Journal of Business Ethics 169 (4):731-746 (2021)

Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students’ awareness of their own susceptibility to unconscious biases and, consequently, unethical behaviors. We deployed this intervention within a problem-based learning course, in which students completed real-world projects for actual business clients. Our results suggest that although students appeared universally aware of the importance of ethical issues in business and generally espoused intentions to act ethically, those who received the intervention were significantly more likely to recognize their own susceptibility to perpetuating unethical business behavior and to identify ethical issues specific to their real-world projects. These results have important implications for behavioral ethics pedagogy and provide a de-biasing interventional approach for bridging classroom knowledge with real-world skills.
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DOI 10.1007/s10551-019-04294-6
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Thinking, Fast and Slow.Daniel Kahneman - 2011 - New York: Farrar, Straus & Giroux.
Emotion and Ethical Decision-Making in Organizations.Alice Gaudine & Linda Thorne - 2001 - Journal of Business Ethics 31 (2):175 - 187.

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