14 Matching Annotations
  1. May 2019
    1. Overall, the results of the study indicate that business students and non-business students have similar attitudes towards business ethics. However, education span as well as taking an ethics course seems to influence these attitudes substantially.

      The result is clearly stated in 1 concise sentence to conclude all the finding and numbers. This shows that after doing the calculations with some more data, there is actually no differences between business and non business students toward business ethics, however, keep in mind that this is a small survey with only 619 students in Iceland, which shows that the conclusion is only partly true.

    2. RESULTS

      The results also includes higher level of understanding in order to understand this with a lot of number included as well as calculations and jargons. Different results back up for different hypothesis. It's very detailed and well-explained.


      The methods to solve this problem is clearly explain through procedures and measurements. This part clearly involves more jargons relating to the educational system as well as philosophy, this is because this asks the more professionals to solve this problem.

    4. Hypothesis 1: Business students are different to non-business students in their attitudes towards business ethics.

      Giving 4 different hypothesis to this issue. This is effective as there has been no right or wrong answer to this problem as the human psychology is much more complex than just 1 scenario. The author then goes on to explaining and backing up their point with reliable sources.

    5. Despite that students rely on their pre-understandings in ethics (Emerson & Conroy, 2004, more recent findings suggest that business students are more unethical in both behavior and attitudes towards ethics than non-business students (Smyth & Davis, 2004). Similarly, Sparks and Johlke (1996) concluded that non-business majors have higher ethical standards than business majors. Additionally, business students have been found to be more tolerant of unethical behaviour and questionable business practices than non-business students (Crown & Spiller, 1998; Hawkins &Cocanougher, 1972; Ibraham, 2012; Roig & Ballew, 1994), while cheating behaviour is more common for college students who are anticipating a career in business in contrast to those planning non-business careers (McCabe & Treviño, 1993).

      This is where the study shows a clear results. It shows that business students are indeed are more involved in unethical leadership as well as having higher tolerance with unethical behaviors comparing to non-business students. Which further emphasizes the need for contextual studies for business students about ethicals in business

    6. A large body of discussion on ethical and unethical leadership is associated with the education of business students, highlighted by the fact that many of the leaders involved in some of the most significant business scandals over the last decades had received some form of higher education

      Looking at the point of view from the other side by stating some counter cases to the author's points. This is effective as it acknowledges both side of the story and gives a sense that the author is knowledgeable in this field. This further strengthen his/her credibility

    7. While ethics is often considered interchangeably with morals, ethics extends beyond the code that drives decisions, actions, and behaviour of an individual and involves cognitive and reflective processes when the moral principles are applied in a given situation (Wines, 2008)

      Explains the differences between ethics and morals to avoid confusions between the two

    8. Ethics represents the framework for an individual's conduct linked with moral principles (Miesing & Preble, 1985). Business ethics involves both morals (right and wrong) and ethics (good and bad) (Bageac et al., 2011) and it deals with values that shape decisions (Rajasekar &Simpson, 2014).

      Definition of ethics is clearly explained here.

    9. In this vein, our paper focuses on the insights from tertiary, profession-oriented education that may signal how the secondarylevel education practices should be shaped. As such, our paper builds on the empirical study within the domain of university-level education to contribute to the models of ethical leadership education at high schools. Following this line, we delineate our study from the discourse on whether virtues and ethical behavior can be taug

      It immediately carries on explaining the parts that will be presented on this paper to avoid any confusions and clearly explain the expectations.

    10. The purpose of this paper is to further our understanding of the relationship between education and attitude towards business ethics by addressing two key fundamental questions that remain open in the research on education and ethical leadership: What is the role of education in attitudes towards ethics? Are there potentially inherent differences in attitudes towards ethics associated with business and non-business oriented professional education?

      Clearly state the purpose of this paper. This also poses two important questions and correlation that will be answered in this article. The uses of vocabulary avoids jargons, this might be because the author wants to target a variety of levels, groups, ages, professions due to the important message of the article is to improve our educational system

    11. Given that the intrinsic values of a personality, linked with ethics, form the personal identity that may be resistant to change (Caldwell, 2009), ethical and moral development of professional leaders should indeed be traced in more early personality development stages within the school education

      Backing up the solution with another studies. This creates a smooth transition as well as having a strong support evidences.

    12. This problem calls for a constant focus of colleges and universities as they educate the executives of the future (Henle, 2006; Comegys, 2010).

      They then go immediately into explaining the solution. This is effective as it sets the intention clear and direct for the readers at the introduction

    13. Scandals and corruptions in large corporations over the last decades have contributed to the increased emphasis on the ethics of today's business (Kum-Lung & Teck-Chai, 2010; Phau & Kea, 2007; Smyth & Davis, 2004). Managers and employees are increasingly finding themselves in ethical dilemmas in their jobs as the business environment becomes more complex (Rajasekar & Simpson, 2014). Some have suggested that the lack of ethics in business education is a significant problem

      This is where the "motivation" is most prominent, explaining why do we need to care about this matter. This sentence is effective as it summarizes all the main and important idea and is a smooth transitioning into the article. It's also backed up by a lot of sources, portraying that this is not the author's own opinion, but indeed, is agreed upon by many others

    14. The results of the study indicate that education of the future business leaders calls for a contextualized approach to business ethical dilemmas.

      The main goal of this article is to understand how the perspective about business ethics between business student and non-business students differ, and the results show that we indeed do need contextualized approach to business ethical dilemmas