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This study examines the effectiveness of instruction in accounting ethics as measured by the impact of that instruction on the incidence of student plagiarism in a college writing assignment.

This study avoids the potential problems inherent in measuring Machiavellianism via a psychological questionnaire by using a “reverse methodology,” whereby Machiavellianism is assessed directly from behavior.

The results support past research suggesting that traditional collegiate ethical education may not affect students’ ethical choices. The findings also suggest that increasing penalties for ethical failures may be an effective means of deterring students and business professionals from engaging in inappropriate activities.

This study supports the use of a behavioral measure of Machivellianism as a means of evaluating the effectiveness of alternative instructional methods in ethics. This behavioral approach is superior to the traditional questionnaire methodology because Machivellianism is judged based on actual behavior rather than having students respond to hypothetical and often stereotyped ethical cases, whereby the student can provide an artificial response that will be viewed favorably by the evaluator.

The findings suggest that higher education needs to recognize the relevance of factors beyond mere ethical education when preparing students for the ethical challenges they will face in the business world.

This paper employs a unique “reverse methodology” to measure Machiavellianism. This reverse methodology has greater external validity in quasi-experimental ethical studies because the results can be extrapolated to real-world scenarios where there is a cost to behaving ethically.

This study explored the relationships of the stages of moral development [pre‐conventional (i.e., low stage), conventionals (ie., middle stage), and post‐conventionals (i.e., high stage)] to the styles of handling interpersonal conflict [integrating (i.e., problem solving), obliging (i.e., accommodating), dominating (i.e., competing), avoiding, and compromising] in organizations. A field study with a collegiate sample of employed business students (N = 443) shows that the post‐conventionals used more integrating and less dominating and avoiding styles than conventionals. The conventionals used more integrating and less dominating and avoiding styles than pre‐conventionals. The conventionals used more compromising style than post‐conventionals, but post‐conventionals used more compromising style than pre‐conventionals. There were no differences in obliging style across the three stages of moral development. Implications of the study for management, directions for future research, and limitations were discussed.

Addresses two shortcomings of service quality empirical research. Investigates the importance of service quality as a predictor of actual choice behaviour and examines the importance of process and outcome quality attributes as predictors of choice. Uses regression analysis to investigate the importance of service quality attributes on choice. Suggests that consumers utilise multiple process and outcome quality attributes in their choices.

This paper examined the effects of corporate governance structures on the incidence of corporate illegality by analyzing the relationship between environmental violations and several dimensions of corporate board structure. Results demonstrated that the value of stock owned by corporate officers and directors was positively and significantly associated with serious environmental violations. Outsider dominance, joint CEO‐Chairpersons, social responsibility committees, and attorneys on boards were not significantly related to corporate illegal behavior. The control variables of size, industry profitability, firm profitability, and industry concentration were all significantly related to environmental violations. The findings involving board structure cast doubt on the efficacy of many popular corporate governance reform proposals.

The purpose of this paper is to examine the effects of service separation on perceived value and intention to enroll in the higher education context, as mediated by perceived performance risk and moderated by an individual’s regulatory focus.

Four experimental studies were conducted, a pilot study and three main studies. Participants evaluated higher education courses offered in either the unseparated (on-campus) or separated (online) mode.

Results show that: service separation influences perceived value; this effect is mediated by performance risk; and moderated by regulatory focus. Specifically, participants perceive higher education courses offered in the separated mode to have greater performance risk, which lowers their perceived value. This effect is enhanced for prevention-focused participants and mitigated for promotion-focused participants. Finally, service separation is found to influence intention to enroll in a course via performance risk and perceived value.

The findings suggest that higher education providers need to better understand students’ regulatory focus. In particular, online education providers should target potential students who are promotion-focused and implement strategies to reduce performance risk, which would give students greater assurance that the online course will be delivered as promised.

The present research is the first to examine the effects of service separation in the context of higher education, which has received relatively little attention in the services marketing literature. In particular, the findings shed new insights on the mechanisms underlying consumer perceptions of separated vs unseparated service offerings, which contribute to research on services marketing and higher education.

The objective of this paper is to propose a process through which channel stakeholders interact with one another to adopt a buyer‐seller technology with the purpose of improving the efficiency of their supply chain. The paper seeks to examine how ongoing business relationships between channel stakeholders influence the process of buyer‐seller technology adoption.

The paper extends the technology acceptance model (TAM) to dyadic adoption behaviour by incorporating a social network perspective for buyer‐seller relationships.

Buyer‐seller technology adoption occurs at multiple levels throughout a supply chain network. Although each channel stakeholder forms its own behavioural intention to adopt a new enterprise technology, actual adoption occurs at the dyadic level between two channel stakeholders. Network embeddedness and resource dependence can influence the individual firm and dyadic processes of buyer‐seller technology adoption.

The results of the study imply that successful implementation of a buyer‐seller technology requires attention to the relationships between channel stakeholders as well as each channel stakeholder's internal needs and capability of adopting the technology.

The paper offers a social network perspective of buyer‐seller behaviour when adopting a new technology. The model provides a framework through which the impact of internal and relational factors on technology adoption behaviour can be examined systematically at the dyadic level of supply chain relationships.

This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none.

A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA.

The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course.

This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions.

To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

The purpose of this paper is to present a new family of iterative methods with eighth‐order convergence for solving the nonlinear equation.

The paper uses a family of eighth‐order iterative methods for solving nonlinear equation based on Kou's seventh‐order method.

This family of methods is preferable to Ostrowski's, Grau's and Kou's methods in high‐precision computations.

This paper only deals with the nonlinear equations.

This paper is concerned with the iterative methods for finding a simple root of the nonlinear equation f(x)=0. One of the reasons for discussing the solution of nonlinear equation is that many methods for high‐dimensional optimization problems involve solving a sub‐problem which is a one‐dimensional search problem. And the nonlinear finite element problem, the boundary‐value problems appearing in Kinetic theory of gases, elasticity and other applied areas are also reduced to solving such an equation.

New methods of this family require three evaluations of the function and one evaluation of its first derivative and without using the second derivatives per iteration. This new family of methods as a new example agrees with Kung‐Traub's conjecture for n=4 and achieves its optimal convergence order 2ⁿ⁻¹.

In this study negotiated exchange under the 1-exchange rule is considered in the whole population of 142,660 exchange networks up to size 9. A review shows that 51 of these networks have been studied in the literature. Predictions for the whole population of networks are derived by parsimonious versions of power-dependence and exchange-resistance theory. All but 301 networks are classified similarly as equal, weak, or strong power networks by the power-dependence and exchange-resistance theory. Only 4% of the networks is classified as a strong power network, as opposed to the 43% of the networks studied in the literature.