Teaching Business Ethics Through Popular Feature Films: An Experiential Approach

O’Boyle, Edward J.; Sandonà, Luca

doi:10.1007/s10551-013-1724-0

Cited by 23 publications

(12 citation statements)

References 34 publications

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“…In addition to the exercises described above, various supplementary materials can be used to help teach behavioral ethics and the impediments to ethical behavior. For example, Hollywood movies, in particular those based on real events, can be shown to students to teach not only an application of the various moral standards (Giacalone & Jurkiewicz, 2001; Teays, 2015) but also behavioral ethics in terms of moving from moral judgment to action (Boyle & Sandonà, 2014).…”

Section: Pedagogical Tools For Teaching Behavioral Ethicsmentioning

confidence: 99%

Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior

Schwartz

2017

Journal of Management Education

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To better understand the ethical decision-making process and why individuals fail to act ethically, the aim of this article is to explore what are seen as the key impediments to ethical behavior and their pedagogical implications. Using the ethical decision-making process proposed by Rest as an overarching framework, the article examines the following barriers to ethical decision making: improper framing, which can preclude moral awareness; cognitive biases and psychological tendencies, which can hinder reaching proper moral judgments; and moral rationalizations, which can obstruct moral judgments from being translated into moral intentions or ethical behavior. Next, pedagogical exercises and tools for teaching behavioral ethics and ethical decision making are provided. The article concludes with its implications.

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Section: Pedagogical Tools For Teaching Behavioral Ethicsmentioning

confidence: 99%

Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior

Schwartz

2017

Journal of Management Education

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“…Experiential learning that requires students" engagement and involvement found to be a valuable mean to achieve such objectives in such challenging dynamic business environment (Devasagayam, 2012). Developing critical thinking skills for undergraduate business students is crucial to effectively operate in the global unpredictable marketplace (O"Boyle, 2014). Accordingly aside from the traditional teaching approach, universities are exerting more efforts through various initiatives and in various disciplines to improve critical thinking skills among students (Nargundkar, 2014).…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students" learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students" effective learning.

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“…Studies on the use of feature films as an education tool recognise the potential for films in stimulating classroom discussion and fostering critical thinking (O'Boyle & Sandonà, 2014;Pilant, 2010;Berger & Pratt, 1998;Proctor & Adler, 1991). For example, Berger and Pratt (1998) used two films by award-winning David Mamet, Glengarry Glen Ross (1992) and House of Games (1987) to expose undergraduate students to ethical problems and challenges in business.…”

Section: Introductionmentioning

confidence: 99%

Bad Teacher? Using Films as Texts When Teaching Business Ethics: Exploring the Issues

Fisher

Grant²,

Palmer

2015

IJBM

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The contemporary teaching of business ethics necessarily involves the recognition that texts, materials and modes of assessment ought to be rendered appealing to students, while at the same time ensuring the quality of teaching. Prima facie the use of film can be seen as a way to address this dilemma: Students may be attracted to the 'delivery' of course content through the medium of film as opposed to, for example, standard lecture format, participation in online activities or, at a stretch, reading and writing. An alternative scenario can also be envisioned where the use of film in teaching business ethics is bad professional practice, pandering to both the requirement for positive assessments from students and for technological change. This paper discusses these issues by critically examining the films recommended by a contemporary business ethics text, Crane and Matten (2010). We identify significant problems with the use of two films, The Corporation (2005) and Michael Clayton (2007). Against our own criticisms of these two texts, the paper then focuses upon Ken Loach's (2007) film It's a Free World, arguing that it is a useful text for the illustration of what students, more often than not, regard as the clichéd issue of unskilled foreign wage labourers being exploited in 'advanced' western economies. Despite the considerable virtues of Loach's particular text, we argue that any recourse to film as an alternative method of examining a range of issues in business ethics has to be treated with caution.

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Teaching Business Ethics Through Popular Feature Films: An Experiential Approach

Cited by 23 publications

References 34 publications

Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior

Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bad Teacher? Using Films as Texts When Teaching Business Ethics: Exploring the Issues

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