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  1. Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making.Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (3):1305-1322.
    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 (...)
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  • The Capacity for Ethical Decisions: The Relationship Between Working Memory and Ethical Decision Making.April Martin, Zhanna Bagdasarov & Shane Connelly - 2015 - Science and Engineering Ethics 21 (2):271-292.
    Although various models of ethical decision making have implicitly called upon constructs governed by working memory capacity , a study examining this relationship specifically has not been conducted. Using a sense making framework of EDM, we examined the relationship between WMC and various sensemaking processes contributing to EDM. Participants completed an online assessment comprised of a demographic survey, intelligence test, various EDM measures, and the Automated Operation Span task to determine WMC. Results indicated that WMC accounted for unique variance above (...)
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  • Mental Models and Ethical Decision Making: The Mediating Role of Sensemaking.Zhanna Bagdasarov, James F. Johnson, Alexandra E. MacDougall, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2016 - Journal of Business Ethics 138 (1):133-144.
    The relationship between mental models and ethical decision making, along with the mechanisms through which mental models affect EDM, are not well understood. Using the sensemaking approach to EDM, we empirically tested the relationship of mental models to EDM. Participants were asked to depict their mental models in response to an ethics case to reveal their understanding of the ethical dilemma, and then provide a response, along with a rationale, to a different ethical problem. Findings indicated that complexity of respondents’ (...)
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  • A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Biases and Compensatory Strategies: The Efficacy of a Training Intervention.Jensen T. Mecca, Kelsey E. Medeiros, Vincent Giorgini, Carter Gibson, Michael D. Mumford & Shane Connelly - 2016 - Ethics and Behavior 26 (2):128-143.
    Research misconduct is of growing concern within the scientific community. As a result, organizations must identify effective approaches to training for ethics in research. Previous research has suggested that biases and compensatory strategies may represent important influences on the ethical decision-making process. The present effort investigated a training intervention targeting these variables. The results of the intervention are presented, as well as a description of accompanying exercises tapping self-reflection, sensemaking, and forecasting and their differential effectiveness on transfer to an ethical (...)
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  • The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  • Promoting Ethical and Prosocial Behavior: The Combined Effect of Ethical Leadership and Coworker Ethicality.Damian F. O’Keefe, Deanna Messervey & Erinn C. Squires - 2018 - Ethics and Behavior 28 (3):235-260.
    Ethical leadership encompasses the personal conduct of the leader and the leader’s expectations that followers behave ethically. Building on social learning and social exchange theory, we propose that ethical leadership interacts with coworker ethicality to predict personnel’s ethical intentions and organizational citizenship behavior. Using data collected from a large organizational sample, we use moderated regression analysis to test the main and interactive effects of ethical leadership and coworker ethicality on ethical intentions and OCB as it relates to conscientiousness, civic virtue, (...)
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  • Applying Research Findings to Enhance Pre-Practicum Ethics Training.Alfred Allan - 2018 - Ethics and Behavior 28 (6):465-482.
    Professions have a social obligation to ensure that their members’ professional behavior is morally appropriate. The psychology profession in most jurisdictions delegates the responsibility of ensuring that psychologists entering the profession are ethically competent to pre-practicum training programs. Educators responsible for teaching the ethics courses in these programs often base them on Rest’s theory that does not take into account a vast amount of contemporary psychological and neuroscientific research data on moral decision making. My aim with this article is therefore (...)
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  • Evaluating Ethics Education Programs: A Multilevel Approach.Michael D. Mumford, Logan Steele & Logan L. Watts - 2015 - Ethics and Behavior 25 (1):37-60.
    Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...)
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  • Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2013 - Ethics and Behavior 23 (3):179-198.
    This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...)
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  • Military Ethical Decision Making: The Effects of Option Choice and Perspective Taking on Moral Decision-Making Processes and Intentions.Megan M. Thompson, Tonya Hendriks & Ann-Renée Blais - 2018 - Ethics and Behavior 28 (7):578-596.
    We investigated the ethical decision-making processes and intentions of 151 military personnel responding to 1 of 2 ethical scenarios drawn from the deployment experiences of military commanders. For each scenario, option choice and perspective affected decision-making processes. Differences were also found between the 2 scenarios. Results add to the emerging literature concerning operational ethical conflicts and highlight the complexity and challenge that often accompanies operational ethics.
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  • Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
    Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques reduces satisfaction and detracts (...)
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  • Retracted Article: Improving Case-Based Ethics Training: How Modeling Behaviors and Forecasting Influence Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2014 - Science and Engineering Ethics 20 (1):299-299.
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  • Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - forthcoming - Ethics and Behavior:150527093230007.
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