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This paper seeks to compare business versus non-business faculty perceptions regarding the ethical behavior of students, and identify faculty differences regarding formal training, comfort teaching ethics, and practices with regard to teaching ethics. Business faculty reported being formally trained and more comfortable teaching ethics while spending 50% less time covering ethics in their courses. Furthermore, business faculty were significantly less likely to witness unethical behavior in their classroom at a time when other studies have shown that students (especially business students) reported wide spread cheating. These results suggest that faculty might be approaching ethics superficially. Future research is suggested.
Author(s):
David Desplaces
College of Charleston
United States
