David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Business Ethics 87 (1):133 - 151 (2009)
The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal impact on increasing outcomes related to ethical perceptions, behavior, or awareness. However, specific criteria, content, and methodological moderators of effectiveness shed light on potential recommendations for improving business ethics instruction. Implications for future research and practice in business ethics are discussed
|Keywords||ethics business ethics ethics instruction ethics training training effectiveness meta-analysis|
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Citations of this work BETA
Jason Flores & Arturo Z. Vasquez-Parraga (2009). Ethical Orientations and Attitudes of Hispanic Business Students. Journal of Academic Ethics 7 (4):261-275.
Will Drover, Jennifer Franczak & Richard F. Beltramini (2012). A 30-Year Historical Examination of Ethical Concerns Regarding Business Ethics: Who's Concerned? [REVIEW] Journal of Business Ethics 111 (4):431-438.
Marcela Espinosa-Pike, Edurne Aldazabal & Ana Martín-Arroyuelos (2012). Influence of Gender and Ethical Training on University Teachers Sensitivity Towards the Integration of Ethics in Business Studies. Journal of Academic Ethics 10 (1):9-25.
Todd Bridgman (2010). Beyond the Manager's Moral Dilemma: Rethinking the 'Ideal-Type' Business Ethics Case. [REVIEW] Journal of Business Ethics 94 (2):311 - 322.
David J. Burns (2012). Exploring the Effects of Using Consumer Culture as a Unifying Pedagogical Framework on the Ethical Perceptions of MBA Students. Business Ethics 21 (1):1-14.
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