Liisa Myyry

What levels of moral reasoning and values explain adherence to information security rules? An empirical study

It is widely agreed that employee non-adherence to information security policies poses a major problem for organizations. Previous research has pointed to the potential of theories of moral reasoning to better understand this problem. However, we find no empirical studies that examine the influence of moral reasoning on compliance with information security policies. We address this research gap by proposing a theoretical model that explains non-compliance in terms of moral reasoning and values. The model integrates two well-known psychological theories: the Theory of Cognitive Moral Development by Kohlberg and the Theory of Motivational Types of Values by Schwartz. Our empirical findings largely support the proposed model and suggest implications for practice and research on how to improve information security policy compliance.

University Students' Value Priorities and Emotional Empathy

A comparison of Schwartzs typology of values and the Spranger-Allport-Vernon typology suggested that business students would give higher priorities to power and achievement values, social science students to universalism values and technology students to security values. It was also hypothesised that social science students would score higher on empathy than business students who would be more empathic than technology students. Universalism and benevolence values were expected to be associated with high empathy and based on the social role theory of gender differences, it was predicted that value priorities would be more strongly associated with value priorities in men than in women. These predictions were supported from the data collected from 138 students of business, social sciences and technology using the Schwartz Value Survey, and the Mehrabian-Epstein measure of empathy.

The Role of Value Priorities and Professional Ethics Training in Moral Sensitivity

This study investigated the sensitivity to moral issues from a story in a professional context and development of the ability to interpret moral situations in a sample of 50 social psychology students participating in a one-semester course on professional ethics. The relationships between initial value priorities measured by Schwartz Value Survey (1992) and moral sensitivity were also explored. Nearly half of the respondents (46%) progressed on sensitivity from the pre-test to the post-test, whereas the control groups ( n = 6) mean score declined significantly. Younger respondents and those without any previous degree progressed more in moral sensitivity than older ones and those with previous degree. No gender differences were found in the total moral sensitivity score. However, females and males seemed to focus partially on different issues while interpreting the situation. Concerning the value priorities, respondents with higher regard for the power, hedonism and stimulation value types were lower on sensitivity, whereas the universalism value type was positively related to the sensitivity level.

Does Care Reasoning Make a Difference? Relations between Care, Justice and Dispositional Empathy.

The aim of this study was to investigate relationships between care and justice reasoning, dispositional empathy variables and meta‐ethical thinking among 128 students from a university of applied sciences. The measures were Skoe’s Ethic of Care Interview, the Defining Issues Test, Davis’s Interpersonal Reactivity Index and Meta‐Ethical Questionnaire. The results showed that levels of care reasoning were positively related to the post‐conventional schema and negatively related to the personal interest schema in justice reasoning. Age, meta‐ethical thinking, the post‐conventional schema and perspective taking predicted care reasoning. Sympathy was positively related to both modes of moral reasoning among men and predicted their care reasoning. The results point out common elements for care and justice reasoning, underscore the importance of perspective taking for moral reasoning and indicate that the relationship between affective‐based empathy and moral reasoning is gender‐specific and far more complex than previous theories suggest.

Moral Reasoning and the Use of Procedural Justice Rules in Hypothetical and Real-Life Dilemmas

The use of Leventhals procedural justice rules in moral judgments was examined (1) in the match examples of the Colby and Kohlberg moral judgment interview manual (Study 1), (2) in hypothetical dilemmas given to a sample of 41 participants in professional ethics classes, and (3) in the real-life moral dilemmas produced by this sample (Study 2). Consistent support was found for the hypothesis that bias suppression is used more frequently at the higher moral reasoning stages. A higher number of justice rules were employed in solving a real-life than hypothetical moral problem, and most procedural justice rules were used more frequently in the real-life dilemma.

Everyday value conflicts and integrative complexity of thought

This study examined the value pluralism model in everyday value conflicts, and the effect of issue context on complexity of thought. According to the cognitive manager model we hypothesized that respondents would obtain a higher level of integrative complexity on personal issues that on professional and general issues. We also explored the relations of integrative complexity to value priorities, measured by the Schwartz Value Survey, and to emotional empathy. The value pluralism model was not supported by the data collected from 126 university students from social science, business and technology. The cognitive manager model was partially confirmed by data from females but not from males. Concerning value priorities, more complex respondents had higher regard for self-transcendence values, and less complex respondents for self-enhancement values Emotional empathy was also significantly related to complexity score.

Change in values and moral reasoning during higher education

The aim of this study was to examine whether personal value priorities, measured by Schwartz et al.s method, change during higher education, whether moral reasoning measured by the DIT develops and whether values predict gain in moral development. Moreover, we explored the simultaneous changes in value priorities and moral reasoning. Our sample consisted of 132 students from a university of applied sciences who filled out the value measure and the DIT both at the beginning and at the end of their studies. The results revealed that universalism and security values became more important whereas achievement decreased in importance during the three-year period. We also found significant gain in moral development and that universalism and hedonism values predicted this gain significantly. Significant correlated change was found between moral reasoning and stimulation, conformity and security values. The meaning of the results is discussed in terms of the theories of Schwartz and Kohlberg.

Honor as a value in Finland, Estonia, Italy, Russia, and Switzerland

Using the Schwartz Value Model as a basis, the meaning of the value item, honor (sense of honor) was explored in eight samples in Finland (N = 1877) and in five comparable samples of 15- to 17-year-old adolescents in Estonia, Finland, Italy, Russia, and Switzerland (N = 1788). In Finland, honor was a self-enhancement value in all age and occupational groups, although its importance varied widely. An identical pattern was found for Estonian adolescents, but for Swiss adolescents honor was both a self-enhancement and a conservation value and for Italian and Russian adolescents, a pure conservation value. Male adolescents had higher regard for honor than female adolescents in Finland, Russia, and Switzerland, but no sex differences were found in Estonia, Italy or in the Finnish adult samples. In all adolescent samples, honor was associated with work-related values (e.g., hard work, conscientiousness).

Open-Book, Open-Web Online Examinations: Developing Examination Practices to Support University Students' Learning and Self-Efficacy.

The aim of this study was to investigate university students’ experiences of open-book, open-web online examinations compared to traditional class examinations concerning preparing, responding, and learning. The data (N = 110) were collected by an online survey from the university students who took an online examination. The students used approximately the same time to study for an online examination as for faculty examination, but over half of them reported using more time for responding and learning more from an online examination compared to a faculty examination. The study supports the earlier findings that assessment methods are essential for students’ learning experiences and that self-efficacy beliefs are essential in positive learning experiences. It also indicates that self-efficacy is affected differently for different students by the online context and that the individual differences in experiencing the learning environment should be taken into account in assessment procedures.

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.