Abstract
The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral development scale. Findings are useful in assessing outcomes, suggesting curriculum design and providing information for further research of moral reasoning with business students
Keywords Applied Philosophy  Business and Professional Ethics  Teaching Philosophy
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ISBN(s) 1649-5195
DOI 10.5840/jbee201075
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