Journal of Business Ethics 88 (2):367-379 (2009)

Abstract
I assessed change in students’ moral reasoning following five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n = 114) and control (n = 76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed that, controlling for pre-training levels of moral reasoning, students in the training group demonstrated higher levels of post-training principled moral judgment than students in the control group.
Keywords business ethics training  moral judgment  moral reasoning  Defining Issues Test
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DOI 10.1007/s10551-008-9969-8
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References found in this work BETA

Summary: What's Possible.James R. Rest & Darcia Narvaez - 1994 - In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.

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