Suchergebnisse

In this article, we develop an integrated moral conviction theory of student cheating by integrating moral conviction with (a) the dual-process model of Hunt–Vitell's theory that gives primacy to individual ethical philosophies when moral judgments are made and (b) the social cognitive conceptualization that gives primacy to moral identity. We found empirical support for our proposed model in a study with 311 business students where moral conviction predicted student moral disengagement and subsequent unethical decision making related to academic dishonesty not only directly but also indirectly through ethical philosophy and moral identity. Based on these results, we derive specific implications for teaching and learning practice.

DeRue and Ashford (2010) proposed a social process of leadership identity construction, asserting that leadership identity is co-constructed by way of claims and grants of leader and follower identities. In addition, these authors suggested that the collective endorsement of the broader social context might serve as a catalyst to initiate the leader identity construction process. As a result, they called for qualitative studies to further develop this idea. During archival research of James Meredith's historic integration of the University of Mississippi, we discovered evidence to support and extend their theoretical arguments. Accordingly, we interpret the archival evidence of support and opposition of Meredith's defiant integration to contrast the leader identity construction processes of Meredith with his contemporary antagonist, former Mississippi Governor Ross Barnett. We use this analysis to illustrate how the distinctive social context broadly recognized the key element of defiance and collectively endorsed Meredith as a leader, thereby initiating his leader identity construction process.