© NeilsonJournals Publishing All Rights Reserved
NeilsonJournals Publishing
The Americas + Rest of World
Currency:
Handling:
Delivery:
Currency:
Handling:
Delivery:
EURO €
(included)
Electonic
Currency:
Handling:
Delivery:
ORDER ARTICLE PERMISSIONS/REPRINTS/OFFPRINTS
To order inspection copies, and/or permissions to include this article in textbooks, edited volumes, course booklets, online/digital course packs, etc., and/or to order multiple individual hard copies for classroom use, please use the appropriate form available on the Order Forms page or alternatively, contact the Publishing Editor, Peter Neilson, pneilson@neilsonjournals.com directly.
I and We: Does Identity Explain Undergraduates’ Ethical Intentions?
Maria J. Mendez
California State University, Chico, USA
David A. Vollrath
Indiana University South Bend, USA
Lowell Ritter
Associate Attorney, USA
Volume 15: 2018, pp. 75-98: ABSTRACT
Concerns about business ethics have led many business schools to integrate ethics into the curriculum, with mixed results (May, Luth, & Schwoerer 2014, Wang & Calvano 2015, Waples, Antes, Murphy, Connelly & Mumford 2009). This paper seeks to improve our understanding of business students’ ethics by looking into their identity, a cognitive lens by which students see themselves and interpret their environment (Triandis 1989) and that can be relatively malleable to priming and socializing processes (Vignoles, Schwartz, & Luyckx 2011, Ybarra & Trafimow 1998). Results show that undergraduate students with higher individual and lower collective identities report lower intentions to behave ethically. Moreover, our results show that a business education has the power to influence students’ ethical intentions by altering their individual and collective identities. Our results suggest that business schools should consider the effects of their curriculum and pedagogies on the development of individual and collective identities to educate more ethical business students.
ARTICLE REF.: JBEE15-0RA4
.jpg)
