![]() Can corruption be exported and/or imported with the rise of mobility among students and faculty and the internationalisation of educational institutions? Are universities prepared to deal with actors from endemically corrupt societies? What tools and best practices are particularly effective in increasing academic integrity? Or is it an irreversible process? How can the latest research contribute to the policy debate within the Bologna process? While corruption in higher education is not a new phenomenon, its unprecedented dimensions, the growing challenge of mitigating and preventing it in many academic systems as well as its international aspect are rather new. Along with the kinds of monetary and non-monetary corruption that can be found anywhere in society, such as corruption in procurement and favouritism in hiring and/or promoting employees, corruption in higher education can implicate the students themselves, thus exerting an influence over the next generation (Denisova-Schmidt 2016a, b, c, 2017a, b, c, 2018a, b Denisova-Schmidt and de Wit 2017). Corruption might be perceived or it might not in higher education, however, this differentiation is less relevant (Heyneman 2013). VEGA CONFLICT CHEATS NO SURVEY FREEIn order to promote a dialogue between the various interested groups as much as possible, papers are presented in a style relatively free of specialist jargon.Transparency International (TI), an NGO working on corruption worldwide, commonly defines corruption as “the abuse of entrusted power for private gain.” In higher education, however, corruption also encompasses “the lack of academic integrity.” The second definition applies to both public and private institutions, since what they both offer-education-can be construed as a public good. Speculative philosophy as well as reports of empirical research are welcomed. The style and level of dialogue involve all who are interested in business ethics – the business community, universities, government agencies and consumer groups. Systems of production, consumption, marketing, advertising, social and economic accounting, labour relations, public relations and organisational behaviour are analysed from a moral viewpoint. ![]() ![]() The term 'business' is understood in a wide sense to include all systems involved in the exchange of goods and services, while 'ethics' is circumscribed as all human action aimed at securing a good life. Since its initiation in 1980, the editors have encouraged the broadest possible scope. The Journal of Business Ethics publishes original articles from a wide variety of methodological and disciplinary perspectives concerning ethical issues related to business. It is argued that the PET instrument can be used to help students identify organizational pressures and intrapersonal processes that can impede their moral behavior in organizations. Results indicate that older students have higher PETs and that students attending schools in the northeastern part of the United States have lower PETs. Relationships between respondents' PET and their gender, age, and major field of study, as well as the geographical location of their school, are explored. PET questionnaires were completed by 506 students representing eight business schools throughout the United States. A higher PET reflects an individual's greater likelihood of adhering to the morally correct path, even in the face of high situational pressures (personal costs) and low moral intensity (collective importance). ![]() Further, the PET varies according to the moral intensity of the issue at hand, such that individuals are less vulnerable to situational pressure for issues of high moral intensity, i.e., those with greater consequences for others. The PET represents an individual's susceptibility to situational pressure in his or her organization that makes moral behavior more personally difficult. We present an instrument developed to explain to students the concept of the personal ethical threshold (PET). ![]()
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