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Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior

Author

Listed:
  • Joan A. Ballantine

    (University of Ulster)

  • Xin Guo

    (University of the West of Scotland)

  • Patricia Larres

    (Queen’s University, Belfast)

Abstract

This study considers the potential for influencing business students to become ethical managers by directing their undergraduate learning environment. In particular, the relationship between business students’ academic cheating, as a predictor of workplace ethical behavior, and their approaches to learning is explored. The three approaches to learning identified from the students’ approaches to learning literature are deep approach, represented by an intrinsic interest in and a desire to understand the subject, surface approach, characterized by rote learning and memorization without understanding, and strategic approach, associated with competitive students whose motivation is the achievement of good grades by adopting either a surface or deep approach. Consistent with the hypothesized theoretical model, structural equation modeling revealed that the surface approach is associated with higher levels of cheating, while the deep approach is related to lower levels. The strategic approach was also associated with less cheating and had a statistically stronger influence than the deep approach. Further, a significantly positive relationship reported between deep and strategic approaches suggests that cheating is reduced when deep and strategic approaches are paired. These findings suggest that future managers and business executives can be influenced to behave more ethically in the workplace by directing their learning approaches. It is hoped that the evidence presented may encourage those involved in the design of business programs to implement educational strategies which optimize students’ approaches to learning towards deep and strategic characteristics, thereby equipping tomorrow’s managers and business executives with skills to recognize and respond appropriately to workplace ethical dilemmas.

Suggested Citation

  • Joan A. Ballantine & Xin Guo & Patricia Larres, 2018. "Can Future Managers and Business Executives be Influenced to Behave more Ethically in the Workplace? The Impact of Approaches to Learning on Business Students’ Cheating Behavior," Journal of Business Ethics, Springer, vol. 149(1), pages 245-258, April.
  • Handle: RePEc:kap:jbuset:v:149:y:2018:i:1:d:10.1007_s10551-016-3039-4
    DOI: 10.1007/s10551-016-3039-4
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    References listed on IDEAS

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    1. Throstur Sigurjonsson & Vlad Vaiman & Audur Arnardottir, 2014. "The Role of Business Schools in Ethics Education in Iceland: The Managers’ Perspective," Journal of Business Ethics, Springer, vol. 122(1), pages 25-38, June.
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    6. Joan Ballantine & Patricia McCourt Larres, 2009. "Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education a," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 387-402.
    7. Betsy Stevens, 2013. "How Ethical are U.S. Business Executives? A Study of Perceptions," Journal of Business Ethics, Springer, vol. 117(2), pages 361-369, October.
    8. Douglas May & Matthew Luth & Catherine Schwoerer, 2014. "The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-experimental Study," Journal of Business Ethics, Springer, vol. 124(1), pages 67-80, September.
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    Cited by:

    1. James Bierstaker & William D. Brink & Sameera Khatoon & Linda Thorne, 2024. "Academic Fraud and Remote Evaluation of Accounting Students: An Application of the Fraud Triangle," Journal of Business Ethics, Springer, vol. 195(2), pages 425-447, November.
    2. Sugahara, Satoshi & Cilloni, Andrea, 2021. "Mediation effect of students’ perception of accounting on the relationship between game-based learning and learning approaches," Journal of Accounting Education, Elsevier, vol. 56(C).

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