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The purpose of this paper is to investigate the effect of two instrumental organizational attributes (innovative perks and training) and one symbolic organizational attribute (ethics) on applicant attraction.

Using a sample of business undergraduates in their final year (n=339) and a policy-capturing approach, the authors tested a 2 (absence/presence of innovative perks) ×2 (few/many training opportunities) ×2 (ethics is not very important/is important) quasi-experimental design using ANCOVA.

In regard to main effects, results show that all attributes have a significant effect on applicant attraction, the “ethics” organizational attribute having the strongest direct effect followed by “training” and then “innovative perks.” In regard to all interaction effects, findings are only significant for two two-way interaction effects: “innovative perks×training” and “innovative perks×ethics.” Specifically, results indicate that offering innovative perks only had a positive and significant effect on applicant attraction when: a firm offered few training opportunities and ethics was important for the firm.

This study compared three key organizational attributes where most studies only tested one. Understanding which organizational attributes have the greatest influence on potential candidates’ attraction can help organizations optimize recruiting. The results suggest that developing an organizational brand that focuses particularly on ethics and training constitutes a winning recruitment strategy. This experiment is the first to provide causal conclusions on the relationship between innovative perks and attraction.

This paper aims to investigate two causality concepts, sphere of control (SOC) and agent–action–results (AAR), and their potential applications to construction business ethics. SOC is used in ethics training, and AAR is applied to ethical decision-making (EDM).

A framework of ethics training and a framework of EDM for construction companies have been developed. Interviews were conducted with experienced construction engineers and PhD ethicians to test the validity of the EDM framework.

Literature review has been conducted in ethical issues, ethics training and EDM, leading to the developments of the frameworks. The framework of ethics training incorporates SOC to reflect the ethicality and personality traits. The framework of EDM is based on AAR, combined with a stakeholder approach and Kohlberg’s cognitive moral development theory, with a review from EDM models in business. Both frameworks include project-level component to reflect the unique feature of the construction industry. The framework of EDM showed a good practicality through the interviews on an ethical dilemma example.

For the ethics training framework, a long-term observation or survey should be accompanied to evaluate the framework in detail, tracing the improvement of ethicalness of course participants.

The customized ethics training will be more efficient and effective, as it considers individual ethicality. The scoring system of the EDM framework is simple and practical. This is particularly relevant for construction ethics management, considering that most of construction practitioners are engineers, not philosophers or psychologists.

Applying causality concepts, SOC and AAR, to construction ethics is a novel approach in construction management. This research has made a good advancement in construction ethics management by providing the right directions to be explored in these new areas.

This study is motivated to investigate the ethical challenges facing public relations professionals in today's digital communication environment. Specifically, the authors focused the research on the new ethical challenges in digital practice, the resources relied on when encountering ethical challenges and public relations professionals' efforts in seeking trainings on communication ethics.

An international online survey was designed and conducted in Canada and the USA. The final sample includes 1,046 respondents working full time in the profession of public relations and communication. In addition, the authors prespecified several demographic quotas in sampling design in order to recruit a more representative sample.

The research found nearly 60% of surveyed professionals reported that they faced ethical challenges in their day-to-day work, and there is a wide range of ethical challenges in digital practices. Results also revealed that professionals use various resources to deal with ethical issues. Those resources include ethical codes of practice of professional associations, ethical guidelines of their organizations and their personal values and beliefs. As common as experiencing ethical challenges, over 85% of surveyed professionals reported that they have participated in communication ethics training. However, only 30% of participants indicated that their ethics training took place in the past year.

The research provides solid evidence that the digital communication environment generates more ethical challenges, while it creates new ways of delivering content in corporate communications. Professional associations and organizations shall dedicate efforts in providing timely ethics training to PR professionals at all levels of leadership within and beyond corporate communications.

Despite the accounting profession having a long history of promoting ethical behaviour globally, with a robust Code of Ethics and formal International Education Standards which include training in professional values, ethics, and attitudes, the accounting profession still regularly features as the lead villain in many corporate failures. Training in ethics has been a core topic in Australian accounting undergraduate degrees now for many years, but the responsibility for teaching ethics still largely falls on faculty from within the business and accounting schools. Although these academics have a strong moral compass and know right from wrong, most do not have ethics-related research experience or professional ethics training. When ethics is taught by academics with little or no formal philosophical ethics training, our students will continue to have limited opportunities to cultivate and deeply internalise the professional values, ethics, and attitudes required of professional accountants in a multicultural world before embarking on their careers.

The study aims to understand how university students' work experiences influence their perceptions of university ethics training. In the past, researchers have focused on the content of university ethics programs, but have ignored the influence of students' employment.

The authors surveyed 953 students at a medium-sized university in the Southeastern USA.

Students' views of work and experiences on the job predicted both their views of college ethics training and their ability to identify ethical issues from a set of scenarios. Students' perceptions of their degrees as valuable credentials and their feelings that ethical behavior is the “norm” in business were the strongest predictors in both instances.

While the regression analyses were significant, they explained relatively little of the variance.

In designing programs to promote ethical behaviors among future managers, university personnel should bear in mind that students' experiences on the job help to determine the manner in which they view university ethics training.

To date, most researchers have not considered that the response to university ethics training is influenced – in part – by the fact that students are often employed.

Prior research suggests both formal and informal norms influence employee behavior. While increased training is a typical recommendation to strengthen formal norms by increasing adherence to organizational codes of conduct, and therefore improve ethical behavior, there is little empirical evidence that code training actually strengthens formal norms or improves ethics-related behavior. Conversely, prior observations of unethical behavior serve as strong indicators of informal norms. These observations may be unknown to management and therefore difficult to moderate using other means, including with training on a code.

We test the impact of prior observations of unethical behavior and training for a code of conduct on intentions to report unethical behavior in the future, as well as possible mediators of these relationships. We find some support that training on the code increases intention to report and strong support for the notion that prior observations of unethical behavior decrease intentions to report. Responsibility to report and norms against whistle-blowing both mediate the prior observation-to-reporting intentions relationship, but not the training-to-reporting intentions relationship. An interesting by-product of training seems to be that, by increasing awareness of unethical behavior, and therefore the salience of prior observation, training may have indirectly influenced intentions in the opposite direction intended.

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.

The purpose of this paper is to test the measurement and structural properties in a model of organizational codes of ethics (OCE) in Sweden.

The measurement and structural properties of four OCE constructs (i.e. surveillance/training, internal communication, external communication, and guidance) were described and tested in a dual sample based upon private and public sectors of Sweden.

Results show that the measurement and structural models of OCE in part have a satisfactory fit, validity, and reliability.

The paper makes a contribution to theory as it outlines a set of OCE constructs and it presents an empirical test of and OCE model in respect to measurement and structural properties. A number of research limitations are provided.

It provides a model to be considered in the implementation and monitoring of OCE. The present research provides opportunities for further research in refining, extending, and testing the proposed OCE model in other cultural and organizational settings.

The OCE model extends previous studies that have been predominately descriptive, by using confirmatory factor analysis and structural equation modeling.

Ensuring that ethical values are embedded into day‐to‐day working practice is a challenge for multinational organisations. Training on the subject can be dull and can fail to engage staff in the issues, but using scenarios helps to convey ethical messages and gives staff the tools to identify and deal with ethical dilemmas. The purpose of this paper is to summarise the case for business ethics training and the role of scenarios. It seeks to suggest ways to develop effective scenarios and to describe a case study of how one company incorporated them into its training.

This article is based on the Institute of Business Ethics' experience of developing scenarios for its subscriber organisations.

The paper shows that scenarios give employees practice at applying ethical frameworks and company standards to workplace situations. Scenario training is an opportunity for a “dry run” so that employees will know what to do when confronted with a real situation.

This work assists organisations with the development of effective training and communications to support their commitment to high ethical standards.

A more in‐depth examination of the subject is published in the IBE's Good Practice Guide Developing and Using Business Ethics Scenarios (available from www.ibe.org.uk). The study draws on original research to incorporate good practice in this area.

In response to the growing need for educational leaders who possess ethical, critical and reflective qualities, a training program was developed based on ethics as a reflective critical capacity and on Starratt's three‐dimensional model. This paper aims to describe the impact of the program on ethical decision making and on educational leaders’ ethical competencies.

A three‐year action‐research study was conducted with three groups of educational administrators, totalling 30 participants. Mixed methods were used for data collection: a pre‐ and post‐training questionnaire, individual semi‐structured interviews and group interviews. The questionnaire data were analyzed using SPSS software and interview data were analyzed using thematic analysis.

Results from the pre‐test indicate that, prior to the training program, participants rarely possessed all three ethical dimensions. Post‐test results show how participants experience a significant readjustment process characterized by three different stages which have been called the transformative cycle. Qualitative results show the impact of the training program on improved ethical awareness, judgement structuring, a sense of responsibility, and overall professional conduct. No significant difference is observed between male and female participants but statistically significant differences are found according to number of years of experience and to work situation.

Developing sound ethical expertise appears to be promising in training future educational administrators and in improving their leadership skills.

This study is original in many aspects. Theoretically, it is based on a self‐regulated rather than hetero‐regulated approach to ethics and calls for descriptive rather then normative foundations to ethical leadership. With regard to its methodology, it used mixed methods adapted to action research as well as original data collection instruments.