Abstract:

Ethic education has gained prominence in higher education programs, especially in business degrees (Ballantine, Guo & Larres, 2018) so as to promote the ethical behaviour once graduates enter in the working world.

Although there exists a general awareness that ethical issues should be learnt in business higher education degrees (Mladenovic, Martinov-Bennie & Bell, 2019; Tormo-Carbó & Seguí-Mas, 2016) and the current curricula of Spanish business university degrees do include ethic courses, many other degrees, mainly in science degrees, do not include any information regarding ethical behavior.

Inasmuch as business environment is being occupied with exact sciences graduates, this study is aimed at providing the perception of the importance of ethic issues in the learning process of the undergraduate students. Not only are business students taken into consideration, students in Math degree are included in the sample.

The main contribution of this study is to show the differences in the perception of students of the business environment and math degree. In such a way, the difference may provide evidence of the lack of ethical component in technical degrees and the need of providing tools for recognizing and responding to ethical issues.

Keywords:

Ethical issues, maths, business, perceptions.