What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Medeiros, Kelsey E.; Watts, Logan L.; Mulhearn, Tyler J.; Steele, Logan M.; Mumford, Michael D.; Connelly, Shane

doi:10.1007/s10805-017-9281-2

Cited by 66 publications

(42 citation statements)

References 40 publications

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“…Moreover, regarding the importance of students' active participation in business ethics/CSR programmes, courses should have a clear focus and avoid dispersion, including a diversity of relatively short and frequent-both individual and group-based-practice activities. These ideas are consistent with the suggestions by Medeiros et al [74], who state that business ethics courses should narrow their focus and choose just between one and three main goals: in general, providing short, focused training may be the most beneficial approach for improving ethical decision making and ethical behaviour. However, caution is advised regarding business ethics instruction programme development, as participants with prior exposure to instruction in ethics may not show the same gains as those who are exposed to such material for the first time [71].…”

Section: Discussionsupporting

confidence: 86%

Business Ethics as a Sustainability Challenge: Higher Education Implications

2018

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Recent financial scandals worldwide have intensified concern for business (and especially accounting) ethics. Hence, under an overall economic and social sustainability approach, it is crucial to improve the effectiveness of business ethics and corporate social responsibility (CSR) education, in terms of its impact on business students' awareness of ethical issues. However, stand-alone business ethics/CSR courses are uncommon in Spanish universities. Accordingly, this paper aims at examining the influence of ethics courses on students' awareness of business ethics in unfriendly environments. We test our hypotheses, through hierarchical regression, in a sample of 551 management students of a Spanish university. Our results suggest that business ethics/CSR courses increase awareness of the importance of ethics in: (i) business courses, (ii) recognizing accounting ethical implications, and (iii) workplace decisions. Our findings also show that a joint interactive effect of gender (female students) and age (older students) increases the impact of business ethics/CSR courses on students' awareness of the importance of: (i) ethics in workplace decisions, and (ii) the recognition of accounting ethical implications. Our results also support the relevance of different learning styles and the convenience of adapting ethics/CSR teaching methods depending on students' characteristics. Research and practical implications are derived from our findings.

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Section: Discussionsupporting

confidence: 86%

Business Ethics as a Sustainability Challenge: Higher Education Implications

2018

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“…Besides, not only topics covered should be considered, but also the relevant teaching and learning processes and class dynamics involved. Accordingly, Medeiros et al () found that students' active participation through, for example, presentations and class discussions, considerably improves business ethics course effectiveness. Moreover, stand alone, workshop‐based training lasting around 1 day proved more effective than integrated and semester‐long training, as were face to face courses versus online education (Medeiros et al, ).…”

Section: Teaching Business Ethics In Higher Educationmentioning

confidence: 99%

“Don't try to teach me, I got nothing to learn”: Management students' perceptions of business ethics teaching

Tormo‐Carbó

Oltra

Klimkiewicz

et al. 2019

Business Ethics: A Eur Rev

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Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics‐related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses—actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).

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“…Moreover, overload with texts can limit time necessary for processing the crucial content of the course profoundly, and learning how to apply it so that students may achieve crucial competences (Goldstein & Ford, 2002). Research suggests that training and course designers should limit courses to approximately four to seven key topics, like general and institutional compliance, decision-making strategies, stakeholders, and ethical dilemma characteristics, which are particularly important to influence ethical behavior and decision-making (Medeiros et al, 2017). Still, we must allow students to see the personal relevance of such goals (comparing their own goals to those of other students) and make them part of their social identity (as citizens or future company leaders).…”

Section: Insights From Educational Psychology: Cognitive Applicativementioning

confidence: 99%

Is e-learning a panacea for the current challenges of business ethics teaching?

Horodecka

2020

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The scope of the paper is to investigate whether e-learning is a good alternative to achieve business ethics teaching goals in the challenging context of disembedded economies. To achieve this goal, I used various interdisciplinary methods and approaches, content analysis of the relevant literature, and a case study. Firstly, I focus on the current challenges of business ethics teaching. Then, based on my experience of teaching business ethics in various forms, I distinguish the methods applied within them and evaluate them, taking as criteria the cognitive, applicative, and reflective goals of teaching business ethics. Models and theories of educational psychology provide a framework to distinguish some elements that are responsible for the learning success of the student in terms of the defined teaching goal. Empirical results show that although e-learning scored best when it comes to achieving three differentiated goals of business ethics teaching, it is followed closely by seminars. This leads to the conclusion that perhaps a hybrid form, containing e-learning and seminars, would be the optimal way to achieve the goals.

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What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction

Cited by 66 publications

References 40 publications

Business Ethics as a Sustainability Challenge: Higher Education Implications

Business Ethics as a Sustainability Challenge: Higher Education Implications

“Don't try to teach me, I got nothing to learn”: Management students' perceptions of business ethics teaching

Is e-learning a panacea for the current challenges of business ethics teaching?

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