The Morality Of A Student's Ethicality In Business

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Introduction
Ethicality, or the lack of, plays a large part in the broad spectrum of business. It is the duty of every person, who is in business, to conform to a certain code of ethics. Because of scandals, in regard to ethicality, such as Enron, WorldCom, and TYCO, the Sarbanes-Oxley Act of 2002, was passed in order to create a better system of promoting and supervising the ethicality of all businesses and their employees. “In compliance with the Sarbanes-Oxley Act of 2002, in 2003, the NYSE (2009) and the NASDAQ (2009) issued new corporate governance rules that require their listed companies to adopt and disclose a code of business conduct and ethics. These regulations also require public companies to have enforcement mechanisms for the
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In all, he proposed nine hypotheses. One for each factor he believed could play a part in a student’s ethicality, and one for the moral intensity, which I mentioned earlier. The factors that he claimed could have an effect on a person’s ethicality were Gender, Accounting Major, Culture, Full-Time Work Experience, Accounting Work Experience, Part-Time Work Experience, College-Level Ethics Courses, and Workplace Ethics Training. His ninth hypothesis was Moral Intensity. Each hypothesis was backed by an extensive amount of research. Although there were many contradictions in his research, the author proposed his hypotheses, based on the status quo, or what most people believed to be true, in the research. Hypotheses one through nine are as follows: “Hypothesis 1 (H1): Female students are more ethical than male students. (H2): Accounting majors are more ethical than other business majors. (H3): American students and international students respond differently to the same business ethics scenarios. (H4): Students with more full-time work experience are more ethical than those with less full-time work experience. (H5): Students with more accounting work experience are more ethical than those with less accounting experience. (H6): Students with more part-time work experience are more ethical than those with less part-time work experience. (H7): Students who took more college-level ethics courses are more ethical than students who took fewer ethics courses. (H8): Students with more workplace ethics training are more ethical than those with less training. (H9): Students respond more ethically to the high-moral intensity questions scenarios than to the low-moral intensity scenarios” (Persons,

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