significa nt Results Concerning Business Ethi cs Course and Religiosity and Own Actions'

Sample 2 Questi on Resul t S ignifica nce2 5 SRN < S RY 0.0304" IS IRN > TRY 0.0923* 35 lRN < IRY 0.0823* No stgndican t results were found for qu es tt ons I, 3, 7, 9, I I, 13, 17, 19 and 34 . 2 P-valu e for 1-tai l t-test assumin g un eq ua l vari ances 11 *Significant at th e 10% leve l; A Signifi cant at th e 5% ':vel ; Signifi ca nt at th e 1% level

H6 Results CONCLUSIONS, 1M PLICA TlONS AND FUTURE 1-! 6 predicts th at students w ho are somewhat or RESEARCll inacti vely re li g ious a nd have co mpleted a course in business ethi cs wi ll ha ve :ower eth ica l ex pecta ti ons fo r th eir peers. To T he princ ipal pattern observed in th e results is that the support l-1 6, the ratin gs provided by students abo ut oth ers' more ac ti vely re li g io us the students, the hi gher the ethical acti ons should be lowest for students w ho report they are standards they have for the mselves. T he students' somewhat or in ac ti vely re lig io us and ha ve completed a ex pecta ti ons o f the ir peers are not as s igni fi cantl y influenced business eth ics course and hi ghest fo r students who report by their re li g iosit y. This may result fro m students' with th ey are not reli gious and have not co mp leted a bus in ess hi gher re li g iosit y actu a ll y expecting more o f th eir peers; ethi cs course. Even numbered questi ons between I and 20 th ey have fa ith in their fe ll ow sntdents and expect them to re late to students' perceptions o f others' ac ti viti es. In act at the same levels of ethical standards as themselves. addition, questi ons 2 1 through 33 and 36 ask students to rate T he questi ons with the most significant result s the ir perceptions o f ethi cal situ ati ons in the bus iness pert aining to re li giosit y and expected ethi cal standards o f env ironment. Therefore, support fo r l-16 will be provided if peers in volve classroom be haviors that instructors w ill note th e ratings o f students who are some what or inac ti vely are not appropriate- cheating on an exam, tuming in a paper relig io us, and have co mpleted a bus iness ethi cs course are w rit ten by someone e lse, and so forth. Because fa culty s ignificantl y lower than the ratings o f other students. T he focus on these areas and students beli eve they would not s ignifi cant results for l-1 6 are shown in Table 7. parti c ipate in such acti viti es, maybe s t11d ents beli eve their There are no s ignificant results for 11 6 fo r Sample I, but peers are do ing so; otherw ise, why woul d fac ult y be so there is some support for 11 6 fo r Sample 2. Of the 8 concem ed7 In the areas w here significant results are in the questi ons wi th signi fi cant results, 5 questi ons have results in unexpected directi on, these may be areas where students th e expected di recti o n. expect the ir peers to know better. For example, lying about a death in the fam il y to get o ut o f an exam is inappropri ate; students may beli eve that even the ir peers kno w this and woul d not do it. It shoul d be noted that an apparent weakness o f thi s study deals w ith th e issue o f students self-

Published by FHSU Scholars Repository, 2008 78 9 Hamilton, JJournalones, and ofLa nBusinessg & Leadership: Research, Practice, and TeachingJouma (2005-2012),l of Business & Vol.Leadcrs 4 lup[2008],: Resea No.rch, 1,Pra Art.cti ce. 10 aml Teaching 2008. Vo l.~. No. I , 70-80 selecting their re li g iosity category. Due to the contradic tory effici ent category syste m fo r re li g iosity is needed fo r future results regarding Inacti vely Re ligious (rR) and Somewhat research. Religious (SR) in H3 a nd H4 , it would appear that a more

Table 7: Significant Results Concerning Business Ethics C ourse and Religiosity and Expectations of Others'

Sample 2 Question R esult Significance2 6 IRN < IRY 0.0378" 16 IRN > IRY 0.0639* 20J IRN < IRY 0.0757* 21 S RN < SRY 0.0239" 24 S RN < S RY 0.0045 25 SRN < S RY 0.03 19" 26 SRN > S RY 0.0889* 27J SRN > S RY 0.0790* I No stgnt fi ca nt rcsu Its were foun d lor qucstt ons 2, 4, 8, I 0, 12, 14, 18, 22- 23, 28-33 and 36. 2 P- va lu e for 1-tailt-test assuming uneq ual va ri ances. 3 Lower score in di cates hi gher ethi ca l st::mdard for thi s question . *Signifi cant at th e I 0% level; " Signifi ca nt at th e 5% level;# Signifi ca nt at th e I% level

The results suggest tha i a bus iness e thics course does Another area that should be cons idered is to w ha t extent no t change stude nts· own e thica l StJndards. However, stude nts re ta in e thical d ecis io n-making concepts. T he CSU students ' perceptio ns o f o thers, prima ril y in the business s tude nts who took a n e thics course may have jus t comple te d environment, may be a ffected b y havin g comple ted a the course o r may have taken it a year o r two prio r to business elhics course. T he questi o ns pe t1 a ining to expected comple ting the s urvey. The timing o f the survey comple ti o n behavior in the bus iness e nviro nme nt re lating to H4 and H6 re la ti ve to the course comple ti o n needs to be cons ide red. In were inconc lusive, and furthe r explo ratio n in this area is additio n, the T e mple stude nts were nearing comple tio n of need ed. the e thics course w he n they pa rticipated in the survey. This Given these findings, it :1ppears tha t a business ethics recency issue m ay affect the survey results. This needs to be course can assis t s tudents b y makin g the m aware o f e thical furthe r explo red . s ituations w ithin the bus iness enviro nme nt a nd bette r REFE RENCES preparing the m to handle those situations w ithin the bus iness environment. However, suc h courses do no t appear to A li , A. J. , Camp, R . C . and G ibbs. M. 2000. The Ten modify the ir ethical pe rceptio ns o f the mselves- those CommJndme nts Perspecti ve o n Power and Autho rit y in pe rceptions seem to be most c losely ti ed to the ir re li g iosit y. O rgani za ti o ns. Journal of Business E thics. This agrees w ith the results [rom Maxwell (2004) a nd Dordrccht: Aug. 2000. Vol. 26, Issue 4, Part 2. p. 35 1- Conroy and Eme rson (2004, 2005); students are ra ised with 360. certain e thical expectati o ns tha t are like ly a fu ncti o n o f the ir Associa ti o n to Advance Coll eges a nd Schools of B us iness re lig ious be li efs and courses canno t change those lnte m a ti o na l (AACSB) 200-1 . Ethics Educa ti on in perceptions to any g reat exte nt. Furthe rmo re, when Bus iness Schools. Report of the Ethics Education re li g iosit y is removed fro m the a nal ysis, a bus iness ethics Task Force to AACSB Interna tio na l's 13oard o f course does not result in s ig nificantl y different e thi cal Directors. 1-20. perceptions from those he ld b y students exposed to e thica l s ituations across the c urriculum. Conroy, S. J. and Eme rson, T. L. N. 2003. R e li g iosity and Additional researc h is needed to de tem1ine whethe r Gender Significant Pre d ic to rs o f A ttitudes Acout ethics across the c urriculum supple me nted by business e thics Bus in ess Eth ics. 13a ylor Business R eview , Waco: courses do he lp s tudents be tter prepa re fo r d ealing w ith Spring 2 003 . Vol. 20, Issue 1, p. 38. e thical s ituatio ns in the bus iness e nviro nme nt. This stud y Conroy, S. J. and Emerson, T. L. N. 2004 . Busin ess Ethi cs uses two re latively s ma ll samples and self-repo t1ing on and Re lig io n: Reli g iosit y as :1 Predictor of Ethica l re li g iosity. M ore o bj ecti ve measures a nd la rger, mo re A wJre ness A mo ng S tudents. Journal of 13tt s iness diverse sampling might provide diffe re nt results.

79 http://scholars.fhsu.edu/jbl/vol4/iss1/10 10 Hamilron, Jones. and L1 ngHamilton et al.: Religious Beliefs or A College EthicsJoum Course-nl o f Bus inDoesess & EitherLeaders hipReally: Researc h, Pmctice, a nd Teaching 2008. Vo l. 4. No. I, 70-80

t<:: thics, Dordrecht: April 2004 . Vol. 50, Issue 4. 383- Nonis, S. & Owens-Swift, C. 200 I. An Examination of the 392. Rela ti onship Between Academic Dishonesty and Workplace Disho nesty: A Multicampus Investi gati o n. Emer L. & son, T. Conroy, S. J. 200-1 . l! ave Ethical Attitudes Journal o f Education for Business, C ha nged? An lntertempor::Il Compari son o f the Ethi cal November/December, 69-77. Perceptions of Coll ege Students in 1985 and 200 I. .J o urna l of Business Et hi cs, Vo l. 50, Issue 2. 167- 176. Park, S. J. 2006. AACSB Intern a tional eNewsline, Dean's Corner . www .aacsb. ed u/pub Ii ca l io ns/enews Ii ne . Fon es!, P. & Pritchett , T . K. 1990. Business Students' January 2006. Vo l. 5, Issue I, 1-2. Perception o f Ethics in the C lassroom. J ourna l of Midwest Marketing. 5, 117- 124 . Peppas, S. C. & D iskin, B . A. 200 I. Coll ege Courses in Eth ics: Do They Rea ll y Make a Difference? T he Gunn , R. 2004. Does Power Corrupt? S trategic Finance, Int ernation a l Journal of Educational Management, A ugust 2004 , 86, 2. p 9- 10. Vol. 15, Issue 6/7, p 347-353 . II dl iard, J. C. 200-1. Inspired by the . S myth, M. L. & Davis, J. R. 2004. Percepti o ns o f Publi s hers Weekly, 5/24/2004 , Vo l. 25 1, Issue 2 1, p Dishonesty Among T wo-Year Coll ege Students: 12- 14 . Academi c Versus Bus in ess S itua ti ons. Journal of ll osmcr, L. T . 1999. Somebody Out There Doesn' t Like Us: Business Ethics, 5 1, 63-69. I\ S rud y o f th e Positi on and Respect o f Business Eth ics Tyson, T. 1990. Beli eving th at Everyone Else is Less at Schools o f Business Administration. Journal of Et hi ca l: Implicati ons for W ork Behavior and Ethics Business Ethics, 22, 9 1- 106. Instruc ti on. Journal of Busin ess Ethics, 9, 7 15-72 1. Jones, R. C., llami lt on, K. L. and Ingram, R. 2007. Wadja-Johnson, V . A. , I Iande!, P. J., Brawer, P. A. & Students ' Percepti on of Ethi cal C lassroom Behavior: A Fabricatore. A. N . 200 I. Academic Di shonesty at th e C loser Look . .Journal of Business, Industry and Graduate Leve l. Ethi cs and Business, II , 287-3 05. Economics, 8, 39-55. Warren and Reeve. 2004 . Fi nancial Accounting- for Kennedy, E. J. & Lawton. L. 1998. Re li g iousness and 51 Fu t ure Business Leaders, ! Edition. Published by Business Ethi cs. J ournal o f Business Et hi cs, Jan. T hompson/ South W estern . 1998. Vol. 17, Issue 2. p 163- 175.

Karen L. Hamilton, DBA is an Assistant Pro fe ssor o f Finance in the Department o f Fin :mce and Q ui! ntitati ve Analysis at Georg ia Southern U ni versit y. S he eam ed her doctorate in business admini stration fr om Florida S tate Uni versit y. She teaches Introducti o n to Manageri

Hit a C. .Jones, DBA, CMA, is an Assoc iate Pro fe ssor of Accounting at Columbus S tate U ni versity, and she received her Doctorate in Accounting from M ississippi State Universit y. She serves on the Boards o f Directors for th e !MA chapter in Columbus, GA, as well as for the Society of Business, Industry and Economics Conference. I ler cun·enl research int erests include ethical issues, financ ia l stress in healt hcarc, as well as teaching pedagogy in business. D r. Jones has publi shed in such journals as the Journal ofBusiness. lndliSII y and Economics: Journal ofllccounting and Finance Research; and Journal of Bus1ness and LeaderslujJ : Research, Practice, and Teaching.

T e r·esa K. Lang, PhD, CPA.C ITP, C ISA is an Associate Professor of Accounting at Columbus State Uni vers ity. She earned her doctorate at A uburn Universit y while working as a full -time instructor. She is a li ce nsed C PA w it h 15 years experi ence with " Big", medium, and local accounting firms. S he also ho lds the pro fessional designati ons ofCISA and C !TP. Her research has appeared in severa l academic j ournals such as Journal of Co111p uter Information Systems. Omega, and Academic 1~'-r change Quarterly. Conference present a ti o ns include 1\.AA, AM CIS, !C IS, and A IS. Her curTenl research interests inc lude techno logy in educa ti on, privacy and contro l issues reli! ted to data management , and IT auditing.

Published by FHSU Scholars Repository, 2008 80 11