大学生诚信档案建设中的问题与对策探讨

在我国,诚信是传统的道德伦理规范,其地位是一切道德之本。在德育教育中诚信教育更是不可缺少的一部分。随着社会的快速发展,大学生的诚信教育也越来越受关注,随之而来的大学生诚信档案建设问题的研究也成为倍受关注的话题。许多高校在实际工作中采用多种方式尝试进行大学生诚信档案建立,但受多种因素影响,至今未曾得到实现。因此需要以研究大学生诚信档案建立为基础,对出现在大学生诚信档案建设中的问题进行剖析,探讨出科学的对策以促进大学生诚信档案建设的正常开展。     

工程伦理教育的人的全面发展意涵分析

实现人的全面发展是马克思主义人学思想的根本意涵,在社会实践活动中必须将人作为根本出发点,全面提升人的综合素养。同样,在工程伦理教育中,人作为其主体,必须接受全面的伦理教育,以满足人的工程伦理精神诉求。基于此,对工程伦理教育的人的全面发展意涵进行了深入分析,主要包括四个层面,即满足人的需要的多层性、体现人的能力的全面性、尊重人的个性的多样性以及把握人的社会关系的复杂性。     

当代大学生网络伦理的现状与自我教育

随着信息技术的发展,网络深刻地改变了人们的生产生活方式,同时也带来了一些负面影响。作为成长中的青年一代,大学生在利用网络获取信息、丰富生活的过程中网络行为也出现了一定的问题,其中大学生的网络伦理问题就是一个亟待纠正的问题。本文认为,大学生作为网络空间中学习力较强的一大群体,可以持续不断地通过自我认知、自我践行、自我监督和自我评价的自我教育过程来提高自己的网络伦理水平,从而更好地适应网络社会的需要。     

大学生素质教育拓展工程的探索与实践

大学生素质教育拓展工程是新时期高校素质教育的一项重要措施,是服务于学生成长成才需要和青年人力资源开发的一项重要系统工程。大学生素质教育拓展工程不是一项一朝一夕就能完成的工作,需要高校及教育主管机关各级领导的高度重视,同时也需要提高广大在校大学生的积极性,更需要社会各界力量的大力支持。大力推进素质教育拓展工程的实施,做好素质教育拓展证书的认证工作,不断地进行理论创新、制度创新和工作方式的创新,与时俱进,在创新中求发展,全面提高学生素质教育,使广大青年学生成长为社会有用人才。     

高等院校构建诚信教育机制的必要性探讨

高等教育的目的是培养和造就符合社会发展及社会进步需要的大学生。诚信是大学生全面发展的前提,也是大学生进入社会的＂通行证。目前,大学生诚信缺失主要表现为考试作弊、毕业学生的求职＂造假＂、助学金贷款不还等。高校应把信用教育作为大学生思想道德教育的重要内容,使他们树立良好道德品德和诚信意识。开展大学生诚信教育,教师必须诚信,必须推进校园基础文明建设,营造社会诚信教育的良好环境;必须建立合理的整体评价体系,试行学生＂诚信档案＂。     

工程伦理促进课程思政教育路径研究

加强工程领域课程思政教育，既是强化国家意识形态安全的需要，也是提高工程质量、降低建筑领域违纪违规事件发生重大举措。目前各建筑领域的思政教育重点是停留在法治教育层面，较少涉及职业道德教育及伦理教育。建筑领域违法犯罪事件具有一定隐蔽性，加之法治具有一定的滞后性，导致围标串标、资质挂靠、工程质量问题等违法事件频繁发生。应以培养学生规则意识为切入点继续强化普法教育。同时，应由权威机构尽快出台建筑领域工程伦理章程，指导职业道德建设，建立健全职业道德考核机制。以期从法治、伦理、道德3个方面建立国家、社会、个人3个维度的思政教育体系及工程质量管控方法。     

浅谈高校应如何应对当前大学生心理危机频发的现状

近年来,大学生心理危机甚至导致严重后果的事件频发。透过这些现象我们不难发现大学生心理危机导致严重后果不仅是社会问题和心理问题,更多的是社会伦理价值观深层次的问题,笔者通过对导致大学生心理问题的种种原因进行分析,并提出了认知生命?学会生活的教育对策,希望能通过高校教育从而提高大学生的自身认识这一方法,已达到解决大学生心理危机的目的。     

大学生伦理消费研究

伦理消费是一种新型的消费模式,它体现了消费者的一种消费态度与行为方式,是人类社会可持续发展的根本要求。培育和践行文明和谐的社会主义核心价值观,实现可持续发展,不仅要求每一个企业自主承担社会责任,建立健全绿色责任管理,而且要求每一个消费者转变消费观念,积极实践绿色消费、伦理消费。从大学生的角度,针对大学生群体存在的普遍消费问题,提出推进大学生群体伦理消费行为的三个策略:实施消费者伦理消费教育、营造积极的伦理消费环境以及对伦理消费行为的奖励。     

在环境专业大学生中加强生态伦理教育的实现路径——以聊城大学为例

生态伦理教育是高等教育中的重要环节,在新形势下其发展既面临挑战,又存在机遇。有效开展大学生生态伦理教育是摆在大学生思想政治教育工作者面前的一项重大课题。在环境专业大学生中加强生态伦理教育的实现路径,主要体现在营造良好的校园文化氛围,引导学生投身第二课堂活动,加强环境类专业社团建设,加强大学生服务社会意识培养,积极通过进行环保项目申报加强教育等方面。     

经济伦理社会功能实现的条件与途径分析

当前我国经济生活中出现了一系列的失范行为,严重影响了经济生活的有序发展,因此,构建适合我国社会发展需要的经济伦理体系显得尤为重要.本文首先对经济伦理构建中的回归主义情结进行了简单分析;其次.通过对西方经济伦理思想理论演绎的解析,指出了经济伦理的制定与时俱进才会有生命力.最后,笔者指出了经济伦理的构建与实现是一个复杂的系统工程,应该从教育、加强社会舆论等各个环节入手,同时也应该看到法律在经济生活中的重要作用.     

A Study of the Adjustment of Ethical Recogntion and Ethical Decision-Making of Managers-to-be Across the Taiwan Strait Before and After Receiving a Business Ethics Education

This study conducted an empirical survey of 126 Business Ethics students in business and management departments within two universities across the Taiwan Strait to evaluate the impact on these managers-to-be of receiving an education in Business Ethics. The results show that, after receiving that Business Ethics education, students in both universities demonstrated significant improvements in the ethical weighting of their individual values, their recognition of ethical issues and their performance as ethical decision-makers. However, in respect of ethical decision-making, the behavior of these students is still sub-optimal, indicating a need for further improvements in the ethical education of managers-to-be across the Taiwan Strait.     

工程技术人员的伦理原则及其形成初探

工程技术人员这一群体有着独特的职业环境,又因其掌握的专业知识技能对公众的利益负有责任,因此需要伦理原则的指导,而这些原则又有着长期的形成过程。分析了工程技术人员职业活动中应遵循的伦理原则,并探讨了这些原则的形成过程。     

Exporting an Inherently Harmful Product: The Marketing of Virginia Slims Cigarettes in the United States,Japan, and Korea

In recent years, and in close connection with a number of well-known financial malpractice cases, public debate on business ethics has intensified worldwide, and particularly in ethics-unfriendly environments, such as Spain, with many recent fraud and corruption scandals. In the context of growing consensus on the need of balancing social prosperity and business profits, concern is increasing for introducing business (and particularly accounting) ethics in higher education curricula. The purpose is to improve ethical behaviour of future business people, and of accounting professionals in particular. In this study, from a sample of 551 business students at a Spanish university, the importance of accounting ethics is investigated. The aim of this paper is twofold. First, we attempt to examine students’ overall perceptions of business ethics in unfriendly environments and, specifically, their views on the importance and goals of accounting ethics education. Second, we intend to investigate whether potential differences in such perceptions depend on previous business ethics courses taken, gender, and age of students. Our results show that those students who have previously taken an ethics course are especially prone to considering that accounting education should include ethical considerations, and show greater interest in further introducing this subject in their curricula. These facts should encourage universities offering business degrees in ethics-unfriendly environments to extend the implementation of ethics courses in their curricula. Besides, significant differences in students’ perceptions on the importance of accounting ethics are found depending on their gender and age. In line with previous research findings, female and older students show more ethical inclinations than, respectively, male and younger students. Thus, ethics-unfriendly environments can be treated as contexts where general trends on students’ ethical attitudes are also clearly visible. This fact, together with the evidenced impact of ethics courses on students’ ethical inclinations, places ethics-unfriendly environments as crucial research settings for further inquiring into the nuances that help explain students’ attitudes towards accounting ethics and the role of ethics courses in business degree curricula.     

Service Learning in Business Ethics

Those of us engaged in the education of future businesspersons need to ask about the efficacy of our efforts. The business person is, first and foremost, a member of the community, a citizen, attempting to meet the needs of that community by providing goods and services. The general public often perceives the businessperson as violating the ethical standards of the community. Business risks losing its social legitimacy by such activity. Universities are the appropriate institutions in which to inculcate the importance of ethics and should go as far as it can to influence the ethical reasoning of graduates. However, research suggests that the traditional way of integrating ethics education into required functional courses actually results in a decline in moral reasoning. It is suggested that ethics educating needs to be personalized based on the individual student and that there is a need for experiential learning methods which would supplement and enhance standard classroom based ethics education. An appropriate goal for business ethics courses would be to make students aware of the ethical and social dimensions of the business decision making process. I suggest that a service-learning pedagogy would be one way to educate the business student in ethics. An integrated service project stressing rights and responsibilities could create a feeling of what it means to be a member of a community and would emphasize the importance of social involvement. In this paper, I explore some of the roots of service in higher education and the efficacy of service-learning in business ethics.     

The Impact of Ethics Education on Reporting Behavior

We examine the impact of an ethics education program on reporting behavior using two groups of students: fourth year Masters of Accounting students who just completed a newly instituted ethics education program, and fifth year students in the same program who did not receive the ethics program. In an experiment providing both the opportunity and motivation to misreport for more money, we design two social condition treatments – anonymity and public disclosure – to examine whether or to what extent ethical values are internalized by students. We find that when participants are anonymous, misreporting rates are nearly the same regardless of ethics program participation. However, when their reporting behavior is made public to the cohort, participants who completed the ethics program misreported at significantly lower rates than those who did not receive the ethics program. The results suggest that ethics education does not necessarily result in internalized ethical values, but it can impact ethical behavior.     

浅议机械专业的工程教育改革

从当前我国的工程教育现状来看，我国已经成为工程教育大国，但还普遍存在着学生知识结构偏窄、工程素质和实践能力不高、学生知识学习和能力培养脱节等问题。为此，机械专业工程教育应创新教育理念，充实教育内涵，在教育手段上注重理论教学与实验教学体系的同步建设与协调发展，加强对学生的工程实践训练．以提高机械专业的工程教育水平。     

A Step Forward: Ethics Education Matters!

Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at a major research university where 707 students were sampled. Results suggest that ethics education improved students’ ethical awareness and moral reasoning. Interestingly, results also seem to show that students’ readiness moderated their learning outcomes.     

Personal characteristics in college students' evaluations of business ethics and corporate social responsibility

A survey of 138 college students reveals an undergraduate major has a greater influence on corporate social responsibility than business ethics. Business students are no less ethical than nonbusiness students. Females are more ethical and socially responsible than males. Age is negatively related to one's Machiavellian orientation and positively related to negative attitudes about corporate efforts at social responsibility. The results suggest a greater need to focus busines ethics instruction based on student characteristics. Peter Arlow is Professor of Management at Youngstown State University, Youngstown, Ohio, U.S.A., where he teaches M.B.A. and undergraduate management courses. He has previously published in the Academy of Management Review, Business Horizons, International Journal of Management, Long-Range Planning, Journal of Business Ethics, Akron Business and Economic Review, and other Journals.     

Consumer ethical beliefs and personality traits: An exploratory analysis

The present study examines the relationships between consumers' ethical beliefs and personality traits. Based on a survey of 295 undergraduate business students, the authors found that individuals with high needs for autonomy, innovation, and aggression, as well as individuals with a high propensity for taking risks tend to have “less ethical” beliefs concerning possible consumer actions. Individuals with a high need for social desirability and individuals with a strong problem solving coping style tend to have “more ethical” beliefs concerning possible consumer actions. The needs for achievement, affiliation, complexity and an emotion solving coping style were not significantly correlated with consumer ethical beliefs.