Ethical awareness and ethical judgment among auditors in Lebanon. (c2012)

2012 ◽  
Author(s):  
Rola El-Cheikh
Keyword(s):  
Ethical Judgment ◽  
Ethical Awareness

scholarly journals Ethical Awareness, Ethical Judgment, and Whistleblowing: A Moderated Mediation Analysis

2017 ◽  
pp. 311-337 ◽  
Author(s):  
Hengky Latan ◽  
Charbel Jose Chiappetta Jabbour ◽  
Ana Beatriz Lopes de Sousa Jabbour
Keyword(s):  
Mediation Analysis ◽  
Ethical Judgment ◽  
Moderated Mediation ◽  
Ethical Awareness

scholarly journals Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

2021 ◽  
Vol 9 (3) ◽  
pp. 17-36
Author(s):  
Zuraida Ahmad ◽  
Noraini Mohamed Noor ◽  
Siti Fauziah Toha ◽  
Nurul Fadzlin Hasbullah ◽  
Ali Sophian ◽  
...  
Keyword(s):  
Professional Identity ◽  
Ethical Behavior ◽  
Engineering Students ◽  
Instructional Methods ◽  
Ethical Judgment ◽  
Engineering Ethics ◽  
Instructional Method ◽  
Ethical Awareness ◽  
Unethical Conduct ◽  
And Behavior

As ethical behavior is a part of engineers' professional identity and practice, developing ethical behavior skills in future engineers is a vital component of the engineering curriculum. There are already established instructional methods to teach engineering ethics (EE), however, it is concentrated on ethical awareness, and little attention has been given to how this will affect the ethical behavior. Even though students are capable of exercising ethical judgment, it does not mean that they are ethically literate or likely to act ethically. The assessment of engineering ethics cannot be conducted based on ethical judgment, because the ethical awareness of some engineers has not translated into ethical behavior. An alternative instructional method for measuring the ethical behavior is required to see how the ethical awareness given in the classroom setting is translated to the actual ethical behavior. Therefore, the focus of this paper is to propose an instructional method that correlates with both ethical awareness and ethical behavior, through aspirational ethics which require the students to contribute to the society. This method integrates the theory of morals and values, ethical and unethical conduct, code of practices of an engineer, ethics with the environment, and the responsibility of the engineer for the safety of everybody. Students’ ethical behavior in the society will be demonstrated through the University Social Responsibility (USR) projects. From these projects, the students’ ethical behavior is assessed by their peers, beneficiaries that they are serving, as well as by the educators, regarding their ethical conduct. This will be the tools to observe the degree of correlations between the ethical awareness instilled and behavior manifested. Applying these instructional methods will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

scholarly journals Ethical Awareness, Ethical Judgment and Whistleblowing: A Moderated Mediation Analysis

2017 ◽  
Vol 155 (1) ◽  
pp. 289-304 ◽  
Author(s):  
Hengky Latan ◽  
Charbel Jose Chiappetta Jabbour ◽  
Ana Beatriz Lopes de Sousa Jabbour
Keyword(s):  
Mediation Analysis ◽  
Ethical Judgment ◽  
Moderated Mediation ◽  
Ethical Awareness

Awareness and Decision Making in Professional Ethics

2000 ◽  
Vol 5 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Ronny Swain
Keyword(s):  
Decision Making ◽  
Professional Ethics ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Professional Autonomy ◽  
Ethical Awareness ◽  
Ethical Decisions ◽  
The Right ◽  
Aid Decision

The paper describes the development of the 1998 revision of the Psychological Society of Ireland's Code of Professional Ethics. The Code incorporates the European Meta-Code of Ethics and an ethical decision-making procedure borrowed from the Canadian Psychological Association. An example using the procedure is presented. To aid decision making, a classification of different kinds of stakeholder (i.e., interested party) affected by ethical decisions is offered. The author contends (1) that psychologists should assert the right, which is an important aspect of professional autonomy, to make discretionary judgments, (2) that to be justified in doing so they need to educate themselves in sound and deliberative judgment, and (3) that the process is facilitated by a code such as the Irish one, which emphasizes ethical awareness and decision making. The need for awareness and judgment is underlined by the variability in the ethical codes of different organizations and different European states: in such a context, codes should be used as broad yardsticks, rather than precise templates.

Ethical Awareness Scale

2018 ◽  
Author(s):  
Aimee Milliken ◽  
Larry Ludlow ◽  
Susan DeSanto‐Madeya ◽  
Pamela Grace
Keyword(s):  
Ethical Awareness

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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