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The purpose of this paper is to investigate how learning styles and learning spaces interact to stimulate deep learning. Specifically the paper investigated the interaction of learning styles with ethics education and the ethical climate to influence the likelihood of engaging in ethical behavior.

Data were collected from two groups of students – those who had completed a business ethics course and those who had not completed a business ethics course. The sample consisted of 180 undergraduate students at a private university in the USA. Data were analyzed using regression analysis to test the hypotheses. A scenario-based measure of the likelihood of engaging in ethical behavior was developed and implemented in the study.

Both ethics education and ethical climate had a direct impact on a student ' s likelihood of engaging in ethical behavior. The interaction between learning style and business ethics class significantly impacted experiential learners’ likelihood of engaging in ethical behaviors. Results for non-experiential learners as relates to ethical climate were non-significant, but ad hoc analysis indicates ethical climate significantly impacted likelihood to engage in ethical behaviors.

The findings have practical implications for how universities should utilize learning spaces both inside and outside the classroom to be stimulate deep learning and be more effective in sensitizing students to ethical behavior.

The results support using formal and informal learning spaces to stimulate deep learning as it relates to ethics education in universities.

Although the academic literature provides extensive insight into the motivations for the unethical use of information technology in online classes, little is known about how perceived justice, the opportunity to cheat and spiritual legitimacy mitigate unethical behavior among young academics. The purposes of this study are two folds: first, to determine how perceived lecturers’ justice and opportunity to cheat may mitigate academic misconduct in online classes, and second, to evaluate the moderating effect of spiritual power on the relationship between perceived lecturers’ justice and opportunity to cheat and academic misconduct.

This research was conducted at universities in three Southeast Asia countries, including Indonesia, Malaysia and Thailand, with a total of 339 respondents. The research questionnaire was distributed using Google Forms. The analytical method used to test the research hypothesis is moderated regression analysis (MRA).

The findings of this study reveal that spirituality moderates the relationship between lecturer justice and the opportunity to cheat online. Even though the justice level of the lecturer is low, individuals with relatively high spirituality will show much less cheating behavior than when there is a low level of lecturer justice and a low level of student spirituality, and vice versa.

Cheating occurs when students develop an intention to cheat, which leads to actual involvement in cheating, meaning that theoretically, the findings extend the fraud triangle theory. In addition, the practical implications of this research are that lecturers need to conduct fair teaching, such as transparency of exam conditions, assessment, the right to an opinion and supervision during exams, consequently, the students cannot cheat. Spirituality is also an essential factor that can reduce online cheating, so instilling spirituality in specific courses is a fruitful solution.

The contributions of this study are twofold. First, this study gives testable theories on how spiritual help works. Second, this study offers tailored and more humanistic assistance, such as a mechanism that adjusts to the academic world’s usage of more positive technologies. This study contributes to the literature on online cheating in higher education across three Southeast Asian nations (Indonesia, Malaysia and Thailand).

The purpose of this paper is to emphasize the importance of modern and forward‐looking educational practices that encourage learner development of open sourcing and collaboration as being desirable competencies for twenty‐first century knowledge and innovation workers. Its intent is to employ the topic of “ethical cheating” as the springboard for opening a constructive dialogue between historic traditions of academic ethics and the emergence of digital‐age learners who are already functioning as digital pioneers, innovators, and content contributors in an increasingly connected, rapidly‐paced world.

The paper examines the subject of academic cheating in the context of emerging high‐technology environments. It defines the term “ethical” cheating from the perspective of digital‐age learning and contrasts it with traditional academic views of cheating in classical educational situations.

Rapid developments in digital information technologies such as cell‐phones, pdas, and the internet are profoundly changing student attitudes toward what constitutes cheating in academic settings. The presence of widespread high‐tech devices already enables increasing numbers of learners around the globe to participate in extensive and ongoing collaborative and open‐source activities that reflect competitive business practices but run counter to the accepted norms of traditional educational institutions. The introduction of the term “ethical cheating” here reflects the growing dissonance between traditional academic views of ethical standards and the impatience of learners straining to become twenty‐first century workers and societal members. A new dialogue is needed to reconcile these differences.

The paper introduces the term “ethical cheating” as a springboard to initiate a new dialogue between traditional academic norms and the emergence of new student attitudes regarding the use of digital technologies that facilitate learning through open‐sourcing and collaboration.

Academic dishonesty in post‐secondary education is a widespread, insidious and global problem. Business educators hosting foreign students locally and teaching abroad more than ever need to understand the nuances and attitudes of different student populations and how these differences may manifest themselves in a course. This research contributes to the growing albeit still scanty body of literature demonstrating that significant cross‐national differences exist regarding students' attitudes, beliefs and propensities toward cheating. This study compares US and Hong Kong university business students on three areas: cheating behaviors and perceptions, relationships between academic dishonesty and gender, and prediction of academic dishonesty. A total of 443 usable surveys were collected in the USA and 622 in Hong Kong. Statistically significant differences are presented followed by discussion and implications.

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.

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 paper aims to survey students and faculty from the College of Engineering at an American university in the United Arab Emirates about their perception on different issues related to academic dishonesty. Opinions were sought on plagiarism, inappropriate collaboration, cheating on exams, copyright violations and complicity in academic dishonesty. Reasons for students to commit dishonest acts and ways to reduce academic misconduct were also included.

A survey involving 11 questions with multiple choice answers was developed and distributed to engineering students and faculty at the institution to get their perception of the considered issues.

Results of the study showed that while faculty and students were generally in agreement in their perception of the frequency of academic dishonesty among students, they greatly differed on the courses of action needed to reduce them. Most faculty members favored applying tougher penalties and using more proctors in exams. On the other hand, students preferred softer approaches such as educating them on academic integrity issues, applying lenient deadlines for assignments and reducing the difficulty of exams.

The conclusions and recommendations of the study are applicable to colleges of higher education having similar characteristics and culture to the surveyed institution.

The findings can be used to understand students’ behavior and faculty’s attitude toward academic dishonesty, and to assess the effectiveness of current strategies addressing the issue at similar universities in the region.

The conducted literature review indicated that this work is believed to be a pioneering case study in the Gulf Cooperation Council countries.

This study aims to look at the use of mobile devices by science students with emphasis only on privately owned universities in Nigeria.

A descriptive research design was used, as the study was a survey research. Eighty copies of structured questionnaire were distributed to collect data from science students in advanced levels of their undergraduate programmes in Afe Babalola University, Ado-Ekiti (ABUAD) and Joseph Ayo Babalola University (JABU) Ikeji-Arakeji, in their lecture halls and laboratories with the permission and assistance of their lecturers. The data were collected within a period of five weeks. All the administered questionnaire were correctly filled and returned, yielding a 100 per cent return rate. The data were analysed using descriptive statistics which includes frequency and percentage presented in tables and charts.

The study found that science students in the selected private universities mostly (83.7 per cent) use smartphones than other mobile devices. Also, the students own mobile devices for the purpose of using educational applications (77.50 per cent) and to chat with people (72.50 per cent). The students use the Internet on their devices very often. The Internet facilities mostly used by the students are e-mails (71.25 per cent), social media (68.75 per cent) and search engines (60.50 per cent). The challenges mostly faced by the students using mobile devices for academic practices are poor Internet connectivity (81.25 per cent) and high cost of data subscription (53.75 per cent).

Given the knowledge gained from this study, it is desired that universities across Nigeria would encourage the integration of the use of mobile devices into core educational programmes. Also, mobile data service providers need to reduce the cost of data subscription, especially on campuses for students. Moreover, owners of private universities should ensure the provision of good Internet connectivity for mobile devices campus-wide. Free and accessible Wi-Fi hot spots should be created for students.

Policy makers in the country should encourage mobile data service providers to reduce cost of data subscription on university campuses so as to enable students enjoy to the fullest the numerous features of mobile devices for academic practices.

Research on the use of mobile devices for academic practices by students is somewhat new in Nigeria more so that privately owned universities are in focus. The study has therefore opened the floor for more in-depth studies on the subject now that mobile devices should be seen as tools rather than fanciful gadgets.