Management Educators' Expectations for Professional Ethics Development Author(s): Joseph A. Petrick and Robert F.

Scherer Source: Journal of Business Ethics, Vol. 61, No. 4 (Nov., 2005), pp. 301-314 Published by: Springer Stable URL: http://www.jstor.org/stable/25123627 . Accessed: 09/07/2013 10:40
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Journal of Business Ethics (2005) 61: 301-314 DOI 10.1007/sl0551-005-2926-x

Springer 2005

Management

Educators' Joseph A. Petrick Robert F. Scherer

for Professional Expectations Ethics Development

ABSTRACT. emy arship,

Professional exist

associations, to foster and and ethics

like

the

Acad schol

Introduction the Academy of use to of codes conduct Management ("Academy"), norms and for behavioral clarify collegial existing new members and to satisfy public demands for associations, 1998; (Brien, accountability managerial and Lere, 2002; Zadek, Fairweather, 1996; Gaumnitz recent occurrence of business 1998). The widespread scandals at Enron, WorldCom, Adel management other and whose leaders received their firms, phia at accredited U.S. education business management schools,
U.S.

of Management,

among exchange faculty, to member conducive professional this the has least last purpose amount of of such

promote an environment

Professional

like

However, ceived research

development. has organizations Moreover, are previous differences

re

attention. that

demonstrated

there

in

perceived
tween search surveyed. tenured to 260

needs for professional

and untenured

ethics development
In the current members differences faculty with

be
re were

academic

tenured

faculty.

of Management Academy The research identified untenured for education code from of management the Academy and research

between respect to to the

and

expectations ethics

of Management with respect of

provide

has

the public

concerned
have

about whether
either become

professional are discussed tions for

conduct. a

Implications

future

developmental are research provided.

the findings Direc perspective.

management

educators

KEY WORDS:
ment, sional ethics ethics

Ethical expectations,
training, management

ethics develop
profes

silent partners in corporate crime (Anand et al., 2004; and Frederick, Gioia, 2002; Swanson 2003) or are education in ways management deprofessionalizing that injure the public (Leicht and Fennell, Peterson and Ferrell, 2005; Trank and Rynes, Professional associations 2001; 2003). are facing both domestic and international pressures to demonstrate accountability for moral improving professional membership

professors,

Joseph

A.

Petrick

is a Professor

ofManagement

and Director

of

the Institutefor Business Integrity in theRaj Soin College of Business at Wright State University in Dayton, Ohio,
USA. He received His ethics, his Ph.D. interests sustainable from Pennsylvania business State and pro and inter University. fessional national research strategic include

1998; Rapkins, performance 1996). (Ingvarson, the growing marginalization of business However, ethics in accredited business school curricula has conveyed sionalism about managerial messages profes to untenured the profes faculty entering sion (Windsor, 2002; Wood, 2002). an The Academy board governing appointed Task Force ethical on Ethics" codes in 1988 to for or statements mixed

development,

management.

Robert F. Scherer is a Professor of Management

in the James J. Nance College of Business Administration at Cleveland State University in Cleveland, Ohio, USA. He received his Ph.D. in Business Administration from the andDean
University of Mississippi. ethics, His research interests include pro and interna organizational development,

"All-Academy

fessional

a code of task force proposed the Academy of Management Code conduct, was of Ethical Conduct that (AMCEC) eventually in 1990 by the organization's approved governing ethical board and voting membership of the Academy.

investigate potential its membership. The

tional management.

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302Joseph A. Petrick and Robert F. Scherer this code, Beyond November 1990, mentation/enforcement consider. the task force certain in recommended, educational and imple to the Academy board members collective facilitating professional with AMCEC standards. action in accord

steps for

among Disagreement these recommendations led to the 1992 concerning creation of a new task group, appointed by then to study the President Donald Hambrick, Academy a stance of toward strategic implications proactive

to Frankel (1989) and Kultgen (1988), According there are three basic types of (and basic purposes for) ethical codes of conduct that a professional society the ethical might draft. Aspirational codes emphasize values or behaviors that professionals in the association
endorse. Most codes also serve as a means for edu

aswell ethics code implementation and enforcement as to make their recommendations to the board. This new task group of five Academy members, headed set an April 1993 deadline for a by John Slocum, to the Board and recommendations of report net was but the result the of the Governors, tabling enforcement the focus emphasis at that time. Thus, on taken by the Academy has been the educational and research dimensions of the AMCEC. a requires that members maintain than standard of conduct that called for higher by law (Academy of Management Code of Ethical and Kapelianis, 1991; Higgs-Kleyn Conduct, 1999; The AMCEC as 1995). The use of AMCEC Jamal and Bowie, sists the profession in its ongoing with relationship and its visible society, its desire for self-regulation, enunciation of and endorsement professional norms socialization and 1995; Payne (Dienhart, Brenner, AMCEC and Brenner, 1990; Payne can also act as part of infrastructure system against improper and serve as a basis 1994). a The supportive demands and

cating members codes can have purposes. AMCEC

(educational codes). Finally, elements disciplinary/enforcement It is to the educational dimensions research

these and of

that the current

the prospects of professional while Academy However, and untenured management wax eloquent on endorsing actual within practice often (Bayles, Leatherman,

turns, to enhance association social capital. officers faculty and tenured can members

collegial

professionalism,

departments CEC norms ton,

following

suggests

management university values contary to AM 1993; Bennett, 1998; Hamil 2000).

non-communitarian

2002;

Consider

the
norms

non-collegial,

in many management (Damrosch, departments 1995; Hamilton, 2002): (1) disciplinary segmenta tion and control to such an extent that tenured and untenured garded other's (2) the professor beyond
collaboration,

in the same field are often re as unqualified to assess and evaluate each and special accomplishments competencies; members insistent any need
or

individualism to
even

of

the

tenured

full

or "star" researcher who secure

comment

behaves
the

job burnout, and disputes fessional Buller,

for adjudicating the social capital of pro enhancing association and (Anderson membership et Wimbush 1998; Frankel, 1989; al., is one of the chief means through can be

approval,
by

as though evaluation,
untenured;

(3) chronic

the

combative, fiercely tenured malcontents

1997). The AMCEC which the

satisfy, who have mastered tion that leaves no room untenured faculty; who curmudgeons untenured colleagues since the offenders

usually politicized, to that are impossible the rhetoric of polariza

leveraged. the micro relational

social capital of the Academy Scholars have described social capital at and macro levels. At the micro level, it is a attribute of individuals who realize

for collegial civility with (4) the cranky tenured faculty are so difficult to challenge that have grown tired of trying are oblivious to the discomfort

advantages owing to their relative status (Useem and Karabel, 1986) or location (Burt, 1997) in a group. a macro On have described scholars social level, (Putnam, 1993), nations 1995), industry networks (Fukuyama, (Walker et al., 1997), and organizations (Leana and Van Buren, and Ghoshal, 1999; Nahapiet 1998). is Professional association social capital, however, capital levels of collective through members' goal create value by orientation and shared trust, which realized as an attribute of communities

hier they cause others; and (5) the administrative archic structure in most universities that facilitates abuse of power and Bren positional (Vredenburgh adult der, 1998), (Randall, 1997), and the bullying of untenured "Dilbertizing" faculty. the rhetoric and the Given the disparity between ethics development among reality of professional tenured in and untenured management faculty to educational the authors decided conduct contexts, document research that would the pro empirically

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Management fessional between and The

Educators' Expectations Lack of

303

ethics development differences expectation tenured and untenured management faculty

at the international, national, recognition and regional levels of tenured and untenured man

recommendations for improvement. provide is as follows: order of this article, therefore, (1) literature review and research rationale; (2) meth

and collectively, agement faculty, who individually standards and exemplify adhere to AMCEC high levels of research productivity and departmental collegial (James,
sured, ing or and

of findings and (3) findings; (4) discussion odology; recommendations; (5) directions for future research; and (6) a summary.

support 2000; Wiley,

benchmarked co-authoring

is

another 2000).
research

contributing Documented,
such or shared

factor mea

activities,

as mentor computer

Literature There

review

and

research

rationale

the relational aspects of literacy skills that highlight are not AMCEC-based the accorded standards are taken for priority and, accordingly, professional
granted Second, or nonexistent. new university-level cost-containment

are a number
tenure

led the authors

management

of factors in the literature that to focus on the relationship between

status and concerns about pro

fessional Academy professional

ethics

development: of prioritization socialization

(1) the absence the AMCEC role untenured man

of in

faculty the different current

recruitment

policy

of new

cost-containment agement (2) the new faculty; recruitment that exacerbate the different policies professional sional ethics untenured socialization expectations management (3) the faculty; future tenure denial for lack of professional or contextual experiences of current and profes tenured and threat of standard

management faculty et al., 1998; Tierney, 1997). For one thing, many more part-time faculty are being hired to relative full-timers the propor nearly double (Finkelstein

professional tenured and untenured

changes have exacerbated of socialization experiences

tion, from about 22% of all faculty in the early 1970s to at least 42% at present (Finkelstein et al., 1998). the pattern of full-time appointments is Moreover, changing full-time tional markedly. More recent faculty tenured and are often made of appointments outside the tradi

compliance untenured

performance (4) the faculty in probationary positions; differential levels of professional network and insti tutional embeddedness of tenured and untenured

that haunts

incline the latter to desire more clari faculty might fication than the former about professional standard and contextual in order to performance compliance have access to key resources for job security; and (5) the conflicting
between managerial

tenure track realm (Gappa and differences between tenured Leslie, 1993). These and untenured recruitment management faculty circumstances likely impact their senses of profes sional ethics identity and expectations (Gappa, for 1996; development Bensimon, 1996). Third, while many
to their work

professional and Tierney

research

results about

the relationship
tenure status and

organizational

ordinary temporary employees or adjunct faculty may have a short term commitment
organization or co-workers and, con

lowered First,
management

levels of principled prior to assuming

department,

reasoning. a faculty position

new untenured

in a
faculty

sequently, formance
performance,

are not highly rewarded or harshly penalized

tenure-earning faculty

for superior per for substandard

members in

socialization usually experience professional prob lems in part because of a lack of graduate school focus on the role of the AMCEC in providing ethics development professional (Loeb, guidance et al., 2001). Inadequate treatment of 1994; Rezaee the AMCEC-based, relational professional ethical norms in graduate management education often ill prepares technical academic specialists or hard to conduct management charging practitioners as in a professionally themselves accountable manner or ten collaborative with co-researchers colleagues ured faculty members (Granitz and Ward, 2001).

put in more effort to perform well be cause they strive for tenure (i.e., to obtain that delayed and seal of professional gratification approval; Foote academia will and Folta, 2002; Poole and Bornholt, 1998). Per well for involves both forming tenure-earning faculty in-role behavior that compliance (i.e., performance are fulfills all the tasks that described in the formal job of incumbents; 1998) and con descriptions Tyler, textual performance for profes (i.e., volunteering sional development activities formal beyond job expectations; Arvey andMurphy, 1998; Caligiuri and

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304 Joseph A.

Petrick and Robert F. Scherer increase, principled reasoning scores decline. This finding is important, asmanagers with the nizational most tenure organizations are usually part ofthe the and tend, upper managerial pyramid to be both the cultural for therefore, responsible setting as case tones with and ethical is the of their organizations, tenure within ranks of

In many management 2000). Day, departments, the exact prioritized mixture of compliance however, and contextual performance for earning expectations tenure remains ambiguous, and informal professional processes, including detailed awareness are to provide of AMCEC often presumed standards, additional performance fac guidance for untenured socialization et al., 1997). Accordingly, while the ulty (Motowildo threat of tenure denial can discourage opportunistic behavior, appropriate untenured concerned professional but an insufficient compliance guidance and contextual performance, be more faculty may faculty expectations to elicit

tenured management faculty in management depart ments. The results ofthe Pennino study are in contrast to the results ofthe studies conducted found Kelly et al. (1990), who demonstrated individuals However, by Harris (1990), and that longer tenured

management than tenured management ethics development

higher moral reasoning. the research conducted support by Forte they

about

(2004), Latif (2001), Elm andNichols

Dunkelberg and Robin 2000), who unpublished, associated with lower levels

(1990, 1993),

(Moorman and Harland, 2002). of professional Fourth, the successful development network and specific institutional embeddedness are of critical importance in academic embeddedness and Sanders, (Van Emmerik and Euwema, 2004; Van Emmerik 2001). Tenured achieved both management faculty have presumably have forms of embeddedness (i.e., they published a number of professional col refereed articles with environments their host institution leagues and they have met on the standards for tenure). Untenured faculty, their professional other hand, still have to develop and and institutional are, therefore, identity expertise on tenured management often dependent faculty to gain access institutional network and professional resources status (Lai et al., 1998). One to enhance for untenured way faculty and insti additional to valued work

(1998, (1998), and Bigel found that longer tenure was of ethical orientation.

the explanations offered for these findings are Among tenure may have survived thatmanagers with workplace more in their work but suffered layoffs, disappointments
careers (e.g., experienced discrepancies between rewards

provided for professional managerial service as compared with incentives for taking ethical shortcuts and either could not leave for amore professional work environ ment or simply regressed in terms of moral cognitive acquiescence; Forte, 2004; Latif, 2001). Given these five trends affecting the professional

of management expectations development more as di become mobile, faculty members, they verse and stratified by tenure status, the standards for clarification conduct require ongoing professional ethics and refinement 2000; Koehn, 1994; (Donaldson, conduct in moral Petrick, 1992). Lapses professional can be addressed by professional associations' regular of membership solicitation ethics devel perceived opment needs and ensuring that appropriate training is provided 1996). Against (Koehn, 1994; Rapkins, this backdrop of the need for training in professional re the following ethics by management faculty, search question "Does RQ: professional professors?" Methodolgy Participants Individuals participating women and 191 men) in this study were 260 (69 of Management Academy was posed: tenure status affect development concerns about

significant for professional network their prospects is to obtain tutional status embeddedness information about ethics with expectations textual performance the host to imply concerns institution Van Emmerik

regard within

development professional to compliance and con the discipline and within 2002; seem affect

and Mondy, (Premeaux and Sanders, 2004). This would that tenure status might differentially about

ethics development professional on of network levels faculty professional depending embeddedness. and institutional Fifth and finally, there are conflicting research results about the relationship between managerial organiza tenure status and lowered levels of principled ten reasoning that might parallel differences between tional faculty. The research study of managers, for of years of orga

ethics

of management

ured and untenured management (2002) findings of the Pennino example,

suggests that as the number

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Management members management who teach courses undergraduate in the United and

Educators' Expectations

305

graduate States. The

of males and females in the current study percentage was to the overall AOM similar membership. were the five U.S. distributed among Participants regional (19.3%), southern organizations academy including southwestern (15.0%), midwestern western (23.5%),

a preference for more indicated overwhelmingly on education than research; and (3) the questions structure of AMCEC focus on edu allowed more cational the sensitivity with the focus of the ethics from related educational the Academy to professional In light of rather than research expectations. to AMCEC enforcement, regard instrument was on and professional expectations to encourage ethics expectations research on issues

(16.9%), and eastern (25.3%). The majority of participants (64.6%) had been employed by their more seven in current institution than years more 10 full-time than manage departments with ment faculty marily enrollments While (60.4%). These participants were pri in public universities (64.2%) with employed than students

rather than regulatory each of the 10 items rated Participants procedures. = a scale "Strongly six-point ranging from: 1 using = to 6 Disagree" "Strongly Agree." A copy ofthe instrument provides is contained in Appendix A. and Table standard the 10 were a I (means descriptive and correlations for all pairs of deviations) items included in the instrument. Correlations all positive and significant. To assess the dimensionality factor analysis was performed Table II). Two factors with were 1.00 extracted. These ofthe than 0.65 two on statistics

10,000 greater (62.3%). of Management the primary Academy pro was either division of the respondents fessional behavior (20.8%) or business policy organizational and strategy (23.5%), the sample included represen tatives of all the divisions. were grouped Participants

of the instrument on the 10 items

to their according tenure status. Based upon the distribution, assign to either the tenured ment of participants was made = = The (n (n 105) groups. 155) or untenured to of tenured untenured percentage management faculty in the current study was similar to the per centage tenured of males of professors nationwide estimated to be 1993) aswell (Mooney, and females. as to the percentage

(see greater than eigenvalues two factors accounted item loaded Given this factors factor.

for a total of 69.10% less

variance. No

a primary

structure, clearly distinguishable Factor Iwas labeled "Expectations (from emerged. the Academy) for Professional Ethics Education" (7 items) (from Research" and Factor the Academy) II was for labeled "Expectations Professional Ethics

the dual dimensionality (3 items). Thus, of the instrument was confirmed. for each factor was judged to be strong Reliability construct to I: scales separate (Factor enough a = 0.90; Factor II: a = 0.86). Two professional
ethics expectations scales were constructed by sum

Professional A ten-item

ethics expectations measure instrument to measure developed on and research about the instrument was operational was

originally discussed in ten-item instrument was then The (1988). Payne reviewed and critiqued by a focus group of ten were who AOM management faculty members members both tenured and untenured. The tional with items were and research to gauge the educa of the membership expectations to AMCEC. The balance of education developed

expectations AMCEC. The survey ized from an updated measure

for education

items for each factor. The ming primary loading two the scales between of 0.58 correlation < was while indicated moderate and that, 0.01) (p
overlapping somewhat, each scale represented a

relatively
expectations.

unique

aspect

of

professional

ethics

regard and research

Analytic

approach

factors: formal tions

reflected several expectation questions (1) most management faculty are exposed to on research

expecta guidance their graduate but not as education, during on ethics development much education expecta focus group tions; (2) the management faculty

and informal

of the research question, which Investigation sought to identify differences between tenured and unten on professional ured management ethics faculty from expectations using a two-tiered the Academy, (holistic) was approached (Tabachnick approach

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o ON

Correlations3

f* 0.31 0.39 0.53 0.47 0.52 0.46 1.64 4.61 3. of Membership awareness

0.70 National 1. 4.88 0.47 0.46 0.66 0.53 0.38 0.31 0.52 1.33 0.35 meeting general conference

(6) (8) (5) (7) (10) (9) (3) (2) (4) (1) Variable SD Mean

stics

and correlations

TABLE I professional for

ethics

development

items

^ 0.53 1.37 0.47 0.46 0.56 0.68 2. 4.58 junior Doctoral faculty 0.40 0.35 and consortia

Professional

ethics

4.12 Professional development ethics 5. 0.87 1.50 0.44 3.62 track 0.53 0.35 a track development

1.41

0.60

0.60

0.5

?> 0.46 1.46 0.38 0.43 0.56 6. 3.50 Professional ethics in education 1.51 g* Professional ethics 0.75 0.64 8. 4.23 to competition 53 Ethical 0.56 1.37 0.48 7. 4.22 climate development for ^ for tenure, merit and promotion, increases ? Refrain fulfilling 10. 4.18 1.56 professional Conflict 9. personal, among 4.58 1.34 0.66 from organizational, management programs a management department chairs ^ doctoral professional responsibilities professional and to due responsibilities ? workshops (regional) ** (national) jv ethics

lack aFor all < correlations 0.01. p support institutional

of

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Management

Educators' Expectations

307

TABLE II
Factor analysis for professional ethics development items

Loadings3

I Factor Factor/Item
I. Expectations 1. National 2. Doctoral 3. Membership for professional ethics education 0.83 0.90 0.22 0.80 0.16 0.79 0.24

Factor II

Reliability

(a)

conference

meeting general consortia and junior faculty awareness of professional

workshops responsibilities

4. Professional 5. Professional
6. Professional 7. Ethical II. Expectations 8. Professional merit 9. Conflict increases climate

ethics development ethics development

ethics education development for

track(national) track(regional)

0.76 0.28 0.74 0.30

programs chairs 0.65 0.30 0.65 0.47

in management for management ethics research for tenure,

doctoral department 0.86 promotion,

professional to ethics competition

and

0.28 0.84

among

personal,

organizational,

and

professional

ethics

0.310.84

10. Refrain from fulfilling professional to lack of institutional support Eigenvalue % of variance
aPrimary loadings are underlined.

responsibilities

due 5.69 56.90

0.22

0.84 1.21 12.20

and Fidell, 2001). ance (MANOVA) ences existed

First, multivariate analysis of vari was used to determine if differ the tenured and untenured

and univariate
tenure status

analyses
groups were

of variance.
of unequal

First,
size,

since
homo

the

between

ethics expecta groups on the set of two professional tions variables. Given a significant tenure status effect, a review of the underlying structure would be per formed by assessing the individual contributions of for professional ethics education expectations research. This evaluation looks at the canonical loadings (correlations) variables with the underlying composite variable. For analysis at the second tier the focus shifted the were formed criminate and dis

geneity of variance the robustness of performed The result expectations in

tests were the

performed

to ensure

tests to be significance the research investigating question. at the multivariate level for the set of for

of each of the two to

ethics variables was professional > level 0.10). At the univariate non-significant (p results were for for non-significant expectations > 0.10 ethics education and research professional (p for both variables). Taken these results collectively, indicated that no heterogeneity of variance problems existed
between

individual level. Univariate F-tests per on each of the expectation for professional ethics variables by tenure status. After a significant was observed between tenured and un and tenured management of those faculty, differences the magnitude was reviewed

and

the null
status

hypothesis
groups was

of equal
accepted.

variances

tenure

The

second

difference direction

ifMANOVA

test sought to determine preliminary was an appropriate analytic strategy.

by inspecting the group means for each of the two scales and each of the ten individual items.

addressed was whether the two variables Specifically could be analyzed as a set. Bartlett's test of sphericity < was performed and indicated 0.01) that using (p the two expectations for professional ethics variables as a set was warranted, the thus strengthening credibility of the two-tiered MANOVA approach. With confirmation from the preliminary analy ses an investigation tenure status had of whether an effect on expectations for professional ethics was conducted. The MANOVA analysis revealed a

Findings
Two preliminary to verify analyses were conducted of both multivariate assumptions using

underlying

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308 Joseph A.

Petrick and Robert F. Scherer

TABLE III
Descriptive statistics and univariate analyses between tenure groups

Groupa Tenured Untenured

Mean Variable Expectations for Professional Ethics Education Expectations for Professional Ethics Research 28.67 12.42

SD 7.95 3.88

Mean 30.76 13.85

SD 7.92 3.83

Fh pLoadings0 4.34 8.58 0.70 0.04 0.99 0.00

? aTenured (n = 155); Untenured (n 105). All F tests performed with 1 and 258 degrees of freedom. cCanonical discriminant loadings (correlations) for Expectations
Professional Ethics Research with the composite Expectations

for Professional
for Professional

Ethics Education
Development

and Expectations
variable.

for

Ethics

tenure status effect (F=4.38; significant df?2 Further of and 257; p < 0.05). the inspection that untenured results showed (cen faculty overall for troid = 0.22) had higher expectations ethics development than tenured fac professional = As evidenced the ?0.15). (centroid by ulty for discriminate canonical loadings, expectations professional strongly to the set (see Table ethics education professional ethics research contributed most for III). Expectations moder contributed

Both

variables (see Table III). expectation JF-tests revealed significant differences between < the groups management 0.05). Untenured (p had for professional faculty higher expectations ethics fessional education ethics and higher for pro expectations research than their tenured manage In light of the different counterparts. situations the relative of untenured and tenured in the lack of experience surprising that the untenured

the individual

ment

faculty

employment faculty, and

set. two-variable the combined ately to defining not is but The instructive, finding unexpected. the greatest concern of untenured faculty Perhaps thus lies in the area of research and publication, for the of expectations importance explaining professional ethics research lying dimensionality set. In addition, untenured many limited experience, employment pressures proficiency adjustment the hardiest thermore, demanding different checks" for rapid demonstration work in publication to distinctive of the in defining the under two-variable of the combined have faculty the dual and of technical

it is not profession, faculty need and want

more direction professional conduct. regarding acceptable on each of A univariate analysis was conducted the 10 individual ethics professional (see Table IV). Significant tenure groups were between

expectations differences variables < 0.05) on revealed (p five of the 10 individual variables. The five variables, on which than tenured faculty had lower means
untenured faculty, were national conference general

meeting

and

doctoral

and rapid organizational cultures stretches Fur and in

workshops, regional track (three variables professional for tenure, conflict ethics

consortia/junior faculty ethics development professional from for expectations and set) competition increases and merit and the

(Boice, 1992). personalities realities of status competition academic expectations performance internal

education

ongoing require "reality and external competence at the most vulnerable time in an accomplishment career (Loch et al., 1998). academic's of At the univariate
between the

institutions

promotion, and organi among personal, professional, zational ethics (two variables from the expectations for professional ethics research set). The greater de status and institutional of network gree professional embeddedness account of tenured management for the relatively lower mean these five variables. faculty scores

level
two

the authors
tenure

evaluated
groups

dif
on

would among

ferences

status

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Management

Educators' Expectations TABLE IV

groups variables on individual

309

Descriptive

statistics

and

univariate

analyses

between

tenure

expectations

for

professional

ethics

development

Groupa Tenured Untenured

Variable Mean
1. National conference general meeting 4.75

SD
1.38

Mean
5.08

SD
1.25 0.05

pF
3.82

2. Doctoral
3. Membership

consortia and junior faculty Workshops

awareness of professional

4.43
4.52

1.43
1.66

4.79
4.75

1.24
1.62 0.26

4.36
1.29

0.04

Responsibilities 4. Professional ethics development 5. Professional ethics development 6. Professional ethics education
managementdoctoral programs

track (national) track (regional) in

4.05 3.43 3.36 4.14 3.99

1.41 1.48 1.45 1.38 1.49

1.32

4.23 3.89 3.70 4.33 4.60

4.90

1.42 1.50 1.46 1.36 1.47

1.31

0.30 1.05 0.02 5.84 0.07 3.29 0.26 1.30 0.00 10.73
0.00 10.63

7. Ethical climate development

management department

for

chairs

8. Professional
for tenure, 9. Conflict and

ethics to competition
promotion, and merit increases personal, ethics organizational,

among

4.36

professional

10. Refrain

responsibilities

from fulfilling professional due to lack of institutional

4.07 support

1.57

4.34

1.54

0.17 1.91

= aTenured (n = 155); Untenured 105). (n All F tests performed with 1 and 258 degrees of freedom.

Discussion In the

of findings current

and

recommendations

had higher expectations for professional the education and research dimensions. Several deserve discussion caveats about before the limitations further mention

ethics on both

determine an affect
development

to the objective was investigation if tenure status of management had faculty on expectations for professional ethics
education and encouragement for re

of this study and interpretation

search on the AMCEC. differences Two at both dimensions

and

Results

showed for

there were levels.

of expectations by the Academy assessed. While between

of these results. First, only two dimensions for professional ethics development were measured of Management and the information about differences and untenured

the multiof

and univariate

ethics development
(education

expectations were identified

When

professional in a factor analysis

taken as a set, un

research).

for faculty had higher overall expectations ethics development from the Academy professional with dimension the stronger making to the set. Additionally, differences be tween the two groups were observed on expectations ethics education for professional and research (com contribution the research

tenured

management faculty is instructive, the set of indicators is not exhaustive. Other for professional ethics aspects of expectations may also be affected by tenure status. development For this reason only generalizations with respect to education Second, and research the current were
and does

tenured

can be made. expectations was conducted with par study of

address who

ticipants who
Management fects

members
not

the Academy
tenure are status not Acad

of
ef

bined

variable scales) and five of the individual vari ables from the 10 item instrument (three expectations for professional ethics education and two expectations for professional ethics research). Untenured faculty

for management

professors

emy members professional should not

or belong Third, results of this study organizations. in terms of causal rela be interpreted to other academic

or who

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310foseph A. Petrick and Robert F. Scherer tionships among status may have ethics fessional about groups nations variables. an effect Factors other on expectations than tenure for pro conclusions would further enhance tenured the visibility and role model and untenured faculty. The a

development. Only between differences the two descriptive can be made. Given these limitations expla

for the results and implications of the are provided below. The findings indicated that among the combined multivariate variables dealing with tenured and un research tenured management for pro faculty expectations ethics education and research, that tenured on lower means faculty had statistically significant fessional five variables. for These lower means variables of the tenured and re faculty search the five of education

offering a departmental award for collaborative of group recognition exhibit that management sup faculty professional, and among tenured and portive regard between to consider untenured of un (i.e., ongoing mentoring faculty, tenured faculty by tenured faculty; untenured faculty skills with sharing new research and technological tenured activities be Furthermore, faculty). that demonstrate relational means of benchmarking behavior would

impact for both needs Academy

degree status embeddedness (Van Emmerik The findings

recornmendations.

are a function of the greater expectations of professional network and institutional of tenured management faculty and Sanders, 2004). point toward theoretical and practical
First, to counterbalance the theo

and externally internally a that being manage demonstrating professional ment carries with it certain citizenship educator that supercede individual productivity obligations another (Bennett, Moreover,
to offer,

1998). in practice
at every annual

the Academy
regional,

could
national,

begin
and

retical model
underlies the

of insistent
expectations

individualism
of the

that currently
autono

international meeting, on, and papers workshops to relating improving professionalism through and enhanced of understanding application training specific on how to for department programs chairpersons assess and improve the ethical climate of a manage ment the role respon department would highlight and support processes that sibility of chairs to model at the local level of faculty make AMCEC viable performance there example, several management ethics enhance
members.

tenured,

the AMCEC.

In

addition,

the

mous

it is recornrnended management professional, that doctoral programs and the Academy begin to train new and existing faculty in the relational model of in the that is embedded professionalism Concern for accountability and enhance performance

managerial AMCEC. ment

scholarly relationships, and relationships, productivity on-campus/off-cam the pus service relationships is interwoven throughout of The relative lack AMCEC 1987). (Molander, appreciation of the relational context within which emerges and the under professionalism as a key pro of relationship emphasis development are at the root ofthe fessional responsibility, however, and professional erosion of departmental collegiality association social capital (Lin et al., 2001). The hunger for the relational guidance of a code-driven, profes

of teaching

and Shepard, (Wimbush 1994). For could be a seminar session on how

issues and what

departments handle professional processes they have in place to of their faculty the professional citizenship itself, through research, its activities that enhance organization other business and could social

managerial

The begin

Academy to measure

capital as a professional itself with benchmarking business education other

begin and non

in the unten ismore pronounced sional community ured faculty because they are in the early rhythms of their academic careers looking for professional models for tenure, earning renewal of rhythms (Frost and Taylor, The recognition faculty,
national,

in terms of code organizations professional and research to both share and learn from associations and with respect to

but

it is also

appropriate 1996). and celebration and

apparent to tenured

in the faculty

professional its social growing (Petrick and Quinn,

integrity capacity capital and Lake, 1990). 2000; Ulrich are already productive Since Academy conferences occasions for renewing research colleague relations, the extension into AM of that collegial exchange enhance infrastructure departmental professionally help to create a more home" for both ten

individually
and

of management at regional, collectively,

conferences who exem

CEC-related ment would

international

plify ularly

adherence demonstrate

to the AMCEC departmental

standards collegial

and reg relations

"home away from nurturing ured and untenured faculty.

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Management

Educators' Expectations professional expand tenured

311 should be tested these differ between to

In effect, the distinctive this research significance resides in the following three results: (1) it empirically the specific, prioritized AMCEC documents profes sional ethics ured education and research needs of unten role of the important (2) it explains faculty; in temporal, network and institutional embeddedness

ethics development of how understanding and untenured and other

chairpersons' management

the professional differences socialization expectation fac between tenured and untenured management recommen new concrete it and (3) ulty; provides dations for improving regional, AMCEC-related services at the national, and local departmental levels.

faculty to training and development efforts with subsequent standards to profes respect to applying AMCEC sional ethics education and research expectations behavioral serve as a developmental benchmark could be change gauged.

faculty. Finally, department of administrator perceptions to and actual behavior prior

would which

against

Future

research

directions suggest them research with mem

Summary The
tenure

A number

of areas of future research First,

current
status

investigation
among

has

demonstrated
faculty members

that

selves for consideration.

management

both within bers of other professional organizations, and outside of the business field, to confirm or dis confirm of the findings with respect to differences between tenured expectations would be useful to determine the research needed. CEC and untenured the broader faculty scope of of AM on

does

indeed

affect concerns While interested the AMCEC, both

development. faculty were related to had

ethics about professional tenured and untenured educational for efforts untenured

in more

management

application in expectations differences the relative

the influence Second, in doctoral programs training would

faculty higher expectations professional ethics education and higher for pro expectations fessional ethics research guidance from the Academy of Management faculty management to address these need The counterparts. concerns at the national, training and development and local levels has been regional, department and recommendations educational for AMCEC-related improving services were than their tenured

serve to determine

prior search

ethics exposure impact of professional re to full-time demands. Third, employment on the department faculty perceptions of

management influence on prior to AMCEC

chairpersons' positive department the ethical climate of the department to and subsequent to formal, sustained training would afford additional

demonstrated future

applications Fourth, other factors, such as age, understanding. or country of of sex, type institution, discipline, institutional also be variables which location may are worth future inves influence and expectations a domain of for Fifth, tigation. expectations larger

of the rec Pursuit and implementation provided. would in the AMCEC assist ommendations more and viable. As a fully integrated becoming result of these efforts the social capital of the Acad socialization of tenured and emy and the professional in management untenured faculty members depart ments would marked show likely improvements.

APPENDIX Membership
1. The Academy should

A AMCEC
session

Expectations
continue to

Questions
hold

Regarding
an educational

Education
on

and Research
ethics,

Efforts
the

annually

professional

specifically

treating

Academic Management
2. The Academy should

Code
increase

of Ethical Conduct
its current educational

(AMCEC),
efforts to

in its doctoral consortia and junior faculty workshops

enhance the membership awareness of specific professional

responsibilitiesentailed in adherence to the AMCEC. 3. The Academy should recommend that all accredited U.S. management
managerial professional ethics..

doctoral programs

include formal training in

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312Joseph A. Petrick and Robert F. Scherer APPENDIX

Continued

4. The Academy
national 5. The Academy annual national Academy

should hold annual educational

general membership that a should meeting should recommend of

session(s) on professional
ethics development

ethics, specifically treating the AMCEC,

track be a part of the Call for Papers

in its
at each

conference

meetings. professional

the Academy. that a professional ethics development track be a part of the Call for Papers at each

6.

The

recommend of

annual 7. The

regional meeting should

the Academy. the offering climate on of workshops for management of their organizational units. the extent to which ethical and extent faculty department chairpersons on assessing and

Academy

encourage

8.

developing The Academy increases

the professional should from should and encourage

ethical

research

competition

for

tenure,

promotion,

and merit

detracts

fulfilling encourage

9.

The

Academy

research

managerial on ethical

professional the nature are

responsibilities. of conflict experienced by members when personal,

organizational, 10. The Academy

professional encourage of the

should because

obligations on research the of financial

incongruent. to which extent non-financial

members support from

refrain their

from

fulfilling

professional

responsibilities

lack

and/or

institutions.

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