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10 pages/≈2750 words
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10
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APA
Subject:
Law
Type:
Essay
Language:
English (U.S.)
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Topic:
Cheating as an Ethical Issue Affecting Students
Essay Instructions:
The paper should take an in-depth look at a legal/ethical issue or situation relating to current, previous, or potential future work environment(s) for the student. The summary paper must be a minimum of eight to ten double-spaced pages in length with a cover page, not included in the eight to ten pages, and include at least five, outside, scholarly citations (six if the text is used as one of the citations). A successful paper will contain all of the following:
Evidence of the student's understanding of the issue/situation in relationship to business, government and society.
An understanding of current ethical issues, sources of ethical behavior, legal viewpoints in relation to the issue/situation being examined.
Suggestions/ideas for corrective action pertaining to the issue/situation.
The summary assignment must be typed, double spaced, Times New Roman font, 12 point, with 1” margins. References cited must follow the APA format style. No late work will be accepted unless prearranged with the instructor.
Writing the Summary Paper
The Summary Paper:
Must be 8-10 double-spaced pages in length, exclusive of Appendix, References, Exhibits, etc., and formatted according to APA style as outlined in the approved APA style guide.
Must include a cover page that includes:
Student's name
Course name and number
Name of paper
Instructor's name
Date submitted
Must include an introductory paragraph with a succinct thesis statement.
Must address the topic of the paper with critical thought.
If possible, provide a context of a first-person experience where you saw this academic concept in operation. Do not simulate third-party statements of experience.
Readdress the concept and the experience with critical thought. That is, what is your response to the content, either positive or negative, and then defend your position. If multiple options/alternatives/positions are present and are being rejected you must also defend the reasons for rejecting an option.
Must conclude with a restatement of the thesis and a conclusion paragraph.
Must use APA style as outlined in the approved APA style guide to document all sources.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved APA style guide
BUS670 Grading Rubric
Assignment: Summary Paper
The student will submit a summary paper on the final day of class for the term, which will make up one component of the final grade. The paper should take an in-depth look at a legal/ethical issue or situation relating to current, previous, or potential future work environment(s) for the student. The summary paper must be a minimum of ten pages in length with a cover page, not included in the ten pages, and include at least five, outside, scholarly citations (six if the text is used as one of the citations). A successful paper will contain all of the following:
 Evidence of the student's understanding of the issue/situation in relationship to business, government and society.
 An understanding of current ethical issues, sources of ethical behavior, legal viewpoints in relation to the issue/situation being examined.
 Suggestions/ideas for corrective action pertaining to the issue/situation.
The summary assignment must be typed, double-spaced, Times New Roman font, 12 point, with 1” margins. References cited must follow the APA format style.
Writing the Summary Paper
The Summary Paper:
 Must be ten (10) double-spaced-pages in length, exclusive of Appendix, References, Exhibits, etc., and formatted according to APA style as outlined in the approved APA style guide.
 Must include a cover page that includes:
Title of paper
Student's name
Course name and number
Instructor's name
Date submitted
 Must include an introductory paragraph with a succinct thesis statement.
 Must address the topic of the paper with critical thought.
If possible, provide a context of a first-person experience where you saw this academic concept in operation. Do not simulate third-party statements of experience.
Readdress the concept and the experience with critical thought. That is, what is your response to the content, either positive or negative, and then defend your position. If multiple options/alternatives/positions are present and are being rejected you must also defend the reasons for rejecting an option.
 Must conclude with a restatement of the thesis and a conclusion paragraph.
 Must use APA style as outlined in the approved APA style guide to document all sources.
 Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved APA style guide.
Grading Criteria Summary Paper 25 percent Content Criteria Weight
Evidences student understanding of the chosen issue/situation in relationship to business, government and society.
5
Exhibits an understanding of current ethical issues, sources of ethical behavior, legal viewpoints in relation to the issue/situation being examined.
5
Provides suggestions/ideas for corrective action pertaining to the chosen issue/situation.
5 Writing Skills
The content is well organized and presented in a clear manner.
1.5
Sentences are complete, clear and concise.
1.5 Style Criteria
The assignment is 10 pages, double-spaced and in APA format.
3
The assignment includes a cover page that includes:
− Title of paper
− Student's name
− Course name and number
− Instructor's name
− Date submitted
1
The assignment includes, on the final page, a list of references that is completed according to APA style as outlined in the approved style guide.
1
The assignment includes at least five, outside, scholarly resources.
Essay Sample Content Preview:
Running head: CHEATING
Cheating as an Ethical Issue Affecting Students
Name:
University:
Course:
Tutor:
Date:
Introduction
The business community in the contemporary society has increasingly demonstrated a steady decline in matters of ethics at the office level. As a result, there has been increased concern among the business scholars to include, as part of education, instructions in ethics. The scandals encountered at Tyco, WorldCom, Enron and Arthur Andersen, just to mention but a few have made the AACSB (Association to Advance Collegiate Schools Of Business) body to struggle in determining the measures to be put in place especially at the higher education level so as to prevent ethical embarrassments in the future. The Center for Academic Integrity in a study done on some business majors found out that 74% admitted to cheating (O’clock & Okleshen, 1993).
Even in the recent past, at least 10 percent of a 1st year class at the in the Fuqua School of Business at the Duke university were found out to have cheated in a final exam, a take-home exam, to be precise. Despite the school’s stand and emphasis on ethical behavior, this still had to occur; so unfortunate. At the moment Federal Bureau of investigation (FBI) is on a case probing around 26 companies in the US with big names such as AIG Insurance, Freddie Mac, Fannie Mae and the Lehman Brothers, just to mention but a few. The cause for concern is to find out the real reason behind the financial crisis that each is facing currently. The fraudulent deals to be unearthed are so big that a renowned and retired FBI agent hinted that it could dwarf the Enron financial deal (Velthouse, Davis & Hodis, 2007). This paper will discuss cheating as an ethical issue affecting students
Cheating As an Ethical Issue Affecting Students
By improving the ethical behavior of business students, we can argue that ultimately, the business climate will also change positively. In the efforts thus, the business scholars have pursued an initiative to research the reason behind cheating among students and exactly to what degree per each business student that cheating occurs. A comparison was undertaken pitting business student against non-business ones, graduates against non-graduates, traditional to non-traditional, male against female, and even older against the younger. Some researchers have even gone an extra mile in examining personality variables, cultural demographics, PET (Personal Ethical Threshold) and integrity culture (Pratt, 2009).
According to these researches, there is a firm belief that we will be equipped to bring our business students future ethical conduct about if we could understand their ethical decision making criteria. Earlier, studies indicated that gender and age are the most consistent in behavior prediction in matters of ethics. A meta-analysis by O’Clock and Okleshen (1993) was conducted of 47 separate gender-related studies and a further 35 of former age-related studies in 1998. The references were for studies done between the years 1985 to the year 1994. It found parallel and concurrent connections between ethical behavior and the female gender and the same behavior being associated with older age. At a young age, women were found to have developed a more ethical attitude and external factors influence them to a much lesser degree than men. On a more general platform, the behavior and attitude becomes more ethical with age (O’clock & Okleshen, 1993).
Among business managers, a study conducted recently however indicates that age has no role to play in the ethical behavior in their moral reasoning. Students still in their development stage of maturity might have age as a factor but almost certainly; this is not the case for already matured students. In context, perhaps there arises the need to make distinction between maturity and age, just maybe. Chronologically, it is highly unlikely that age by itself can make a person more ethical. The general conclusion is that a woman will tend to act more ethically than a man and that an older student tends to be more ethical than a younger one.
Now to the particulars of a business student being more ethical than a non- business one; to this is one, there is a creditable disagreement. A look at some research notes indicates that non-business students are more ethical than their business counterparts. O’clock and Okleshen (1993) added to the conclusion that this also crosses cultural lines. Some were inconclusive in their findings. All these inconsistencies made O’clock & Okleshen to conduct a meta-analysis so as to examine the real effect on ethical conduct on a business major as opposed to a non-business major. Unfortunately, their results were also inconclusive. They too had to sum it up by concluding that it was difficult to make a causal; connection between a major or ethical perceptions for a student.
Comparison major attempts within business have been carried out and they point to a possibility of a more or even less ethical behavior. Thus, we can say that business majors increasingly come from different sources of science; for instance while finance and accounting derive from the quantitative science, marketing and management disciplines draw theirs from behavioral science. A likely source in the differences of perceptions could be the derivation. Considering the accounting majors for example, yielded a fact of their being more ethically aware and compliant than their other business major counterparts. This can be due to the fact that the discipline in which accountancy falls in calls for a more rule-based approach than, say, marketing or management per say. According to O’clock and Okleshen (1993), there was however no correlation existing between the ethical perceptions and business majors.
Te DIT (Defining Issues Test) has been extensively used to analyze and determine these effects. This includes those made by O’clock and Okleshen (1993) of a major course, this criteria works by measuring the subject development from a moral perspective. However, while using a Multidimensional Ethics Scale research criteria, this determines the ethical mode of reasoning behind specific decision making, the scores for accounting majors scored highest compared to liberal arts which clocked the lowest points. Of most researchers, many tend to gauge the ethical mentality and/or moral development that determine the business student’s ethics. However, no study has been undertaken to query whether the cause of action taken by a student’s prediction will be executed. We can all argue that after an ethics tutorship session, a business student will have learnt the ethical path to be taken at every opportunity and the likely action that is generally and ethically acceptable. Whenever questions arise in line with a proposed or perceived ethical issue, there is a “mechanical” mastery to give the “perfect” answer. Notwithstanding, the eventual challenge will be manifest when the case scenario will be a dilemma that is ethically demanding. However, the big question now being, whether the stude...
Cheating as an Ethical Issue Affecting Students
Name:
University:
Course:
Tutor:
Date:
Introduction
The business community in the contemporary society has increasingly demonstrated a steady decline in matters of ethics at the office level. As a result, there has been increased concern among the business scholars to include, as part of education, instructions in ethics. The scandals encountered at Tyco, WorldCom, Enron and Arthur Andersen, just to mention but a few have made the AACSB (Association to Advance Collegiate Schools Of Business) body to struggle in determining the measures to be put in place especially at the higher education level so as to prevent ethical embarrassments in the future. The Center for Academic Integrity in a study done on some business majors found out that 74% admitted to cheating (O’clock & Okleshen, 1993).
Even in the recent past, at least 10 percent of a 1st year class at the in the Fuqua School of Business at the Duke university were found out to have cheated in a final exam, a take-home exam, to be precise. Despite the school’s stand and emphasis on ethical behavior, this still had to occur; so unfortunate. At the moment Federal Bureau of investigation (FBI) is on a case probing around 26 companies in the US with big names such as AIG Insurance, Freddie Mac, Fannie Mae and the Lehman Brothers, just to mention but a few. The cause for concern is to find out the real reason behind the financial crisis that each is facing currently. The fraudulent deals to be unearthed are so big that a renowned and retired FBI agent hinted that it could dwarf the Enron financial deal (Velthouse, Davis & Hodis, 2007). This paper will discuss cheating as an ethical issue affecting students
Cheating As an Ethical Issue Affecting Students
By improving the ethical behavior of business students, we can argue that ultimately, the business climate will also change positively. In the efforts thus, the business scholars have pursued an initiative to research the reason behind cheating among students and exactly to what degree per each business student that cheating occurs. A comparison was undertaken pitting business student against non-business ones, graduates against non-graduates, traditional to non-traditional, male against female, and even older against the younger. Some researchers have even gone an extra mile in examining personality variables, cultural demographics, PET (Personal Ethical Threshold) and integrity culture (Pratt, 2009).
According to these researches, there is a firm belief that we will be equipped to bring our business students future ethical conduct about if we could understand their ethical decision making criteria. Earlier, studies indicated that gender and age are the most consistent in behavior prediction in matters of ethics. A meta-analysis by O’Clock and Okleshen (1993) was conducted of 47 separate gender-related studies and a further 35 of former age-related studies in 1998. The references were for studies done between the years 1985 to the year 1994. It found parallel and concurrent connections between ethical behavior and the female gender and the same behavior being associated with older age. At a young age, women were found to have developed a more ethical attitude and external factors influence them to a much lesser degree than men. On a more general platform, the behavior and attitude becomes more ethical with age (O’clock & Okleshen, 1993).
Among business managers, a study conducted recently however indicates that age has no role to play in the ethical behavior in their moral reasoning. Students still in their development stage of maturity might have age as a factor but almost certainly; this is not the case for already matured students. In context, perhaps there arises the need to make distinction between maturity and age, just maybe. Chronologically, it is highly unlikely that age by itself can make a person more ethical. The general conclusion is that a woman will tend to act more ethically than a man and that an older student tends to be more ethical than a younger one.
Now to the particulars of a business student being more ethical than a non- business one; to this is one, there is a creditable disagreement. A look at some research notes indicates that non-business students are more ethical than their business counterparts. O’clock and Okleshen (1993) added to the conclusion that this also crosses cultural lines. Some were inconclusive in their findings. All these inconsistencies made O’clock & Okleshen to conduct a meta-analysis so as to examine the real effect on ethical conduct on a business major as opposed to a non-business major. Unfortunately, their results were also inconclusive. They too had to sum it up by concluding that it was difficult to make a causal; connection between a major or ethical perceptions for a student.
Comparison major attempts within business have been carried out and they point to a possibility of a more or even less ethical behavior. Thus, we can say that business majors increasingly come from different sources of science; for instance while finance and accounting derive from the quantitative science, marketing and management disciplines draw theirs from behavioral science. A likely source in the differences of perceptions could be the derivation. Considering the accounting majors for example, yielded a fact of their being more ethically aware and compliant than their other business major counterparts. This can be due to the fact that the discipline in which accountancy falls in calls for a more rule-based approach than, say, marketing or management per say. According to O’clock and Okleshen (1993), there was however no correlation existing between the ethical perceptions and business majors.
Te DIT (Defining Issues Test) has been extensively used to analyze and determine these effects. This includes those made by O’clock and Okleshen (1993) of a major course, this criteria works by measuring the subject development from a moral perspective. However, while using a Multidimensional Ethics Scale research criteria, this determines the ethical mode of reasoning behind specific decision making, the scores for accounting majors scored highest compared to liberal arts which clocked the lowest points. Of most researchers, many tend to gauge the ethical mentality and/or moral development that determine the business student’s ethics. However, no study has been undertaken to query whether the cause of action taken by a student’s prediction will be executed. We can all argue that after an ethics tutorship session, a business student will have learnt the ethical path to be taken at every opportunity and the likely action that is generally and ethically acceptable. Whenever questions arise in line with a proposed or perceived ethical issue, there is a “mechanical” mastery to give the “perfect” answer. Notwithstanding, the eventual challenge will be manifest when the case scenario will be a dilemma that is ethically demanding. However, the big question now being, whether the stude...
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