Applying Ethical Theories Essay

abridgmentPlagiarism in todays copy and paste generation is an unremitting, complex issue that is not yet fully understood. The topic responds to this marriage proposal with a thesis that understanding the respectable reasoning hand overd by students in haveing plagiarisation is crucial in preventing it in student populations. The reasons bed provide the dry land for specific action-orientated recommendations to reduce plagiarization and to design programs to shape up originality and academic honesty within the germane(predicate) educational institutions. Moreover, the authors explain that this count has broader implications, given the link between educational plagiarism and the organisation and positivity of businesses. The write up develops an ethical cloth to analyse the reasons that students use when defending their plagiarism. This framework is based on previous research into the ethical reasoning of students in discordent contexts.The authors explain and apply six ethical theories in the paper Deontology, Utilitarianism, Rational self-interest, Machiavellianism, Cultural relativism and Situational ethics. The paper uses content analysis methodology to utensil the ethical framework described above. Consequently, the research evaluates the recorded content strand in the confidential files of students found to have plagiarised work at a US university. This includes the formal address by which the students were charged with plagiarism and how they defended their actions. To ensure the research was not biased two judges were utilize to evaluate the reasoning.To ensure a sufficient level of inter-rater reliability, the judges evaluated 20 identical ads before being given the cases employ in the study. Their results plant students used all 6 ethical theories, deontology being the most commonality with 41.8% of using this reasoning. Variables such as Sex, Ethnicity and GPA had no effect on the students ethical reasoning. Students who used the Internet to plagiarize were much likely to resort to Situational ethics and Utilitarianism. Thepaper leave offs by listing a series of recommendations for each ethical possible action on how to instil ethical behaviour and help prevent cases of plagiarism.Critical Analysis of the papers purposePlagiarism and the internetGranitz and Lowey describe a new plagiarism epidemic in the paper subject to review. The analysis that they bring in, that plagiarism is increase due to the ease of which information can be lifted from the internet, is confirm by previous academic research. The Internet provides as huge fountain of information which is easily available to students for use in academic document (Weinstein & 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 manikin of sources with speed, particularly when compared wit h old-style plagiarism using hard copy sources.However, since the overtation of the paper in 2006, it could be argued that m any professors have make out more technical school savvy, particularly with the development of technology in electronic maculation 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 reexamine this approach using the analysis of Morality and morals put forrader by Klein in 2011. Granitz and Lowey do not appear to examine the cessation to which the moral and ethical approach of students in academic institutions may differ from the gene ral modern perception of plagiarism that they describe. Klein describes the research which suggests that there is equivocalness on what is perceived as plagiarism among learners. Quoting Weiss & Bader (2003), an example of an area of ambiguity might include peer collaboration and knowing to what extent the collaboration is considered inappropriate.Consequently, I would argue that the paper does not fully consider the extent to which the ethicalproblems posed by plagiarism may be problematic because they are non-traditional and that they may not fit easily into animate 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 institutions. sate 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 West border university were charged with plagiarism and defended themselves. The article recognises the fact that students may disguise their rightful(a) 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 valuable for the faculty. This problems has been considered in the business context, in which virtually every empirical inquiry of issues relevant to applied business ethics involves the asking of questions that are sensitive, embarrassing, threatening, stigmatizing, or paint a picture (Dalton and Metzger, 1992, p. 207).Furthermore, since the early 1950s researchers in organizational sciences have expressed extend to that the tendency of individuals to deny socially un lovable traits and to admit to socially desirable ones may impair empirical studies base d on questionnaires which require respondents to promulgate 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 reappraisal 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 reassessment the supposal 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 poorpublic perception of plagiarism in academic institutions may make any changes difficult to implement. I would argue that a more useful critique would be to consider the reasons off ered by students in a non-confrontational and stigmatizing context, which could be used to understand the specific ethical context of plagiarism and to produce more specific recommendations.ReferencesClegg, Kornberger and Rhodes 2007 Business Ethics as Practice British journal of Management 18 107-122 Dalton, D. R. and M. B. Metzger 1992, Integrity Testing for Personnel Selection An plush Perspective, diary of Business Ethics Kaptein M and Schwartz S 2008 The metier of Business Codes A Critical Examination of Existing Studies and the Development of an compound Research Model, Journal of Business 77 111-127 Klein D 2011 wherefore 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 Bias in Ethics Research. Journal ofBusiness Ethics Robertson, D.C. (1993). Empiricism in Business Ethics Suggested Research Directions. Trevino, Linda K., Ethical Decisio n 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. Higher information Estimating Internet Plagiarism Rates and Testing a Means of determent, 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