David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Business Ethics 17 (11):1205-1210 (1998)
When a person engages in a "game," that person may reason and behave in a manner that is inconsistent with non-game-situation moral reasoning. In this study we measured moral reasoning with the Defining Issues Test (DIT). We then engaged the students in a competitive game and collected accounts of their "reasoning" by having them explain their decisions with a forced choice inventory. The results indicate that there were significant inconsistencies in moral reasoning between non-game and game situations. The implications of this for business ethics are discussed.
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Peter Lloyd & Ibo van de Poel (2008). Designing Games to Teach Ethics. Science and Engineering Ethics 14 (3):433-447.
Brad J. Kallenberg (2009). Teaching Engineering Ethics by Conceptual Design: The Somatic Marker Hypothesis. Science and Engineering Ethics 15 (4):563-576.
James M. Bloodgood, William H. Turnley & Peter E. Mudrack (2010). Ethics Instruction and the Perceived Acceptability of Cheating. Journal of Business Ethics 95 (1):23 - 37.
Carmel Herington & Scott Weaven (2008). Improving Consistency for Dit Results Using Cluster Analysis. Journal of Business Ethics 80 (3):499 - 514.
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