Training professional managers in decision-making about real life business ethics problems: The acquisition of the autonomous problem-solving skill

Kavathatzopoulos, Iordanis

doi:10.1007/bf00871765

Cited by 37 publications

(17 citation statements)

References 19 publications

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“…This may be especially likely if the students, themselves, advance in level of cognitive moral development. It is encouraging that Kavathatzopoulos (1994) obtained evidence of a positive effect of cognitive training on ethical decisions. Ethics training alone, however, does not seem to have the potential to achieve a major reduction in occurrences of unethical behavior or an increase in whistle-blowing.…”

mentioning

confidence: 82%

Observers’ Impressions of Unethical Persons and Whistleblowers

Decker

Calo

2007

J Bus Ethics

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confidence: 82%

Observers’ Impressions of Unethical Persons and Whistleblowers

Decker

Calo

2007

J Bus Ethics

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“…It seems common to make a distinction between courses that seek to have effects on awareness or attitudes on the one hand, and reasoning ability on the other. (Kavathatzopoulos, 1994;Weber, 1990). Weber (1990) uses a distinction between philosophically orientated courses that train students in reasoning, and courses that seek to strengthen a student's ability to recognise and focus on ethical issues.…”

Section: The Goals Of Ethics Educationmentioning

confidence: 99%

A Case Example: Integrating Ethics into the Academic Business Curriculum

McDonald

2004

J Bus Ethics

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This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution.

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“…More useful for the evaluation of ethics training are those designs where one type of training is evaluated through a pretest-posttest design (often with experimental and control group). Several studies show a positive effect of the ethics training on participants' moral sensitivity (Wu, 2003;Myyry & Helkama, 2002;Gautschi & Jones, 1998), moral reasoning (O'Leary, 2009;Loe & Weeks, 2000;Glenn, 1992;Schlaefi, Rest, & Thoma, 1985), moral values (Wu, 2003;Weber & Glyptis, 2000), cognitive flexibility (Carlson & Burke, 1998) and autonomous problem solving (Kavathatzopoulos, 1994). However, other studies using this same design could not find any effect on participants' ethical orientation (DeMoss & McCann, 1997) and moral attitudes (Wynd & Mager, 1989).…”

Section: The Effectiveness Of Ethics Training In Professional Contextmentioning

confidence: 99%

Researching and Improving The Effectiveness of Ethics Training

Maesschalck

Schrijver

2015

Ethics in Public Policy and Management

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This chapter starts out with a review of existing evaluation research on ethics training. This not only generates some useful insights but also reveals some important methodological and theoretical problems. As for the latter, specifications of the main variables are often vague, resulting in equally vague hypotheses, difficult to falsify or corroborate. The chapter hopes to address these concerns by proposing a conceptualization of both the independent variable, 'ethics training', and dependent variable, 'ethical competence'. These could constitute the main building blocks for a conceptual framework that can be used for cumulative evaluation research of very different ethics training programs with various training objectives.

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Training professional managers in decision-making about real life business ethics problems: The acquisition of the autonomous problem-solving skill

Cited by 37 publications

References 19 publications

Observers’ Impressions of Unethical Persons and Whistleblowers

Observers’ Impressions of Unethical Persons and Whistleblowers

A Case Example: Integrating Ethics into the Academic Business Curriculum

Researching and Improving The Effectiveness of Ethics Training

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