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Descriptors:
Psychological Patterns; Public Service; Altruism; Government (Administrative Body); Presidents; Citizenship Responsibility; Leadership Responsibility; Social Responsibility; Philosophy; Individual Characteristics

Abstract:
Plato noticed a sizeable problem apropos of establishing his republic--that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato's solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the "natural aristoi", are the intelligent and virtuous and that government is best which allows for a "pure selection" of the natural aristoi into the governing offices. Nonetheless, as Jefferson's own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one's personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Cheating; Campuses; Disclosure; Faculty; Ethics; Social Responsibility; Peer Influence; Peer Relationship; Models; Conflict; Behavior Standards; Social Behavior; Interpersonal Communication; Communication Research; Goal Orientation; Motivation; Identification; Decision Making; Gender Differences; Moral Values; Group Membership; Sex

Abstract:
Academic misconduct is a serious, pervasive, communication phenomenon on college campuses. In this study, the goals-plans-action model (Dillard, 1990) was used as a theoretical framework to investigate peer confrontation of cheating and whistle-blowing to a course instructor. In an experiment, participants were asked to respond to measures of primary and secondary goals, plans, explicit confrontation of a peer, and whistle-blowing. The primary goal and secondary goal predicted explicit confrontation. Whistle-blowing was predicted by either the primary goal and the affect management secondary goal (for same-group peers) or the personal resource secondary goal (for peers in other class groups). (Contains 5 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; State Universities; Preservice Teachers; Educational Technology; Computer Science Education; Teachers; Teacher Attitudes; Qualitative Research; Semi Structured Interviews; Citizen Participation; Motivation; Barriers; Influences; Identification; Content Analysis; Social Responsibility; Critical Thinking; Social Problems; Problem Solving

Abstract:
Information and Communication Technologies Action Competence (ICTAC) can be defined as "individuals' motivation and capacity to voluntarily employ their ICT skills for initiating or taking part in civic actions". Since academic staff and teachers in ICT related fields have crucial roles in training action-competent individuals, this study aimed to determine the views of preservice teachers and instructors in Computer Education and Instructional Technology (CEIT) departments about the motivating and hindering factors regarding ICTAC. Researchers used purposeful sampling technique and identified seven instructors and 16 students attending outlier CEIT departments from four different Turkish state universities. Since there is no contemporary framework on factors motivating or hindering ICTAC, the study was conducted with a qualitative approach and the data were collected through semi-structured interviews. Factors motivating and hindering ICTAC were identified through a content analysis. Findings of the study are believed to guide ICT and ICT education professionals in training students with higher levels of ICTAC and guide the course developers to focus on relevant social responsibility issues. (Contains 2 tables and 2 figures.) [The present study is conducted through the funding provided by The Scientific and Technological Research Council of Turkey (TUBITAK) for the project entitled "Information and Communication Technologies Action Competence" (Project Id: 110K565).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Community Responsibility; Sustainability; Conservation (Environment); Change Strategies; Selection; Purchasing; Resources; Clerical Workers; Office Occupations; Behavior Modification; Behavior Change; Recycling; Marketing; Social Responsibility; Mixed Methods Research

Abstract:
Purpose: The purpose of this paper is to design a community-based social marketing (CBSM) campaign to foster sustainable behavior change in paper reduction, commingled recycling, and purchasing environmentally preferred products (EPP) with faculty and staff at Pacific University Oregon. Design/methodology/approach: A CBSM campaign was developed after a nine month pilot study. A six-month mixed methods research approach used pre-postsurveys, office supply purchasing reports, a recycling study, and a waste audit. The CBSM campaign strategies used were prompts, communication, incentives, commitment, convenience, norms and social diffusion. Findings: The campaign titled, Greening Pacific! successfully identified and ranked key barriers to paper reduction, recycling and purchasing environmentally preferable products and developed CBSM tools and materials that were instrumental in affecting change. The CBSM campaign strategies and materials that were effective include recycling and paper reduction prompts, a sustainable office pledge, initiating a green team and training staff leaders, and deskside recycling box distribution. An increase in campus-wide purchasing of recycled content paper and EPP was found. Post-survey results found that 74 percent of staff and faculty changed their behavior because of the CBSM campaign. Research limitations/implications: The study could have benefited from a longer data collection period. Practical implications: Establishing aspects of green office practices on campuses can have significant impacts on purchasing EPP, waste reduction, energy and cost savings, and reducing the use of toxic chemicals. CBSM is a valuable framework for fostering behavior change. Originality/value: Community-based social marketing provides higher education institutions and other organizations with an effective model to foster environmental change in a targeted and community-oriented way. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Environmental Education; Foreign Countries; Business Education Teachers; Social Responsibility; Teacher Surveys; Teacher Attitudes; Knowledge Level; Familiarity; Questionnaires; Predictor Variables; Test Items; Literacy

Abstract:
Purpose: The purpose of this paper is to examine the level of environmental literacy among business lecturers in Malaysia. Design/methodology/approach: A survey, which involved a combination of newly developed items and items adopted from past studies, was used to collect data from 35 respondents (out of 70). Findings: The overall mean score for environmental literacy is 3.22 (out of 5), indicating that the respondents' level of literacy is slightly more than just fair knowledge. The most widely understood environmental literacy term is corporate social responsibility (CSR). The respondents were apparently aware of the recent mandatory disclosure requirement, i.e. to include the environmental information in companies' annual reports and the initiative moving towards "Green Malaysia". Practical implications: Universities in Malaysia could learn from environmental initiatives undertaken by universities in developed countries in terms of implementation, organizational policies and strategies. It is important for business lecturers to influence students to favourably perceive environmental issues as one of the core business activities, using a participative approach in teaching and learning. Originality/value: This paper adds to the limited literature of CSR education research, particularly in Malaysia, by filling the gap with the development of 13 items to determine the level of awareness toward environmental initiatives in Malaysia. (Contains 4 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Retirement; Money Management; Social Responsibility; Motivation; Time Perspective; Self Concept; School Personnel; Universities

Abstract:
Americans are not saving enough for retirement. Previous research suggests that this is due, in part, to people's tendency to think of the future self as more like another person than like the present self, making saving feel like giving money away rather than like investing in oneself. Using objective employer saving data, a field experiment capitalized on this phenomenon to increase saving. It compared the effectiveness of a novel message--one appealing to people's sense of "social" responsibility to their future selves--with a more traditional appeal to people's sense of rational self-interest. The social-responsibility-to-the-future-self message resulted in larger increases in saving than the self-interest message, but only to the extent that people felt a strong "social" connection to their future selves. These results broaden our understanding of the psychology of moral responsibility and refine our understanding of the role of future-self continuity in fostering intertemporal patience. They further demonstrate how understanding conceptions of the self over time can suggest solutions to important and challenging policy problems. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Responsibility; Misconceptions; Males; Rape; Females; Social Attitudes; Victims of Crime; Social Bias; Fear; Gender Bias; Sex Role; Stereotypes; Foreign Countries; Gender Differences; Undergraduate Students; Hypothesis Testing; Homosexuality

Abstract:
The relationship between male rape myth acceptance, female rape myth acceptance, attitudes toward gay men, a series of gender role and sexism measures, victim blame and assault severity were investigated. It was predicted that men would display more negative, stereotypical attitudes than women and that male rape myth endorsement would be related to, and predicted by, the other attitude and attribution scales. Respondents comprised 323 undergraduates (146 males and 177 females) from a large University in the Northwest of England. Results broadly conformed to predictions, with men generally more negative than women, and male rape myth acceptance significantly related to female rape myth acceptance, negative attitudes about gay men, gender role attitudes, and victim blame. Furthermore, male rape myth acceptance was predicted by female rape myth acceptance, gender attitudes, and victim blame. Methodological issues and implications for future work and those working with victims are discussed. (Contains 4 table and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; College Students; Business Administration Education; Self Concept; Self Evaluation (Individuals); Self Efficacy; Job Skills; Industry; Employment Potential; Student Attitudes; Social Responsibility; Accountability; Theory Practice Relationship; Employer Attitudes; Differences

Abstract:
In response to the continuing disparity between industry expectations and higher education provision, this study examines the self-assessed capabilities of 1,024 business undergraduates in employability skills typically considered important by industry in developed economies. The findings indicate relative perceived strengths in "social responsibility and accountability", "developing professionalism" and "working effectively with others", and weaknesses in "critical thinking", "developing initiative and enterprise" and "self-awareness". Although these findings align with those of recent employer-based studies, undergraduates rate themselves considerably higher than their industry counterparts. The implications of this overconfidence in personal ability, commonly associated with so-called Generation Y graduates, for persistent graduate skill gaps are discussed from the perspectives of industry, higher education and the graduates themselves. Possible ways of encouraging undergraduates to evaluate their capabilities more critically and accurately are discussed. Variations in perceived capability as students progress through their degree programmes are also examined. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Ethics; Empathy; Moral Development; Service Learning; Undergraduate Students; Semi Structured Interviews; Structured Interviews; Influence of Technology; Role Perception; Pretests Posttests; Ethical Instruction; Community Education; Technology Uses in Education; Reflection; Social Responsibility; Foreign Countries; Student Diversity

Abstract:
This study explores the utility of CBSL (community based service-learning) projects as a teaching method of ethics which this process supported by online communication tools in order to enhance progress of service learning and ethical development of undergraduate students and gather data during the research process. This study consists of an action research project and it employs case study method as it attempts to explore a unique phenomenon (CBSL projects) in Eastern Mediterranean University. Triangulation, which involves different methods to gather information, were preferred and the desired data were collected through pre-test, post-test, reflective papers and semi-structured interviews. This research identifies the critical question in the affective domain of learning such as the possibility of affecting students' ethical values in undergraduate years. The results of this study are noteworthy and clearly reflect that CBSL projects lead empowering and worthwhile experiences. Major findings are suggestive of a positive change basically in students' moral development, future awareness and empathy due to CBSL exposure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Training; Social Responsibility; Democracy; Politics of Education; Educational Policy; Citizenship Education; Educational Principles; Educational Philosophy; Change Strategies; Educational Change; Educational Development

Abstract:
In this article, the author talks about "A Crucible Moment: College Learning & Democracy's Future." There is a moment within "A Crucible Moment: College Learning & Democracy's Future" when the report gets it right. The academics tackle a National Governors Association study that envisions colleges as job training centers. The authors of "A Crucible Moment" recognize that "Narrow training is bad preparation for the economy as well as for democracy". Alas, the narrow training desired by the politicians to produce economic cogs is countered by a desire of the professors for narrow training to produce political cogs. The professors correctly diagnose a problem, but it is one they have helped to create through vacuous course work unconnected to "higher" learning. The uselessness of the education that professors have provided to their students has given rise to education utilitarians, who see universities as trade schools for the professions. The camps may understand one another. Neither understands education. The education promoted in "A Crucible Moment" resembles the activism whose absence in the lives of apathetic students has been long lamented by politicized faculty and administrators. The debate provoked by "A Crucible Moment" pits smart versus stupid rather than Right versus Left. The authors of "A Crucible Moment" are concerned about everyone's social responsibility save their own. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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