Alle Publikationen
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2016
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(2016): An Action Learning Perspective on Effective Implementation of Academic Honor Codes. In: Group & Organization Management 29 (2), S. 201-218. DOI: 10.1177/1059601103261472
DOI: https://doi.org/10.1177/1059601103261472 Abstract: Facing mounting evidence of academic dishonesty on America's college campuses, many schools in the 1990s implemented academic honor codes to stem the tide. Previous research concerning academic honor codes and other ethics codes highlight the importance of enacting a more ethical organizational culture as well as involving many organizational members in the process. Through the illustrative case of a major public university that struggled to meet this normative goal as it implemented an academic honor code, this article introduces an action learning perspective on how the design and implementation of ethics codes can help effect change in the ethical culture by instilling and reinforcing the values of honesty and integrity. It is argued that codes must be designed with full acknowledgement of the traditions and culture present in the student body, with the involvement of virtually all organization members, to elicit a full understanding of the ethical culture system. (Psy cINFO Da tabase Record (c) 2016 APA, all rights reserved) zitiert von 43
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(2016): On the Importance of Family, Morality, Masculine, and Feminine Honor for Theory and Research. In: Social and Personality Psychology Compass 10 (8), S. 431-442. DOI: 10.1111/spc3.12262
DOI: https://doi.org/10.1111/spc3.12262 Abstract: This paper presents an approach to honor as multifaceted. In this approach, honor is defined as having four different facets, or honor codes: morality‐based honor, family honor, masculine honor, and feminine honor. The honor‐as‐multifaceted approach has generated much psychological research examining the importance of each honor code across different cultural and social groups. An overview of this research shows that that the different honor codes exert a powerful influence on a variety of group processes, including collective action, in‐group identification, the definition of gendered roles within the family, in‐group responses to threats to collective honor, intergroup attitudes, and value change within groups. The paper discusses how defining and measuring honor as multifaceted ‐rather than as an unitary construct‐ provides a fuller understanding of honor's role in group life. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 10
2014
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(2014): Effects of Honor Codes and Classroom Justice on Students’ Deviant Behavior. In: Procedia - Social and Behavioral Sciences 112, S. 77-86. DOI: 10.1016/j.sbspro.2014.01.1141
Abstract: This study examined the influence of honor codes and classroom just ice on students’ deviant behavior. One hundred and two final year undergraduate students studying in various higher institutions of learning in Nigeria part icipated in the study, including Bayero University, Kano, Ahmadu Bello University, Zaria, Federal Polytechnic, Kaura Namoda, Kano State Polytechnic and Federal College of Education, Zaria. Pearson correlation analysis, multiple linear regression analysis, independent sample t-test and one-way ANOVA analysis were conducted using Statistical Package for the Social Sciences (SPSS) to analyze the data. The results of multiple regression analysis showed that Honor codes had a significant negetive effect on students’ deviant behavior. On the contrary, the results showed that classroom justice had no significant effect on students’ deviant behavior. Furthermore, the findings of the study revealed a significant difference instudent deviant by gender, age categories and ethnicity. The managerial implications for the school administrators, lecturers and educational policy makers a rediscussed. zitiert von 2
2012
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Landrum, R. E.; McCarthy, M. A. (Hg.) (2012): Teaching ethically: Challenges and opportunities. Washington: American Psychological Association
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(2012) : The honor system. Influences on attitudes, behaviors, and pedagogy In: Landrum, R. E.; McCarthy, M. A. (Hg.): Teaching ethically: Challenges and opportunities: Washington: American Psychological Association, S. 89-98
DOI: https://doi.org/10.1037/13496-008 Abstract: Academic integrity has received a great deal of attention as institutions of higher education look for ways to deal effectively with dishonest behaviors, including cheating and plagiarism, which some believe is the most critical issue facing academia today (Davis, Drinan, & Gallant, 2009). Given the prevalence of the problem, Davis and colleagues (2009) challenged educational institutions to determine ways to prevent cheating and suggested cultivating a culture in which academic dishonesty is clearly unacceptable. An honor system has been shown to effectively reduce dishonest behaviors such as cheating (e.g., McCabe & Treviño, 1993). There is a growing trend of revitalizing honor systems (e.g., Melgoza & Smith, 2008) or introducing new modified honor systems (e.g., McCabe & Pavela, 2000). Although there is a long history of honor codes at many institutions of higher learning, most researchers have focused on how an honor code affects the attitudes and behaviors of studen ts rathe r than on pedagogy. In this chapter, we provide a brief history of honor systems in higher education, explain how an honor code influences academic dishonesty, examine how an honor system can impact pedagogy, and offer practical advice for implementing an honor code in a classroom. (PsycINFO Database Record (c) 2016 APA, all rights reserved) zitiert von 5
2000
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(2000): Ehre als Idee, Ideal oder Phantom. Bermerkungen zum Ehrenkodex in amerikanischen und deutschen Schulen. In: Padagogische Rundschau 54 (4), S. 339-376
Abstract: Dieser Beitrag beschaftigt sich mit dem Ehrbegriff und dem Ehrgefuhl in der philosophischen Theorie und in der Dichtung sowie der Bedeutung des Ehrbegriffs und der Aufstellung von Ehrenkodizes im Erziehungsbereich. Der Autor fuhrt dabei insbesondere eigene Erfahrungsbeispiele aus seiner Lehrtatigkeit an amerikanischen Hochschulen an, an denen sogenannte "honor codes" lange Tradition haben, die auf religiosen und militarischen Wurzeln sowie auf den Vorstellungen eines "Geistesadels" beruhen. Es werden Ehrenkodizes und Beispiele fur Sanktionen bei Verstossen aus verschiedenen amerikanischen Universitaten vorgestellt. In Deutschland dagegen spielten Ehrenkodizes vor allem in Erziehungseinrichtungen aus der Bewegung der Landerziehungsheime in den 20er Jahren des 20. Jahrhunderts eine Rolle. Wiederbelebungsversuche derartiger Ideale in gegenwartigen Bildungseinrichtungen in Deutschland scheinen auf wenig Akzeptanz zu stossen. (DIPF/Kr.)
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