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Classroom Cheating and Student Perceptions of Ethical Climate
Teaching Ethics
  • Charles B. Shrader, Iowa State University
  • Sue Ravenscroft, Iowa State University
  • Jeffrey B. Kaufmann, Iowa State University
  • Timothy D. West, Northern Illinois University
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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.

This is a manuscript of an article from Teaching Ethics 13 (2012): 105, doi: 10.5840/tej201213134. Posted with permission.

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Philosophy Documentation Center
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Charles B. Shrader, Sue Ravenscroft, Jeffrey B. Kaufmann and Timothy D. West. "Classroom Cheating and Student Perceptions of Ethical Climate" Teaching Ethics Vol. 13 Iss. 1 (2012) p. 105 - 128
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