Software for Data Analysis and Modelling
david123367
21.docxAbstract：
This study aims to explore the influence of religiosity, gender and education levels on attitude towards business ethics. Religiosity has long been regarded as the key determinant in shaping ethical values. The well-established scale of Attitude Towards Business Ethics Questionnaire (ATBEQ) was adapted. Religiosity was measured using the Religious Commitment Inventory Scale(RCI-10).Snowball sampling method was used where questionnaires were distributed to working friends, relatives and their colleagues. On the other hand, questionnaires were also distributed to the students during class time and they were assured anonymity. Participation was voluntary and no remuneration was offered.
This study will adhere to the framework and policies of the University of Southampton. Any data for research publication purposes will be treated with anonymity unless permission is granted for it to be used otherwise. In addition, the data obtained will not be used for commercial purposes or made available to third parties without your express written your consent. By participating in this survey, you express your consent to use the data for research as stated and also confirm that you are 16 years or older, or if participating in the USA. The results emerging from the study will be made available to all participants on request.Participation in this study is fully voluntary and you have the right to withdraw at any time with no penalty. For the purposes of this survey, a ‘multinational corporation’ is an organization that owns or controls the production of goods or services in one or more countries other than its home country. Usually, it is a corporation which both produces and sells goods or services in various countries. Some examples of multinational corporations are British Petroleum (BP), Volkswagen AG, Sony, Sum Sang, Apple, Amazon, Microsoft, IBM, etc. Graduate students, however, regarded the act as immoral even in this situation. It appears that the graduate students viewed the morality of the supervisor as fewer dependants on the outcome than did the undergraduates.
Prior to performing the necessary statistical analysis, frequency distributions were tabulated for each item to ascertain possible response biases. In addition, a visual inspection was also performed to identify any possible anomalies. Questionnaires suspected of anomalies were discarded. In order to obtain reliable information from the respondents, an established and validated scale is one of the critical parts of doing research. There are two dimensions of religiosity– intrapersonal religiosity and interpersonal religiosity. Significant difference was found in business ethics across different educational levels. Future research could take into considerations of sampling various ethnic groups from various parts of Malaysia fora better representation of Southampton population.Additionally, comparative study that looks at undergraduate university students vs. working adults on their ethical values would be an interesting area to explore. Furthermore, it is worth to investigate on other possible factors influencing business ethics such as love of money, cultural background, family teachings, and intensity of competition.
Introduction：
Although there can be many antecedents attributed to the cause of ethical behavior in an organisation context, researchers lock in their search on religion for answers on ethical decision-making (Blanchard & Hodges, 2003). There is a long recognition on the significant role of religion in shaping human attitudes and the current trend is towards the re-emphasis of organized religiosity (Arnould etal., 2004). As such, it is appropriate to study the relationship between ethical judgements and religious values. There are two objectives to this study. The first objective is to investigate the influence of religiosity (intrapersonal and interpersonal) with attitudes towards business ethics. The second objective is to explore whether there is a significant difference between gender and education levels with attitude towards business ethics.
The current findings where intrapersonal religiosity is positively correlated with business ethics and no significant correlation found between interpersonal religiosity are coherent with the previous work. According to Donahue, individuals with high level of intrapersonal religiosity are more integrative and ethical in all aspects of their lives, which in turn make them less willing to engage in unethical behaviour. It is interesting to note that the r is a positive correlation between intrapersonal and interpersonal religiosity.
Many recent studies in business ethics education reveal a positive outlook on the impact of education in promoting the standards of ethics (Swanson & Fisher, 2008). A systematic ethics education system not only enhances moral recognition and reasoning but also equips individuals with the ability to resolve complex moral issues and encourage them to stand up against opposite forces in their organizations It is not surprised to see many universities around the world start offer business ethics as a course of study to their students.
propose assumption：
H1: Intrapersonal religiosity is a positive determinant of attitude towards business ethics.
H2: Interpersonal religiosity is not a significant determinant of attitude towards business ethics.
H3: There is a significant difference between male and female in terms of attitude towards business ethics.
H4: There is a significant difference among different education levels in terms of attitude towards business ethics.
H5:There is a significant difference between different regions in terms of attitude towards business ethics.
Analysis：
Table1 Pearson Correlation
Table2 Attitude towards Business Ethics (ATBE) by Gender
Table 3. Attitude towards Business Ethics (ATBE) by Education Levels
H1: Intrapersonal religiosity is a positive determinant of attitude towards business ethics. Pearson product-moment correlation coefficient was used to assess the relationship between intrapersonal religiosity (IntraReligion) and attitude towards business ethics (ATBE). As shown in Table 1, H1 was supported in which intrapersonal religiosity is positively correlated with attitudes towards business ethics.
H2: Interpersonal religiosity is not a significant determinant of attitude towards business ethics.
As shown in Table 1, H2 was supported in which interpersonal religiosity (InterReligion) is not correlated with attitude towards business ethics (ATBE).
H3: There is a significant difference between male and female in terms of attitude towards business ethics. Independent-Samples t-Test was used to evaluate the difference between the means of female and male in terms of attitude towards business ethics. Table 2 shows no significant difference between male and female in terms of attitude towards business ethics. Hence, H3 was not supported. Nevertheless, an item-by-item analysis shows that there are several situations where females are more ethical than males. Females perceived significantly different than their male counterparts in 3 situations in which females considered these situations unethical (average means below 3) while males did not perceive them unethical (average means above 3). The 3 situations are “every businessperson acts according to moral principles, whether he/she is aware of it or not”, “business decisions involve a realistic economic attitude and not a moral philosophy”, and “a business person can not afford to get hung up on details”. In the remaining situations where there are significant differences found between males and females, even though they are different in average means they are in the same directions. Both females and males scored an average mean of more than 3 on “I would rather have truth and personal responsibility than unconditional love and belongingness” with females having a higher average mean of 3.3567 vs. 3.1122 for males. Both females and males also scored an average mean of more than 3 on “true morality is first and foremost self-interested” with females having a lower level of agreement (3.1111 vs. 3.3571). On the other hand, both females and males scored an average mean of less than 3 on “moral values are irrelevant to the business world”, and “"business ethics" is a concept for public relations only” with female having lower average means than males. This means even though both males and females showed ethical concerns on the above situations, females had a higher degree of ethical concern than males.
H4: There is a significant difference among different education levels in terms of attitude towards business ethics.One-way Analysis of Variance (one-way ANOVA) was used to evaluate the differences among various education levels in terms of attitude towards business ethics. As shown in Table 3, there are significant differences between “Sijil Pelajaran Malaysia” (SPM) holders (equivalent to ‘O’ level certificate) and Bachelor’s qualifications as well as significant differences between SPM certificate and Master qualifications. Those who hold Bachelor or Master’s qualification scored higher average means than those who have SPM certificate.
H5:The data do not provide enough evidence from the table.
Many cultures and social norms expect females to behave more ethically than their male counterparts. Since infancy, females are taught to adhere to strict family teachings and cultural values while males are not expected to adhere to the same extent. Males are forgiven easily as compared to females if they are found in and forgiven by their families. The same cannot be applied on females, who are expected to observe stricter moral principles and customs. One of possible explanation to this closing gap between males and females may owe to an emphasis on ethics in Southampton education. Both Southampton males and females in these recent years went through ethics as a subject at least during their high school days if not during their undergraduate studies. Education plays an important role in shaping one’s ethical behavior. The findings from this study suggest that gender differences were not as prevalent as claimed in some earlier research. There may only be a trivial relationship between gender and ethical behaviour if there is any.
The findings on education levels are supported.It shows that individuals with higher level of education tend to be more ethical because when they go through formal education, they have more resources in hand to make judgments about ethical behavior. Common education builds a foundation of informal belief systems which helps individuals to decide what is considered acceptable behavior and what is not.
On the other hand, the theory of role morality asserts that individuals tend to exhibit less ethicalbehaviour in an organisation context than they are making personal decisions. This is corroborated by findings in which accountants react less ethically in a business context than personal. There lies a risk where students who behave ethically in colleges may not uphold their ethical standards when they submerge themselves into the corporate world. According to data, it is therefore crucial for employees to avoid conflicts of interests at work. They can do so by separating their personal interests from their business dealings.
附录：code
#Student Number：31436196
from swat import *
import numpy as np
import pandas as pd
import matplotlib.pyplot as plt
import matplotlib.colors as colors # package includes utilities for color ranges
import matplotlib.cm as cmx
import networkx as nx # to render the network graph
%matplotlib inline
end_index = index
tran_id = content[start_index:end_index]
#print("%d: %s\n" %(line,content))
#print("%d, %d, %d, %s\n" %(var_part, start_index, end_index, tran_id))
if var_part == 1:
#print("var spendtime check....\n")
new_var_tran_id = int(tran_id)
print("%d" %(new_var_tran_id))
#print("new = %d, old = %d" %(new_var_tran_id, old_var_tran_id))
#if new_var_tran_id > old_var_tran_id:
# print("var part ok")
#else :
# print("%d: new = %d, old = %d" %(line, new_var_tran_id, old_var_tran_id))
# print("var part fail")
#old_var_tran_id = new_var_tran_id
#old_data_tran_id = new_data_tran_id
#print("\n")
#if line == 6:
# break
* data air1; set sashelp.air (firstobs = 1 and obs = 150); run; dataair2; set sashelp.air (firstobs = 10obs = 100); run; dataair3; set sashelp.air (firstobs = 50obs = 120) ; Run; dataair4; set sashelp.air (firstobs = 30obs = 60); run **;proc ** sort data = air1 out = air1_1; by_all_; run; proc ** sort data = air2 out = air2_1; by_all_; run;proc ** sort data = air3 out = air3_1; by_all_; run; proc ** sort data = air4 out = air4_1; by_all_; run;/ Merge data sets, output duplicate results /datamerge air1_1 (in = a) air2_1 (in = b) air3_1 (in = c)air4_1 (in = d);by all;if a then flag_a = 1;if b then flag_b = 2;
if c then flag_c = 3;
if d then flag_d = 4;
if a and b or a and c or a and d or b and c or b and d
or c and d then output; / 6 cases of output /
run;
/ The above procedure can be changed to /
data
merge air1_1 (in = a) air2_1 (in = b) air3_1 (in = c)
air4_1 (in = d);
by all;
if a + b + c + d gt1then output; / output 6 cases /
run;
inputDataset = s.upload ("data / drug_network.csv", casout = dict (name = 'DRUG_NETWORK', promote = True))
During analytical modeling, you often have to change the data structure, filter, or merge data sources. The put function here converts both numeric columns to the new character columns SOURCE and TARGET.
sasCode = 'SOURCE = put (FROM, best.); TARGET = put (TO, best.); \ n'
dataset = inputDataset.datastep (sasCode, casout = dict (name = 'DRUG_NETWORK2', replace = True))
Data exploration
Operation Outcome：
Reference：
Alam, K.F. (1995). Attitudes towards business ethics of business students. Journal of Business Ethics, 14,309-313.
Allport, G.W. (1950). The individual and his religion: A psychological interpretation New York: MacMillan. Applbaum, A. (1999). Ethics for adversaries: The morality of roles in public and professional life. Princeton, NJ: Princeton University Press.
Arnould, E., Price, L., & Zikhan, G. (2004). Consumers, (2nd ed). New York: McGraw-Hill. Barclay, J., & Smith, K. (2003). Business ethics and the transitional economy: A tale of two modernities. Journal of Business Ethics, 47(4), 315-325.
Baumhart, R. (1961). How ethical are businessmen? Harvard Business Review, 39(4), 26-31. Beltramini, R., Peterson, R., & Kozmetsky, G. (1984). Concerns of college students regarding business ethics. Journal of Business Ethics, 3, 193-200.
Blanchard, K.H., & Hodges, P. (2003). Servant leader. United States: Thomas Nelson. Borkowski, S.C., & Ugras, Y.J. (1998). Business students and ethics: A meta-analysis. Journal of Business Ethics, 17(8), 117-127. Braybrooke, D. (1983). Ethics in the world of business. Totowa, N.J.: Rowman & Allanheld. Cardy, R., & Selvarajan, T. (2006). Assessing ethical behavior: The impact of outcomes on judgment bias.Journal of Managerial Psychology, 21(1), 52. Carroll, A.B. (1978). Linking business ethics to behavior in organizations. Advanced Management Journal 43,4-11.
Cavanagh, G.F., Moberg, D.J., & Velasquez, M. (1981). The ethics of organizational politics. Academy of Management Review, 6, 363-374.
Delener, N. (1994). Religious contrasts in consumer decision behaviour patterns: Their dimensions and marketing implications. European Journal of Marketing, 28(5), 36-53. Donahue, M.J. (1985). Intrinsic and extrinsic religiousness: Review and metaanalysis. Journal of Personality and Social Psychology, 48(2), 400-419.
