Lessons learned from ethics in the classroom: Exploring student growth in flexibility, complexity and comprehension [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Business Ethics 17 (11):1179-1187 (1998)
This study shows the link between teaching ethics in a college setting and the evolution of student thinking about ethical dilemmas. At the beginning of the semester, students have a rigid "black and white" conception of ethics. By the end of the semester, they are thinking more flexibly about the responsibilities of leaders in corporate ethical dilemmas, and they are able to appreciate complex situations that influence ethical behavior. The study shows that education in ethics produces more "enlightened" consumers of ethics information who are able to make sound determinations about responsibility in ethical dilemmas.
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Citations of this work BETA
Cubie L. L. Lau (2010). A Step Forward: Ethics Education Matters! [REVIEW] Journal of Business Ethics 92 (4):565 - 584.
David Allen Jones (2009). A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks. [REVIEW] Journal of Business Ethics 88 (2):367 - 379.
John Angelidis & Nabil A. Ibrahim (2011). The Impact of Emotional Intelligence on the Ethical Judgment of Managers. Journal of Business Ethics 99 (S1):111-119.
Kurt Wurthmann (2013). A Social Cognitive Perspective on the Relationships Between Ethics Education, Moral Attentiveness, and PRESOR. Journal of Business Ethics 114 (1):131-153.
Jun Gu & Cristina Neesham (forthcoming). Moral Identity as Leverage Point in Teaching Business Ethics. Journal of Business Ethics.
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