Ethical Computer Use Research Articles

Differences in Ethical Cyber Behavioural Intention of Nigerian and South African Students: A Multi-Group Analysis Based on the Theory of Planned Behaviour

Abstract Cybertechnology has become a fundamental part of educational institutions, with the student’s routine to use these technologies to communicate, learn and play, causing a need for understanding the impact and general principles of ethical computer use in academia. However, the practice of cyberethics in these environments has presented many challenges for the institutions. This study, based on the theory of planned behaviour, examined the differences in ethical cyber behavioural intention of Nigerian and South African students using a multi-group analysis. The study adopted a survey research design– structured questionnaires were randomly distributed among students of two purposively selected universities, one in South Africa and the other Nigeria. Structural equation modelling was employed to test the proposed model fit. Overall, 450 undergraduate students participated in the survey; 343 respondents completed and returned the questionnaire, resulting in a response rate of 76.2%. The subjective norm was found to be statistically significant in influencing students’ ethical cyber behavioural intention with cyber technologies. The study contributes to the extant literature on the application of the Theory of Planned Behaviour (TPB). The originality and value of this study can be viewed from the application of a socio-psychology theory to determine ethical cyber behavioural intention in relation to cybertechnology, which provides further evidence that the TPB can be applied to cyberethics research. Moreover, to the best of authors’ knowledge, this is a pioneer study that comprehensively examines the linkage of components of TPB with ethical cyber behavioural intention in joint samples from South Africa and Nigeria.

Computer use ethics among university students and staffs

PurposeThe purpose of this paper is to investigate the extent to which individual characteristics, which are gender, religious (Islamic) work value, and organization level (students and staff), are related to attitudes toward computer use ethics. This investigation is conducted in an academic setting in Malaysia, among those subscribing to the same religious value.Design/methodology/approachThe research used a cross‐sectional survey approach in an attempt to achieve the objective. A total of 550 responses were collected from academic staff and students in an institution of higher learning in Malaysia. Respondents were given several scenarios of ethical behavior to rate their attitudinal directions in computer work ethic. Their perceptions would indicate whether they are inclined towards ethical or unethical types of computer use behaviors based on the action in the scenarios.FindingsThe findings indicate that individual characteristics consisting of individuals’ value for Islamic work ethics and level in the organizational hierarchy are linked to attitudes toward ethical computer use. However, there was no support to suggest that attitudes toward ethical computer use are related to gender.Research limitations/implicationsThis exploratory study may spark more investigation into the area of computer ethics, which is in need of more research. This study also contributes significantly in confirming findings in similar research on individual characteristics and ethics in computer use, and in providing a methodological approach for measuring the construct of ethical computer use attitude and personal ethical work values by using behavioral scenario measures.Practical implicationsThis research should contribute significantly in the area of Business Ethics and Management Information Systems courses for both undergraduate and postgraduate business programs. The fact that individual characteristics contribute significantly in the ethical use of computers may lead to better insights into computer misuse and allow better preventive measures to be taken by organizations through Ethics and Management Information Systems curricula in business education.Originality/valueThe research provides a unique perspective of computer use ethics, which is not much covered in the literature. The measurement produced can be used as a research tool for more exploratory and explanatory research in computer use ethics, and as an evaluative tool for organizations in hiring the right personnel and providing training and motivation for more productive and ethical employees.

Computer Teachers’ Attitudes toward Ethical Use of Computers in Elementary Schools

This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different.

An Empirical Study on Attitudes of Future Managers and Employees Toward Ethical Use of Computers

An Empirical Study on Attitudes of Future Managers and Employees Toward Ethical Use of Computers

A cyberphilosophical issue in education: Unethical computer using behavior – The case of prospective teachers

Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on “what is right and what is wrong?” of computer use. This study aimed to determine prospective teachers’ unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants’ judgments of ethical use inconsiderable. It can be concluded that they undermine ethical computer use. Science teachers and computer education teachers’ judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students.

A Lifetime of Theory and Action on the Ethical Use of Computers: A Dialogue with Enid Mumford

Enid Mumford devoted her career to promoting the ethical use of computers. She founded her work on ethics, socio-technical and general systems theory, and action research. These foundations translated into four principles underlying all her work: (1) Information systems should be designed to improve the quality of life for all. (2) Individuals should be able to participate in designing their own working circumstances and information systems. (3) Solutions to local problems have global consequences. (4) All research should include action to improve the situation being studied. Enid Mumford¡¯s legacy extends from ethical information system design to complex problem solving in the global era. This paper is an interview of Enid Mumford at her home in the United Kingdom in the summer of 2003 with a brief introduction to the theoretical foundations of her thinking, her research and her legacy to the information systems research field.

Invitation to a public debate on ethical computer use

To obtain ethically defensible behavior in a particular situation, or context, one must first define what is considered ethically defensible in that context. Without contextual norms, people assume no norms and are then (mis)guided solely by their own experience. According to Integrated Social Contracts Theory, typical contexts include individual-only situations and situations in which the individual is a member of professional, business and social organizations. Norm development is a complex process. It requires discussion between many individuals to identify the ethical issues relevant to each context, to define ethically defensible behaviors for each, and then to decide which norms take priority in the event of a conflict. This paper argues that the importance of context identifies fundamental flaws in the notion that professional associations can address all ethical behaviors through generic codes of ethics. The arguement goes further to assert that Integrated Social Contracts Theory, if applied to universal codes of ethics, can facilitate their redefinition into a useful set of guidelines for ethical professional behavior.

Information Systems Ethics: A Practitioner Survey

Fortune 500 non-management employees who work in their company's information systems department were polled via a mail survey; of 191 surveys sent (one to a company), 123 (64%) were returned. Virtually all respondents (97%) indicated that management should define ethical computer use for employees. A majority of respondents (60%) reported that the method management uses to do this should be some form of consensus building. Almost two thirds of respondents (63%) reported that the definition of ethical computer use was well known in their organization. Finally, over half of the respondents (55%) had no personal knowledge that computer abuse occurred in their organization – a surprisingly favorable finding. Of responses indicating knowledge of computer abuse, only about a quarter (26%) indicated direct evidence of the problem.

Ownership, Privacy and Monitoring in the Workplace: A Debate on Technology and Ethics

A panel held at the International Conference on Information Systems, December 5–7, 1993, addressed the importance and ethicality of several issues relating to ethics and information technology use. The substance of the debate and results of audience votes on the issues are presented in this paper as a means of initiating a broader debate on the issues, for it is with debate that we reach a group consensus on acceptable behavior and practice. With consensus, we can begin to develop codes and policies that are feasible and practical for ethical computer use. Specific dilemmas debated involved the issues of privacy and ownership, including the ethicality of using company resources for personal use and monitoring compliance to company policies about computer use. In general, we found little consensus about ethicality of any of the types of conduct, although we found a high degree of consensus that the debated issues were important and should continue to be discussed. The final question concerned policies and codes. While policies and codes were believed to be necessary, they were also perceived as ineffective. Several suggestions for practical action to enhance the efficacy of ethical codes are presented.

Computer Ethics of University Students: An International Exploratory Study

Compares attitudes regarding the ethical use of computers in samples of business students from universities in the United States and Australia. Finds that the two groups are statistically significantly different on 17 of the 26 ethics questions. Results show that significant differences in attitudes towards property and privacy issues exist; attitudes toward ethics in employee‐employer relations were not significantly different. In general, students in Australia tend to take ethical positions supporting greater freedom of action for computer users, while students in the United States take more restrictive positions.

The use and abuse of computer ethics

Increased use of technology for instructional purposes has caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on “what is right and what is wrong?” of computer use. This study aimed to determine prospective teachers’ unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants’ judgments of ethical use inconsiderable. It can be concluded that they undermine ethical computer use. Science teachers and computer education teachers’ judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students.

Developing a code for ethical computer use

This paper describes how a code for ethical computer use can be developed and implemented. Though the code was formulated for a medium-sized college, its objectives, the processes employed to create it, the issues to be resolved and the compromises which had to be made are typical of any organization.