Trends in students' perceptions of the ethicality of selected computer activities.

Simon, Judith C. ; Chaney, Lillian H.

ABSTRACT

To determine students' perceptions of the ethicality of selected computer activities, a survey instrument, originally developed and administered in 1994, was administered to 480 business students at a Mid-South university in 2004. Students were provided seven practices related to computer use and were asked to indicate the extent of their ethicality. To determine changes in students' perceptions a decade later, results of the 2004 survey were compared to results of the 1994 study of 450 business students. The practice most often considered unethical in both the 2004 study and the 1994 study was Making a copy of someone else's work and taking credit for the work. All the stated activities were more often perceived as unethical in the 2004 study than in the 1994 study. Statistically significant (<.05) differences were found between students' responses and all three demographic factors in both the 1994 and 2004 studies; gender appeared to be the strongest factor in differences in ratings in both studies.

INTRODUCTION

Ethics involves more than simple compliance with rules. Ethical behavior sometimes involves difficult decisions because it may involve two choices that are both good for someone and requires the person to decide on the "higher good." Some evidence exists that companies are taking ethics more seriously, with more specific, value-based codes of ethics (Glenn, 2004).

Ethics continues to be a concern among business educators. Evidence of this concern is shown by the formation of a task force on ethics education by the AACSB International accrediting organization. A conclusion reached by the task force was that business schools need to "renew and revitalize their commitment to teaching ethical responsibility ..." ("A Call for Ethics Education," 2004, p. 8.).

Businesses are also becoming increasingly concerned about ethical issues, including issues arising from the expanding use of computer systems. These issues include privacy of data, security of data and programs, and ownership of data and programs. This concern is reflected in the establishment of codes of ethics by such organizations as the Association for Computing Machinery. Their code of ethics, available from their web site, http://www/acm.org, includes such imperatives as being honest and trustworthy, showing respect for others' privacy, assessing computer resources only with proper authorization, being ethical by honoring copyrights and patents, and assuring that credit is given when using intellectual property. Additional evidence of ethical concerns is provided by the existence of the Computer Ethics Institute, which has developed The Ten Commandments of Computer Ethics (available from their web site, www.cpsr.org).

Many ethical issues related to computer use are issues that are a concern regardless of the mode of activity. For example, plagiarism is defined as "The wrongful appropriation, purloining, publishing, expressing, or taking as one's own the thoughts, writings, inventions, or ideas (literary, artistic, musical, mechanical, etc.) of another" (Kock & Davison, 2003). Businesses and educational institutions have struggled for years with people who take credit for someone else's work. The availability of wide-ranging sources of information on the Internet has made it much easier to obtain someone else's work than was true previously.

Since businesses and educational institutions have increased their usage of computers, schools must play a major role in developing ethical awareness among students so that they will make ethical choices regarding computer activities while still in school and later when they assume leadership positions in the workplace.

SURVEY PURPOSE AND PROCEDURES

To determine changes in students' perceptions of the ethicality of selected computer activities over a ten-year period, a survey instrument that was originally administered to 450 students at a Mid-South university in 1994 (Simon & Chaney, 1995) was administered to 480 students at the same university in 2004. Since today's university students are tomorrow's employees who will make decisions related to appropriate computer usage, a student population was considered appropriate. Students in both the 1994 and 2004 studies were asked to indicate whether each of the seven computer practices was Definitely Ethical, Possibly Unethical, or Definitely Unethical. Students were also asked to provide their gender, age, and classification. The .05 level was used to determine statistically significant differences between students' responses and demographic factors.

FINDINGS AND DISCUSSION

Findings will be presented by demographics of the 1994 and 2004 studies, by the frequencies and percentages for the two populations, and by differences in students' responses according to demographic factors of age, classification, and gender.

As shown in Table 1, in the 1994 survey slightly more than half (50.6 percent) of the respondents were female, while in the 2004 study almost half (48.1 percent) of the population was female. In both studies the largest percent of respondents (69.6 percent in the 1994 study and 53.1 percent in the 2004 study) were under the age of 25. In both studies more undergraduate students than graduate students participated.

As shown in Table 2, the computer practice considered "definitely unethical" by the largest percent of students in the 2004 survey was Making a copy of someone else's work and taking credit for the work, which was also the computer practice considered "definitely unethical" by the largest percent of students in the 1994 survey. All of the seven practices were perceived as "definitely unethical" by over 50 percent of the participants in the 2004 study, compared with five of the seven practices in the 1994 study, and the percentage of students considering a practice as "definitely unethical" increased for all seven practices from 1994 to 2004.

As shown in Table 3, ANOVA results in the 2004 study revealed significant differences (<.05) between students' responses and all three demographic factors: three showed significance by age, three showed significance by classification, and six showed significance by gender.

Means were calculated for each practice in the 2004 study based on a five-point scale, with 5 representing Definitely Ethical and 1 representing Definitely Unethical. Three practices showed significance by age in the 2004 study. Taking software you developed with you when taking a job with a competing firm was viewed as more unethical by respondents in the 25 to 39 age group (mean of 2.38 vs means of 2.63 for those under 25 and 2.50 for those aged 40 or above). Allowing others to have access to software or data without permission was viewed as more unethical by respondents aged 40 or above (mean of 1.25 vs means of 1.73 for those under 25 and 1.59 for those aged 25 to 39). Altering data in files without permission was also viewed as more unethical by respondents aged 40 or above (mean of 1.14 vs means of 1.46 for those under age 25 and 1.42 for those aged 25 to 39). Thus, older respondents viewed two of the three practices as being more unethical than did younger respondents.

In the 1994 study only one practice showed significance by age, Obtaining software purchased by your employer for office work and making a copy to take home for personal use. As in the 2004 study, more older students thought that the practice was "definitely unethical."

Other research offers support to this finding. Serwinek's (1992) study of insurance employees found that older workers had more rigid interpretations of ethical standards. Likewise, Raghunathan and Saftner (1995) found that persons in their mid-thirties and above seem to have more stringent standards for ethical standards than younger persons. Another study by Cole and Smith (1996) found that older respondents had higher ethical standards than younger respondents and reasoned that "people's values and standards frequently become stronger as they mature" (p. 892).

The following four practices showed significance by classification (undergraduate or graduate students): Obtaining software purchased by your employer for office work and making a copy to take home for personal use (mean of 2.02 for undergraduate students vs 2.18 for graduate students), Allowing others to have access to software or data without permission (mean of 1.60 for undergraduate students vs 1.90 for graduate students), and Obtaining access to software or data without permission (mean of 1.56 for undergraduate students vs 1.86 for graduate students). In all cases undergraduate students viewed the activity as more unethical than graduate students.

In the 1994 study the following two practices showed significance by classification: Obtaining software purchased by your employer for office work and making a copy to take home for personal use and Allowing others to have access to software or data without permission. Unlike findings in the 2004 study, respondents in graduate courses felt that both practices were "definitely unethical" more often than did undergraduate respondents.

These six practices showed significance by gender in the 2004 study: Taking software you developed with you when taking a job with a competing firm (mean of 2.34 for females vs 2.69 for males), Obtaining software purchased by your employer for office work and making a copy to take home for personal use (mean of 1.88 for females vs 2.19 for males), Allowing others to have access to software or data without permission (mean of 1.46 for females vs 1.82 for males), Obtaining access to software or data without permission (mean of 1.43 for females vs 1.77 for males), Risking damage to software in university-owned computer labs by knowingly using a disk that may contain a virus (mean of 1.25 for females vs 1.43 for males) and Making a copy of someone else's work and taking credit for the work (mean of 1.17 for females vs 1.18 for males). In all cases females viewed the activity as more unethical than did males.

In the 1994 study the following five practices showed significance by gender: Obtaining software purchased by your employer for office work and making a copy to take home for personal use, Obtaining access to software or data without permission, Allowing others to have access to software or data without permission, Altering data in files without permission, and Taking software you developed with you when taking a job with a competing firm. A greater percentage of female respondents than male respondents felt that the activity was "definitely unethical." This finding that females perceived the computer practices as more unethical than males agrees with numerous other studies indicating that females have greater ethical sensitivity than males in a number of ethical dilemmas (Ameen, Guffrey, & McMillan, 1996; Mason & Mudrack, 1996; Rustogi, Bonifield, & Rhey, 1994; Vorherr, Petrick, Quinn, & Brady, 1995.)

SUMMARY AND CONCLUSIONS

In both the 2004 and the 1994 studies the practice students considered unethical most often was Making a copy of someone else's work and taking credit for the work. In the 2004 and 1994 studies ANOVA results revealed statistical differences between students' responses and all three demographic factors of age, classification, and gender. In the 1994 study one practice showed significance by age while in the 2004 study three practices showed significance by age. Overall, older respondents viewed practices as being more unethical than did younger respondents. In the 1994 study two practices showed significance by classification while in the 2004 study three practices differed significantly by classification. In the 1994 study graduate students viewed the practices as more unethical than undergraduate students while in the 2004 study the reverse was true: undergraduate students viewed the activity as more unethical than graduate students. (Unlike the population in the 1994 study, the graduate student population in the 2004 study was made up largely of international students, which may account for the differences in responses between the two populations since what is considered unethical behavior is culturally relative.) In the 1994 study five practices showed significance by gender while in the 2004 study six practices showed significance at the .05 level.

Based on these findings, the conclusion can be drawn that students are becoming more discerning of unethical behavior related to computer use in light of the fact that the percentages of students in the 2004 study indicating that a practice was Definitely Unethical were higher for all seven computer practices. After examining students' responses by demographic factors, the conclusion can also be drawn that females and older students perceive certain computer activities as more unethical than males and younger students. Another interesting comparison between the two studies was that when responses were compared to demographic factors, a larger number of statistically significant differences was found in the 2004 study (12) than in the 1994 study (8).

The teaching of computer ethics is becoming increasingly important in collegiate schools of business as computer usage increases in the business world. By setting the proper example of ethical behavior, by providing students with the knowledge of what constitutes ethical and unethical conduct related to computer usage, by maintaining vigilance in the classroom and in computer labs, and by placing significant emphasis on ethical behavior as a part of course content and evaluations, business educators can assume appropriate responsibility for contributing to the ethical development of students. As Blaszczynski (2002) points out, "In their roles as citizens, consumers, and employees, students will need to cultivate the savvy to resolve the ethical dilemmas resulting from both existing and emerging technologies" (p. 83). Based on the results of this study, educators may conclude that initial efforts to provide students with increased awareness of ethical behaviors could be a factor in students' greater recognition of activities generally considered as unethical.

RECOMMENDATIONS FOR BUSINESS EDUCATORS

The following recommendations are provided to help business educators help students become more ethically responsible in all areas of their lives and specifically in the area of computer ethics.

Set an example of ethical behavior. The standards for ethical behavior are higher for educators than for people in many professions. For this reason educators should constantly be aware of the ethicality of their behavior, both inside and outside the classroom; further, they should strive to incorporate ethics, including computer ethics, into their teaching (Kienzler, 2004). Explain to students the difference between public domain software and copyrighted software, and make sure students know which software can be copied freely.

Develop and maintain procedures that limit students' ability to copy data or programs from other students. For example, students can be required to name their data files with their own unique code. Random checking of students' data disks is highly recommended.

Use the scenarios included in this survey to prompt discussion of such topics as copying copyrighted software, accessing data or programs without authorization, transmitting computer viruses, and infringing on intellectual property rights.

Assign students to read and discuss articles related to computer ethics from current newspapers and journals.

Invite speakers, such as business law professors and attorneys, to discuss such topics as copyright infringement and penalties for abusing computer usage, including improper access, creation, use, and destruction of data or programs.

Stay abreast of new computer activity issues that arise regarding ethical behavior and continually update these topics of discussion in classes.

REFERENCES

A call for ethics education. (2004, July/August). BizEd, 8.

Ameen, E. C., Guffey, D. M., & McMillan, J. J. (1996). Gender differences in determining the ethical sensitivity of future accounting professionals. Journal of Business Ethics, 15, 591-597.

Blaszczynski, C. (2002). Citizenship, business ethics, and technology. In A. M. Remp (Ed.), Technology, methodology, and business education: National Business Education Yearbook, No. 40 (pp. 73-85). Reston, VA: National Business Education Association.

Cole, B. C., & Smith, D. L. (1996). Perceptions of business ethics: Students vs. businesspeople. Journal of Business Ethics, 15, 889-896.

Kinzler, D. S. (2004, July). Teaching ethics isn't enough: The challenge of being ethical teachers. Journal of Business Communication, 41(3), 292-301.

Kock, N., & Davison, R. (2003). Dealing with plagiarism in the information systems research community: A look at factors that drive plagiarism and ways to address them. MIS Quarterly, 27 (4), 511-532.

Mason, E. S., & Mudrack, P. E. (1996). Gender and ethical orientation: A test of gender and occupational socialization theories. Journal of Business Ethics, 15, 599-604.

Raghunathan, B., & Saftner, D. (1995). Perceptions of ethical behavior in the use of computerized information. Business and Professional Ethics Journal, 14(2), 47-76.

Rustogi, H., Bonifield, S., & Rhey, W. (1994). Students' perceptions and business ethics: Differences by major and gender. Proceedings of the Academy of Business Administration 1994 National Conference, 379-385.

Serwinek, P. J. (1992). Demographic and related differences in ethical views among small businesses. Journal of Business Ethics, 11, 555-566.

Simon, J. S., & Chaney, L. H. (1995). Perceived ethics of selected computer activities. Global business trends contemporary readings. Cumberland, MD: Academy of Business Administration, 154-160.

Vorherr, P. H., Petrick, J. A., Quinn, J. F., & Brady, T. J. (1995, Spring). The impact of gender and major on ethical perceptions of business students: Management implications for the accounting profession. Journal of Academy of Business Administration, 1(1), 46-66.

Judith C. Simon, The University of Memphis

Lillian H. Chaney, The University of Memphis Table 1--Demographics of Respondents--1994 and 2004 Studies Number of Number of Demographic Respondents Respondents 1994 2004 Female 227 231 Male 222 249 Gender Total 449 480 Under 25 313 255 25-39 113 197 40 or Older 24 28 Age Total 450 480 Undergraduate 348 408 Graduate 102 72 Class Total 450 480 Demographic Valid Percent Valid Percent 1994 2004 Female 50.6% 48.1% Male 49.4% 51.9% Gender Total 100.0% 100.0% Under 25 69.6% 53.1% 25-39 25.1% 41.0% 40 or Older 5.3% 5.8% Age Total 100.0% 100.0% Undergraduate 77.3% 85.0% Graduate 22.7% 15.0% Class Total 100.0% 100.0% Table 2--Students' Perceptions of the Ethicality of Selected Computer Practices: Frequencies and Percentages for 1994 and 2004 Studies Computer Practices Definitely Ethical 1994 2004 F % f % Taking software 88 19.6% 117 24.4% you developed with you when taking a job with a competing firm Obtaining software 36 8.0% 50 10.4% purchased by your employer for office work and making a copy to take home for personal use Allowing others to 16 3.5% 15 3.1% have access to software or data without permission Obtaining access to 12 2.6% 20 4.2% software or data without permission Altering data in files 9 2.0% 11 2.3% without permission Risking damage to 11 2.4% 11 2.3% software in university-owned computer labs by knowingly using a disk that may contain a virus Making a copy of 11 2.4% 7 1.5% someone else's work and taking credit for the work Possibly Ethical 1994 2004 f % f % Taking software 230 51.2% 113 23.5% you developed with you when taking a job with a competing firm Obtaining software 219 48.6% 114 23.8% purchased by your employer for office work and making a copy to take home for personal use Allowing others to 131 29.2% 81 16.9% have access to software or data without permission Obtaining access to 95 21.2% 48 10.0% software or data without permission Altering data in files 90 20.0% 42 8.8% without permission Risking damage to 48 10.6% 31 6.5% software in university-owned computer labs by knowingly using a disk that may contain a virus Making a copy of 19 4.2% 13 2.7% someone else's work and taking credit for the work Definitely Unethical 1994 2004 f % f % Taking software 132 29.4% 250 52.1% you developed with you when taking a job with a competing firm Obtaining software 195 43.4% 316 65.8% purchased by your employer for office work and making a copy to take home for personal use Allowing others to 303 67.4% 384 80.0% have access to software or data without permission Obtaining access to 343 76.2% 412 85.8% software or data without permission Altering data in files 351 78.0% 427 89.0% without permission Risking damage to 391 86.9% 438 91.3% software in university-owned computer labs by knowingly using a disk that may contain a virus Making a copy of 420 93.3% 460 95.8% someone else's work and taking credit for the work Table 3--ANOVA Results: Students' Perceptions of the Ethicality of Selected Computer Practices and Demographic Factors, 2004 Study Age Practice F P-Value Taking software you developed with you when 11.561 .000 * taking a job with a competing firm Obtaining software purchased by your employer for 1.185 .307 office work and making a copy to take home for personal use Allowing others to have access to software or data 4.310 .014 * without permission Obtaining access to software or data without .303 .739 permission Altering data in files without permission 3.371 .035 * Risking damage to software in university-owned 1.761 .173 computer labs by knowingly using a disk that may contain a virus Making a copy of someone else's work and taking 1.862 .157 credit for the work Classification Practice F P-Value Taking software you developed with you when 1.249 .264 taking a job with a competing firm Obtaining software purchased by your employer for 7.049 .008 * office work and making a copy to take home for personal use Allowing others to have access to software or data 7.496 .006 * without permission Obtaining access to software or data without 5.179 .023 * permission Altering data in files without permission .039 .844 Risking damage to software in university-owned .060 .806 computer labs by knowingly using a disk that may contain a virus Making a copy of someone else's work and taking 1.131 .288 credit for the work Gender Practice F P-Value Taking software you developed with you when 8.687 .003 * taking a job with a competing firm Obtaining software purchased by your employer for 17.687 .000 * office work and making a copy to take home for personal use Allowing others to have access to software or data 20.618 .000 * without permission Obtaining access to software or data without 4.798 .029 * permission Altering data in files without permission .047 .828 Risking damage to software in university-owned 6.978 .009 * computer labs by knowingly using a disk that may contain a virus Making a copy of someone else's work and taking 7.544 .006 * credit for the work * Significant at .05 level