Applying Ethical Theories Essay

Summaryplagiarization in todays copy and paste generation is an unremitting, conf utilize issue that is not yet amply understood. The name-up responds to this offer with a thesis that understanding the honest reasoning bring home the bacond by pupils in defend plagiarization is crucial in preventing it in student populations. The reasons can provide the basis for specific action-orientated recommendations to reduce plagiarism and to design programs to encourage originality and pedantic honesty within the relevant educational institutions. Moreover, the authors explain that this study has broader implications, abandoned the link between educational plagiarism and the organisation and profitability of businesses. The physical composition develops an honourable framework to analyse the reasons that students practice session when defending their plagiarism. This framework is establish on previous research into the honorable reasoning of students in dissimilar contexts.The a uthors explain and apply six ethical theories in the root Deontology, Utilitarianism, cerebral self-interest, Machiavellianism, Cultural relativism and Situational ethics. The paper uses content analysis methodology to implement the ethical framework described supra. Consequently, the research surveys the recorded content found in the confidential files of students found to have plagiarised work at a US university. This includes the dinner gown process by which the students were charged with plagiarism and how they defended their actions. To witness the research was not biased two judges were used to evaluate the reasoning.To ensure a sufficient level of inter-rater reliability, the judges evaluated 20 selfsame(a) ads before being given the cases used in the study. Their results show students used all 6 ethical theories, deontology being the most common with 41.8% of victimization this reasoning. Variables such as Sex, Ethnicity and GPA had no effect on the students ethical re asoning. Students who used the Internet to plagiarize were more probable to resort to Situational ethics and Utilitarianism. The paper break ups by listing a serial publication of recommendations for each ethical theory on how to instil ethical deportment and help prevent cases of plagiarism.Critical Analysis of the papers decidePlagiarism and the internetGranitz and Lowey describe a new plagiarism pestilent in the paper subject to review. The analysis that they redeem, that plagiarism is increasing delinquent to the ease of which development can be lifted from the internet, is justified by previous schoolman research. The Internet provides as huge source of information which is easily available to students for use in academic papers (Weinstein & adenylic acid Dobkin, 2002.) Moreover, the way that information is presented and is accessible on the Internet has made plagiarism easier (Klein, 2011). Students have the opportunity to copy and compile information from a med ley of sources with speed, particularly when compared with old-style plagiarism using hard copy sources.However, since the publication of the paper in 2006, it could be argued that many professors have stick more technical school savvy, particularly with the development of technology in electronic detecting tools (Klein, 2011.) Consequently, it is less easy to sustain the argument that transgression may present an irresistible challenge to students, as technology improves and if teachers in academic institutions become more technologically adept. Applying ethical reasoning to plagiarismAfter a historical analysis of the development of the concept of plagiarism, the paper moves on to conclude that our modern perception of plagiarism is that it is morally reprehensible. I would evaluate this approach using the analysis of Morality and Ethics put preceding by Klein in 2011. Granitz and Lowey do not appear to consider the point to which the moral and ethical approach of students i n academic institutions may dissent from the general modern perception of plagiarism that they describe. Klein describes the research which suggests that there is ambiguity on what is perceived as plagiarism among learners. Quoting Weiss & Bader (2003), an example of an scene of action of ambiguity might include peer collaboration and knowing to what close the collaboration is considered inappropriate.Consequently, I would argue that the paper does not fully consider the extent to which the ethical problems posed by plagiarism may be problematic because they are non-traditional and that they may not fit easily into existing and well used categorisation systems (Clegg et al., 2007). Instead, the paper seeks to apply ethical philosophies taken from different ethical contexts (albeit ideas used by students) and it maintains the general proposition that plagiarism is considered as morally wrong, without analysing this specifically in relation to students and academic institut ions.Content analysis as a research methodologyThe paper applies a content analysis to review student files which record the formal process by which students in a large US westward Coast university were charged with plagiarism and defended themselves. The article recognises the fact that students may mask their true reasoning whilst providing the reasoning, but concludes that they are still exposing the logic that they use to defend plagiarism and being able to counter that logic is worth(predicate) for the faculty. This problems has been considered in the business context, in which virtually every empirical enquiry of issues relevant to applied business ethics involves the asking of questions that are sensitive, embarrassing, threatening, stigmatizing, or incriminating (Dalton and Metzger, 1992, p. 207).Furthermore, since the early 1950s researchers in organizational sciences have explicit concern that the tendency of individuals to deny socially undesirable traits and to admi t to socially desirable ones may impair empirical studies based on questionnaires which accept respondents to report on their own behaviour or attitudes (Randall and Fernandes, 1991, p. 805)RecommendationsThe paper outlines a basis of recommendations based on the results achieved by the content analysis. Given the above recapitulation of the content analysis, and the limit that the context of asking sensitive or incriminating questions in a business, and I would suggest academic, context, one could critique the assumption put forward in the paper that the recommendations for each ethical theory will achieve the effect of reducing plagiarism in institutions and provide a basis for the implementation of clear academic policies. Moreover, expanding on what I have suggested above, given the critique forwarded by Weiss and Bader (2003), it could be argues that forgetful public perception of plagiarism in academic institutions may make any changes difficult to implement. I would ar gue that a more utile critique would be to consider the reasons offered by students in a non-confrontational and stigmatizing context, which could be used to understand the specific ethical context of plagiarism and to incur more specific recommendations.ReferencesClegg, Kornberger and Rhodes 2007 melodic line Ethics as Practice British Journal of Management 18 107-122 Dalton, D. R. and M. B. Metzger 1992, Integrity Testing for Personnel picking An Unsparing Perspective, Journal of Business Ethics Kaptein M and Schwartz S 2008 The Effectiveness of Business Codes A Critical Examination of Existing Studies and the development of an Integrated Research Model, Journal of Business 77 111-127 Klein D 2011 Why Learners Choose Plagiarism A Review of Literature, interdisciplinary Journal of E-Learning and Learning Objects 7 Randall, D., Fernandes, M. F. (1991) The Social Desirability Response bend in Ethics Research. Journal ofBusiness Ethics Robertson, D.C. (1993). Empiricism in Busi ness Ethics Suggested Research Directions. Trevino, Linda K., Ethical Decision Making in Organizations A Person-Situation Interaction Model, Academy of Management Review, 11(3), 1986, pp.601-617. Weinstein and Dobkin 2002 Plagiarism in U.S. high Education Estimating Internet Plagiarism Rates and Testing a actor of Deterrence, USA Committee for the Protection of Human Subjects, University of California, Berkeley, USA. Weiss, D. H., & Bader, J. B. (2003) undergraduate ethics at Homewood. Standler, R. B. (2000). Plagiarism in colleges in USA