Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making

Science and Engineering Ethics 19 (3):1305-1322 (2013)
Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed.
Keywords Case-based instruction  Ethical decision-making  Ethics cases  Teaching ethics
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DOI 10.1007/s11948-012-9414-3
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Patricia H. Werhane (2002). Moral Imagination and Systems Thinking. Journal of Business Ethics 38 (1-2):33 - 42.

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