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The purpose of this study is to develop the “ethical student scale” to understand the underlying factors that lead to the decisions of cheating and plagiarism and where business students are developmentally from a moral perspective and to help academic institutions assess how best to develop ethical education throughout the curriculum. This three-dimensional nine-item scale based on Kohlberg’s moral development model is proposed to serve as a valuable tool for educators who are struggling with identifying the best approach to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

Four survey design studies were conducted to determine what factors had previously been identified to both negatively and positively impact the propensity of a university student to engage in cheating and/or plagiarizing (Study 1, N = 179), to preliminarily validate the three dimension nine item scale that emerged from Study 1 (Study 2, N = 87); to test the construct validity of the three-dimensional nine-item scale (Study 3, N = 235); and to test the nine-item scale for convergent, divergent and predictive validity (Study 4, N = 201). The four surveys were administered to undergraduate students at two universities in the Northeast in the USA.

To shed light on the underlying factors that lead to the decisions of cheating and plagiarism, the authors propose three factors that are engaged when students make these types of ethical decisions: rules and enforcement as an external control, personal morality as an internal control and social influences as a social control (Kohlberg, 1976). Through four studies, this paper presents a three-dimensional nine-item scale based on Kohlberg’s moral development model to determine the factors that influence the propensity of a university student to engage in cheating and/or plagiarizing. The proposed scale showed strong reliability across the three dimensions.

The limitations of the scale are that this research was restricted to an academic setting. The relationship between the academic environment, the resulting behaviors of students and the subsequent behavior of these students as managers also needs investigation to determine if business ethics education does have an impact on increasing ethical decision-making.

The ethical student scale attempts to measure the development stage of students in a university setting and has the potential utility to help higher education institutions better understand the moral development of their students and what drives their decisions to engage in an ethical manner. Being a short yet reliable tool, ethical student scale may help business schools develop programs beyond a single business ethics course to instill ethical decision-making in students.

One of the goals as business educators is to produce ethical managers. The ethical student scale can help us develop a more integrated approach to business ethics education. As the students become managers and leaders in organizations, the social implications for more ethical decision-makers and organizations are widespread and vital to the community and the economy.

Ethical student scale is an attempt to quantify what types of controls (external, social, or personal) help develop ethical students and ethical managers. Based on Kohlberg’s moral development model, this three-dimensional nine-item scale which shows strong reliability will serve as a valuable tool for educators who are struggling with identifying the best approach to the issue of unethical decisions and behaviors as they try to create strategies to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

The purpose of this paper is to present the results of a survey regarding undergraduate students’ mobile phone usage patterns and its implication for teaching and learning in the Caribbean higher education academic environment.

A total of 144 students participated in the survey. The survey method utilized a structured questionnaire design comprising 24 items which was completed by students. A quantitative research methodology was used to analyze the data on student mobile phone usage patterns in an educational setting.

The results indicate that students find mobile phones to be an indispensable tool inside and outside the classroom environment. More interestingly, it revealed that despite unique socio-economic factors, students’ mobile phone adoption, usage and perception patterns in a developing country mirror those of their counterparts in developed states. This has profound implications for education policy in the region.

Little research has been done on students’ mobile phone use in the developing world context. Even less work has been done exploring mobile phone usage patterns of university students in the Caribbean region. Given the similarities with developed states, this paper shares ideas with university management and administration how they can incorporate mobile phone technology into their teaching methods, to enhance the learning experience in the Caribbean and the wider developing world context.

This empirical survey is conducted to investigate the prevalence rate of academic dishonesty (AD) in examinations and assignments among undergraduates. The study compared the difference in admitted behaviours of academic dishonesty between male and female students comprising second-year, third-year and fourth-year students from the discipline of business, engineering, information technology (IT) and education.

A cross-sectional study was utilized in this study and collected data via the online questionnaire. A total of 1,624 respondents participated from four public universities of four provinces in China Mainland.

The findings showed that the proportion of respondents from China participating in AD is between 15.4 and 51.7%. The findings showed that more than two-thirds of the respondents stated involved dishonesty in examinations and assignments at least once during the previous academic year. In addition, male and female undergraduates in second-year, third-year and fourth-year showed statistically significant differences in dishonest behaviours. Specifically, the male/senior students were more involved in dishonest behaviours than the females/sophomores.

Unlike previous studies, this study found that discipline in the Chinese context was not a significant demographic predictor of dishonesty. Although not significantly different, the respondents majoring in business reported a high engagement rate of dishonesty, followed by engineering and information technology undergraduates, but education undergraduates revealed the lowest engagement rate of dishonesty. The target integrity education should be imparted among male and senior students.

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

This study examines the transition in an Arabian Peninsula university context from traditional, in-class pen-and-paper quizzes to online quizzes. While research shows that quizzes can play an important role in student learning, the outcomes from online quizzes are not clear. Our research shows that the learning contribution of online quizzes depends on the form of online quizzing employed; yet the decision to use online quizzes is often influenced by other administrative objectives such as cost efficiencies, convenience, and public relations benefits. Given these findings, the paper highlights the importance of matching administrative priorities with one’s approach to learning and teaching when moving toward greater use of computer technology in coursework.

This paper analyzes the ethics of integrating Artificial Intelligence (AI), particularly regarding AI-generated educational content in academia. It attempts to explore how AI customization mimics human interaction and behavior in education, investigate ethical concerns in educational AI adoption, and assess ChatGPT’s ethical use for nurturing curiosity and maintaining academic integrity in education.

Fictional tales may help us think critically and creatively to uncover hidden truths. The narratives are analyzed to determine the affordances and drawbacks of Artificial Intelligence in Education (AIEd).

The study highlights the imperative for innovative, ethically grounded strategies in harnessing AI/GPT technology for education. AI can enhance learning, and human educators’ irreplaceable role is even more prominent, emphasizing the need to harmonize technology with pedagogical principles. However, ensuring the ethical integration of AI/GPT technology demands a delicate balance where the potential benefits of technology should not eclipse the essential role of human educators in the learning process.

This paper presents futuristic academic scenarios to explore critical dimensions and their impact on 21^st century learning. As AI assumes tasks once exclusive to human educators, it is essential to redefine the roles of both technology and human teachers, focusing on the future.

Within critical-infrastructure industries, bow-tie analysis is an established way of eliciting requirements for safety and reliability concerns. Because of the ever-increasing digitalisation and coupling between the cyber and physical world, security has become an additional concern in these industries. The purpose of this paper is to evaluate how well bow-tie analysis performs in the context of security, and the study’s hypothesis is that the bow-tie notation has a suitable expressiveness for security and safety.

This study uses a formal, controlled quasi-experiment on two sample populations – security experts and security graduate students – working on the same case. As a basis for comparison, the authors used a similar experiment with misuse case analysis, a well-known technique for graphical security modelling.

The results show that the collective group of graduate students, inexperienced in security modelling, perform similarly as security experts in a well-defined scope and familiar target system/situation. The students showed great creativity, covering most of the same threats and consequences as the experts identified and discovering additional ones. One notable difference was that these naïve professionals tend to focus on preventive barriers, leading to requirements for risk mitigation or avoidance, while experienced professionals seem to balance this more with reactive barriers and requirements for incident management.

Our results are useful in areas where we need to evaluate safety and security concerns together, especially for domains that have experience in health, safety and environmental hazards, but now need to expand this with cybersecurity as well.

This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning.

This is a quantitative study; data was collected via student emails from 155 active online university students.

There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong.

The sample size may have been a limitation for generalizing the results.

As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey.

As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits.

This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

The internationalization of United States higher education has been described as a “two-way street” where students arrive at knowledge transfer. That transfer occurs through a curriculum deemed “unidirectional” with no relevance to local issues or needs and results in limited application and educational colonialism perceptions. Specific to leadership education, the extant literature presents implications of neglect to cultural contexts traditionally reflected in the curriculum within a host nation. We used an explanatory mixed methods design for this study to investigate the degree to which undergraduate Western-based leadership studies courses taught in China reflect the notion of “neocolonialism” by prioritizing Western interests and values.

While the study’s quantitative results reveal cultural differences in leadership education concepts, the qualitative follow-up phase finds students’ appreciation in the utility of leadership concepts and knowledge gained from the leadership curriculum. Students could cite specific situations in which they employed leadership concepts acquired from their respective leadership courses.

Background: Most children in low-income countries complete their elementary education with low competency in essential reading, writing, and arithmetic skills. Besides, about 250 million students are not learning the basics, most of whom have spent at least four years in school, and this failure is coined the global learning crisis. This study aimed to examine educational quality management practices perceived by secondary school teachers.

Methods: The study employed a multilevel mixed-method design. Employing a simple random sampling technique, the researcher selected 251 teachers from 10 secondary schools in the research regions. He collected data through a researcher-designed questionnaire, school standards, and student achievement records from November 2018 to March 2019. He analyzed data from a questionnaire using frequency, percentage, mean, Pearson correlation, and exploratory factor analysis. The document review concerning quality management was analyzed using content analysis to triangulate the quantitative findings.

Results: At the school level, the study revealed the impracticality of laboratories. Besides, incompetent and unmotivated teachers and students ran the education business from the input side. At the same level, principals' management practices on staff development and encouraging parents to support their schools were low. The principals' management practices in the teaching-learning process were also undesirable at the classroom level. Overall, the study revealed incredibly insufficient input, process, and output management in the study context.

Conclusion: Hence, the study concluded that it is difficult to achieve the very objectives of producing creative, critical, and problem-solving individuals through this type of educational provision and its management. Due to this, it is not easy to achieve quality education for all goals.