Can Ethics Be Taught? Examining the Impact of Distributed Ethical Training and Individual Characteristics on Ethical Decision-Making

Parks-Leduc, Laura; Mulligan, Leigh; Rutherford, Matthew A.

doi:10.5465/amle.2018.0157

Cited by 26 publications

(13 citation statements)

References 72 publications

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“…For instance, citizen science projects in fields like astronomy demonstrate that large gains in research quality and productivity are possible if sociotechnical research infrastructure is leveraged in the right way (Watson & Floridi, 2018). Beyond such advanced technological solutions there is also room for the development of innovative teaching formats that are aimed at increasing ethical awareness and competence (e.g., Berti et al, 2021;Parks-Leduc et al, 2021).…”

Section: Improving Research Infrastructurementioning

confidence: 99%

Ethics in Information Systems and Design Science Research: Five Perspectives

Herwix¹,

Haj-Bolouri²,

Rossi³

et al. 2022

CAIS

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While ethics are recognized as an integral part of information systems (IS) research, many questions about the role of ethics in research practice remain unanswered. Our report responds to this emerging set of concerns with a broad and integrative account of five perspectives on ethics in IS research and design science research (DSR) in particular. Our report is informed by a broad literature review, a panel discussion at DESRIST 2020, and substantial personal experience from wrestling with ethical considerations in the field. The report provides a comprehensive discussion of prevailing perspectives on ethics and the implications for IS research. Together, we hope the report will inspire more ethics-conscious and responsible IS research.

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Section: Improving Research Infrastructurementioning

confidence: 99%

Ethics in Information Systems and Design Science Research: Five Perspectives

Herwix¹,

Haj-Bolouri²,

Rossi³

et al. 2022

CAIS

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show abstract

“…Management is not a matter of submitting objective, empirical realities to quantitative analyses to derive value‐neutral laws and principles, enabling practitioners to influence or predict outcomes (Ghoshal, 2005; Mitroff, 2004). Neither is managerial practical wisdom just another topic (Steyn & Sewchurran, 2019); ethics may be stand‐alone, integrated or distributed among courses (Parks‐Leduc et al, 2021). Courses are not conceived in isolation but as parts of a system.…”

Section: Main Features Of Management Education and Business Schools F...mentioning

confidence: 99%

If MacIntyre ran a business school… how practical wisdom can be developed in management education

Sisón

Redín

2022

Business Ethics Env & Resp

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“…The way to reorient business education around such goals is by anchoring MSA into new and existing business modules as well as in the overall promotion of business schools themselves. New pedagogical research suggests that a distributed ethical training program that teaches students in multiple courses across the curriculum how to employ ethical reasoning skills via extracurricular and co-curricular activities, is significantly related to improvements in ethical decision-making among graduating seniors (Parks-Leduc et al, 2020). This research further suggests that personality traits of conscientiousness and universalistic moral values are positively related to such behavior, while power values are negatively related.…”

Section: Part 3: Reframing the Ethos Of Business Educationmentioning

confidence: 99%

Reframing the Purpose of Business Education: Crowding-in a Culture of Moral Self-Awareness

Friedland

Jain

2020

Journal of Management Inquiry

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Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for business education. To resolve this impasse, we draw on the concept of moral self-awareness to offer a system-theoretical strategy for crowding-in a culture of ethics within business schools. We argue that to do so, business schools will need to (1) reframe the purpose of business, (2) reframe the meaning of professional success, and (3) reframe the ethos of business education itself.

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Can Ethics Be Taught? Examining the Impact of Distributed Ethical Training and Individual Characteristics on Ethical Decision-Making

Cited by 26 publications

References 72 publications

Ethics in Information Systems and Design Science Research: Five Perspectives

Ethics in Information Systems and Design Science Research: Five Perspectives

If MacIntyre ran a business school… how practical wisdom can be developed in management education

Reframing the Purpose of Business Education: Crowding-in a Culture of Moral Self-Awareness

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