Document Type
Article
Publication Version
Submitted Manuscript
Publication Date
Fall 2012
Journal or Book Title
Teaching Ethics
Volume
13
Issue
1
First Page
105
Last Page
128
DOI
10.5840/tej201213134
Abstract
This study examines relationships between perceived ethical climate types, as determined using Victor and Cullen’s (1988) ethical climate questionnaire, and actual cheating behavior by students completing a take-home exam problem. Data regarding students’ behavior were gathered from sixty-four students in two sections of an accounting course at a well-known university. Our major finding is that students who perceive the classroom as a benevolent climate focused on local groups (i.e. team identification is preeminent) engage in more cheating behavior than do students who perceive a benevolent climate focused on broader organization or societal groups. We conclude by discussing the ethical and pedagogical implications of this association between team-interest climate and higher levels of cheating behavior.
Copyright Owner
Philosophy Documentation Center
Copyright Date
2012
Language
en
File Format
application/pdf
Recommended Citation
Shrader, Charles B.; Ravenscroft, Sue; Kaufmann, Jeffrey B.; and West, Timothy D., "Classroom Cheating and Student Perceptions of Ethical Climate" (2012). Management Publications. 11.
https://lib.dr.iastate.edu/management_pubs/11
Included in
Accounting Commons, Business Law, Public Responsibility, and Ethics Commons, Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons
Comments
This is a manuscript of an article from Teaching Ethics 13 (2012): 105, doi: 10.5840/tej201213134. Posted with permission.