• The Research Journal of the Costume Culture
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• v.28 no.6
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• pp.801-814
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• 2020

The purpose of this study was to explore the importance level, the present level, and the educational need for 21 business ethics components among 2-year and 4-year college students majoring in fashion. Survey data of 364 students (128 students of 2-year colleges and 238 students of 4-year colleges) were analyzed through descriptive statistics, Borich's needs assessment for education, The Locus for Focus model, exploratory factor analysis, and t-test. The results showed five business ethics components ranked highly as educational needs among college students: 'reducing waste', 'using vegan materials', 'using human-friendly materials', 'strengthening sustainable technologies', and 'promoting workers' rights'. Those components should be integrated into curricula of fashion majors in colleges. Students in 4-year colleges considered most of 21 business ethics components as more important than did students at 2-year colleges. More needs for education were observed by 4-year college students in eight business ethics components than by 2-year college students. In addition, a positive attitude toward business ethics education and the suitability of business ethics education were higher among 4-year college students than 2-year college students. Results provide a guideline for business ethics education by indicating a list of business ethics components that urgently needed to be adapted to fashion curricula according to each college type.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.214-224
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• 2018

Purpose: This study examines the effectiveness of an educational program of nursing biomedical ethics for nursing students to increase awareness of the Code of Ethics for Nurses, moral sensitivity, and application of the Code of Ethics for Nurses. Methods: A quasi-experimental research design and t-test were used. The experimental group (n=31) and control group (n=32) were second-year university nursing students in two major cities. The experimental group received 15 hours of nursing ethics education during the 15-week semester. The training was not provided to the control group. Results: The application of the Code of Ethics for Nurses increased significantly in the experimental group (t=-1.06, p=.017), nurses and patient (t=-2.23, p=.029), obligation of nurse as an expert (t=-2.08, p=.042), nurse and cooperator (t=-2.54, p=.014). The consciousness of biomedical ethics increased significantly in the experimental group (t=4.28, p=.021), newborn's right to live (t=-2.61, p=.011), euthanasia (t=-2.36, p=.021). Conclusion: The results of the study show that providing a nursing biomedical ethics program to nursing students is an effective method to enhance the application of the Code of Ethics for Nurses and Consciousness of Biomedical Ethics. Implementing an intervention program of the Code of Ethics for Nurses in the regular nursing curriculum may reduce conflicts involving ethical decision making by nurses.

• Journal of Korean society of Dental Hygiene
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• v.21 no.1
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• pp.77-88
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• 2021

Objectives: This study aimed to analyze the dental hygiene students and professors' knowledge and attitudes related to medical ethics and their level of perception of professional ethics education. Methods: This was a cross-sectional survey study of 330 students and professors in the field of dental hygiene using a structured questionnaire. The sub-factors of knowledge and attitudes related to medical ethics were classified into patient relations, medical and social relations, and individual specialized fields, and analyzed for comparison. Results: In the university curriculum, the professional ethics completion rate was 34.8% for students and 22.1% for professors, but 98.5% of respondents said that professional ethics is important. Their knowledge and attitudes related to medical ethics were average, ranging from 5 points to 3.37 points, followed by "relationships with patients (3.75 points)", "medical and social relations (3.19 points)", and "individual specialties (3.16 points)." Conclusions: Students and professors who major in dental hygiene recognize the importance of professional ethics, but the level of knowledge and attitude related to medical ethics has been found to be moderate. Therefore, it is suggested that medical ethics, including professional ethics, should be treated as an essential subject in the university curriculum.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.329-352
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• 2004

In this knowledge-based society of this age, librarianship takes a professional position and requires essential principles of ethics that has to be observed. Therefore, library associations and professional communities all over the world have released criteria and code of ethics to make their professional positions to keep. This research investigated and analyzed the codes of ethics for librarians in United States, Great Britain, Japan, and South Korea which are based on the mission of each library of each country. Based on these analysis and comparison, this research proposed more advanced codes of ethics for South Korea. The proposed model of codes of ethics consists of two parts: ethics for information and ethics for professional positions. The ethics for information contains six essential elements: equal access and services for information, denial of inspection, protection of privacy, neutralization of librarian, and security of intellectual freedom. The ethics for professional positions consists of 8 essential aspects: exclusion of personal benefit, continuous efforts for developing knowledge, keep the professional position, conflicts between professional task and organization, relationship with co-workers, ensure the conditions of rights and welfare for employees, cooperations among libraries, and contribution for creation of new culture.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.127-141
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• 2018

The importance of business ethics has been increased as time goes on. However, there are lacks of education and research in business ethics, domestically and internationally. Especially, in Korea, there are not many universities which teach business ethics as formal curriculum and there are not sufficient researches on business ethics. Also, the level of education of business ethics is only restricted to the type of case discussion and research of business ethics is focused only on one topic, corporate social responsibility which is only one of various and important topics in business ethics. Accordingly, as a qualitative research, this paper presents some directions that are essential to education and research in business ethics, discusses what has been educated and researched in business ethics, and proposes what are necessary for the future of education and research in business ethics. Based on this research, various researches which investigate various topics in business ethics are possible in the future.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.216-224
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• 2009

Purpose: This study was to describe the perception of biomedical ethics in 210 nurses working at a hospital in Busan. Method: Data were collected from September 1st to 9th, 2008 using a 4-point Likert scale which was designed by Kwon. Results: The average score of perception of biomedical ethics was $2.88{\pm}0.22$. The highest score, $3.13{\pm}0.35$, was seen in the category of the ethics for right to life, the lowest, $2.49{\pm}0.33$, was seen in the category of ethics of death. There was no significant difference in perception of biomedical ethics according to marital status, participation in religious activity or career length. There was a significant difference in reproductive ethics according to marital status (F=3.559, p= .001) and participation in religious activity (F=3.914, p= .011). There was a significant difference in ethics of death according to career length (F=3.779, p= .011). Statistically significant differences were shown in ethics for right to life according to the ethical values (F=4.421, p= .005) and attendance of a conference for biomedical ethics (F=4.133, p= .018). The difference of the perception of biomedical ethics was significant in ethical values (F=3.859, p= .010) and attendance of a conference for biomedical ethics (F=3.783, p= .025). Conclusion: Continuing educational programs need to be developed and more reinforced education should be offered.

• Journal of Engineering Education Research
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• v.10 no.1
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• pp.86-96
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• 2007

The purpose of this study is to investigate and to display circumstances about importance issues connected with various publication data and engineering ethic principle. It is an investigation study about circumstance and actual conditions of engineering ethics education that is spoken by engineering ethics or engineer ethics on present Japan. Engineering ethics principle, or engineer ethics education is continued until present appearing in the 1980s by formal course of study in the case of American university. But, in the case of Japan, along with appearance of JABEE (Japanese Accreditation Board for engineering education), engineering ethics education for engineer is proceeded very intensively. At present, the purpose of engineering ethics education is heard on important engineering literary category so much so that can emphasize very as basic attitude to prepare everybody if it is a person who is to be an engineer. The present condition and circumstance of Japanese engineering ethics education analysis may become good information in the beginning step on ethics principle education of engineering our country.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.12
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• pp.309-315
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• 2020

This study examines the accounting students' level of moral development at the university. In this study, we focused on the effects of ethics subject and gender on moral development. Therefore, we compare the moral development of male and female students. We evaluated 216 students in Cognitive Moral Development (CMD) from 17 universities in Indonesia. We measured CMD with the Defining Issues Test (DIT) model developed by Rest in 1986. The findings show that there is no difference in DIT scores between students who have taken the ethics subject and who have not taken. We also confirm female students have a higher DIT score than male students. Our study results show that gender plays an important role in the ethics issue. Our study strengthens the previous research about the effect of ethics study and ethics courses on CMD. This study has an implication for ethics education in university wherein the curriculum or the system should be prepared carefully. Although the results of this study did not show that ethics subject has a strong impact on students' CMD, we still believe that the ethics course plays a significant role in the accountants' morals. For that reason, we argue that morals need time to be developed, and cannot be taught in a short-term course. Future research is needed to explore more about this issue.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.255-261
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• 2015

The purpose of this study is to study of correlation of characteristcs of bio-medical ethics and self-esteem for undergraduate students and to compare bio-medical ethics perception between health science and non-health science undergraduate students. We investigated bio-medical ethics and self-esteem of 651 undergraduate students including health science students and non-health science students for two weeks in May, 2015. The results of this study showed significant correlation between self-esteem and bio-medical ethics. The higher self-esteem, the more important bio-medical ethics. But it showed no significant difference between two groups in bio-medical ethics about brain death, euthanasia except biotechnology.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.71-78
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• 2013

Internet ethics has been simply recognized as moral understanding, knowledge of etiquette or a kind of common sense. Recently, however, rapid growth of internet dysfunction such as the inadvertent disclosure of personal information, infringement of copyright and malicious code with hacking, has unavoidably broadened the territory of internet ethics. In this light, education contents of internet ethics must include not only laws and systems but specialized knowledge on prevention and action of internet dysfunction. In this paper, we analyze the variables affecting the educational achievement on diverse domains of internet ethics by investigating internet ethics qualifying examination and afterward we suggest some application methods to strengthen the internet ethics.