Communication Ethics in the Communication Curriculum: United States, Canada, and Puerto Rico

Swenson-Lepper, Tammy; Leavitt, Michelle A.; Hoffer, Melba; Charron, Lori N.; Ballard, Robert L.; McManus, Leeanne M. Bell; Holba, Annette M.; Jovanovic, Spoma; Tompkins, Paula S.

doi:10.1080/03634523.2015.1041996

Cited by 8 publications

(8 citation statements)

References 28 publications

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“…Overall, the participants in this study experienced positive ethical development, but the developmental regression of participants in the consolidation phase warrants specific attention when implementing the IEE model in communication courses. Sproule (1987) and Swenson-Lepper et al (2015) noted that instructors must consider whose ethics are present in the classroom and acknowledge that the application of ethics content involves engaging with others, including those who are different from oneself. They drew attention to the fact that instructors must consider whose voice has a place in the classroom and the connection between ethics education and the topics of diversity and inclusion.…”

Section: Discussionmentioning

confidence: 99%

Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education

Ashby-King

Boyd

2020

JCP

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The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education

Ashby-King

Boyd

2020

JCP

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“…Furthermore, in this study, instruction was limited to applied ethics using case studies anchored by industry codes of ethics, which also may have affected student understanding of ethics and receptivity to working in advertising. Many scholars argue that the best way to instill ethical decision making is to ground applied ethics in classical theoretical premises (Swenson-Lepper et al, 2015). However, because advertising education is structured within a wide array of programs, including business, communication and journalism, their pedagogical missions diverge (Stuhlfaut & Farrell, 2009).…”

Section: Discussion Implications and Future Researchmentioning

confidence: 99%

“…A recurring debate in higher education is whether ethics instruction should be a standalone course or integrated into the curriculum (Amazeen, Kleiser, Lindgren & Shipp, 2014;Swenson-Lepper et al, 2015). According to a global survey of business ethics scholars, educators are concerned about how to integrate ethics instruction with core courses and how to involve faculty on a cross-disciplinary basis (Holland & Albrecht, 2013).…”

Section: Introductionmentioning

confidence: 99%

Effects of Integrating Advertising Ethics into Course Instruction

Amazeen

2016

Journal of Advertising Education

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Based upon the first-known quasi-experiment of advertising ethics education, this study offers suggestive evidence that advertising ethics instruction using duty-based practices in combination with case-specific scenarios may facilitate student understanding of complex issues in ethics. The comparison of those who have and have not had advertising ethics integrated into class instruction appeared to show directionally that students who had received instruction were better able to recognize ethical challenges, were significantly more likely to behave in a manner consistent with their values, and were directionally better prepared to expect to confront an ethical dilemma in the future. If students are able to increase their ethical recognition abilities and likelihood to behave consistently after extended exposure to ethics instruction, then this practice may well help to address some of the negative activities plaguing the industry. This study should be of interest to advertising and communication professors, administrators and graduate students, as well as advertising and marketing practitioners.

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“…There is interest in teaching ethics through online classes as well (Cheng, 2015). A 2015 study indicated that there has been a 51% increase over the past nineteen years of the required or optional communication ethics courses (Swenson-Lepper et al, 2015). However, the format of such courses deal less with the theoretical approaches and more with the professional approaches to ethics; geared more towards employment and application (Swenson-Lepper et al, 2015).…”

Section: Models Of Ethics Educationmentioning

confidence: 99%

“…A 2015 study indicated that there has been a 51% increase over the past nineteen years of the required or optional communication ethics courses (Swenson-Lepper et al, 2015). However, the format of such courses deal less with the theoretical approaches and more with the professional approaches to ethics; geared more towards employment and application (Swenson-Lepper et al, 2015). Some higher education institutions are taking it a step further, beyond the classroom, and incorporating ethics into their departments' mission ((e.g.…”

Section: Models Of Ethics Educationmentioning

confidence: 99%

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

2019

JLAE

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The growth in graduates indicates that those professionals are now shaping the ethical climate of our society (Birtch, Chiang, & T, 2014). Ten scenarios were created to test students' ability to act as ethical human communicative agents (Ballard et al., 2014). Data was collected from undergraduates, 2009 and then in 2016, in various degree programs and geographic locations in the United States, but predominately a Northeastern university. Two scenarios illustrated significance differences. This does not necessarily indicate less or more ethical behavior, but it does illustrate a difference between participants. Additional indications for business communication ethics literacy will be discussed. REVIEW OF LITERATURE Over the past decade, business ethical dilemmas have blanketed our society (See Figure 2). The growth in graduates indicates that those professionals are now shaping the ethical climate and social norms of our society (Birtch et al., 2014). Candace deRussy (2003) believes that higher education is the place for students to learn about ethics. Essentially; "The professoriate is a gatekeeper, determining a student's first exposure to ethical standards, traditions, and the responsibilities of peer evaluation (de Russy, 2003, p. 1)." A 2009 study indicated that 73% of employers are; "Expecting students to work through ethical issues and debates to form their own judgments about the issues at stake (Hart Research Associates, 2010, p. 8)." There is great emphasis on higher education institutions creating ethical human communicative agents; those individuals who are able to "understand [sic] the role of communication ethics in how we make decision and engage in the world around us (Ballard et al., 2014, p.66)." The following paragraphs touch on the definition of ethical communicative agent through communication ethics, followed by literature regarding different calls for ethics education, models of that education, and previous analysis of these scenarios. Ethical Human Communicative Agent To fully comprehend what an ethical human communication agent is, we must first define communication ethics which will lead us to communication literacy and then to the ethical human communicative agent. Communication ethics involves applying ethics to circumstances that involve communication, specifically human communication (Neher & Sandin, 2007). Communication ethics encompasses those "beyond our own immediate lives and relationships (Neher & Sandin, 2007, p.9)." To conduct communication ethics research means to test the tension between theoretical versus applied. "On the one hand, it questions ethical theories…….On the other, it investigates past ethical dilemmas to offer prescriptions for future ethical choices (Ballard, Ortiz, & McManus, 2016, p. 158)." This tension, or rather dialogue, leads to the pragmatic theory of communication ethics literacy which "identifies the good in the interplay of self and Other and the particular historical moment attending to what is protected and promoted (Arnett et al., 2009, p. 210)."...

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Communication Ethics in the Communication Curriculum: United States, Canada, and Puerto Rico

Cited by 8 publications

References 28 publications

Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education

Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education

Effects of Integrating Advertising Ethics into Course Instruction

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

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