Seamless Integration of Ethics Jeri Mullins Beggs Teaching & Learning Symposium January 11, 2006.

Seamless Integration Seamless Integration of Ethicsof Ethics

Jeri Mullins BeggsJeri Mullins Beggs

Teaching & Learning Teaching & Learning SymposiumSymposium

January 11, 2006January 11, 2006

Ethics Education in BusinessEthics Education in Business

Association to Advance Collegiate Association to Advance Collegiate Schools of Business (AACSB) requires Schools of Business (AACSB) requires ethical coverage, but doesn’t mandate ethical coverage, but doesn’t mandate when, how, or how much is enough.when, how, or how much is enough.

Most schools rely upon a stand-alone Most schools rely upon a stand-alone course and/or integration throughout course and/or integration throughout the curriculum.the curriculum.

Most ethics education researchers Most ethics education researchers believe that we are not doing enough.believe that we are not doing enough.

ProblemProblem

Traditional ethics education alerts the Traditional ethics education alerts the student of the topic being covered and student of the topic being covered and the student may become “extremely the student may become “extremely ethical” for that time period.ethical” for that time period.

On the job, ethical dilemmas do not On the job, ethical dilemmas do not come labeled as such.come labeled as such.

Ethics may be best learned when the Ethics may be best learned when the student does not know it is being student does not know it is being taught. taught.

Potential SolutionPotential Solution

Seamless Integration of EthicsSeamless Integration of Ethics– No mention in syllabus under calendar or No mention in syllabus under calendar or

schedule. However, it is in my objectives.schedule. However, it is in my objectives.– Ethical issues/dilemmas are integrated into Ethical issues/dilemmas are integrated into

exercises, cases, etc.exercises, cases, etc.– Students learn Students learn

To recognize ethical dilemmas without promptsTo recognize ethical dilemmas without prompts By making bad decisions and suffering the By making bad decisions and suffering the

consequences.consequences.

Example - SimulationExample - Simulation Students are asked to pick the most attractive target Students are asked to pick the most attractive target

market to sell an alcoholic beverage from a list of 3 market to sell an alcoholic beverage from a list of 3 potential target markets.potential target markets.

It is questionable whether it would be ethical to It is questionable whether it would be ethical to market an alcoholic beverage to one of the three market an alcoholic beverage to one of the three markets.markets.

Students who choose that market are faced with a Students who choose that market are faced with a team member that thinks it’s unethical and a boss who team member that thinks it’s unethical and a boss who says to use masked branding to hide the name of the says to use masked branding to hide the name of the company.company.

If the students continue with the plans to market the If the students continue with the plans to market the product, the next phase includes bad publicity.product, the next phase includes bad publicity.

STUDENTS LEARN THAT BAD DECISIONS HAVE STUDENTS LEARN THAT BAD DECISIONS HAVE PENALTIES!PENALTIES!

Research MethodResearch Method

3 classes3 classes– 2 Consumer Behavior classes2 Consumer Behavior classes

1 taught with traditional method (1 ½ days of ethics)1 taught with traditional method (1 ½ days of ethics) 1 taught with seamless integration1 taught with seamless integration

– 1 Integrated Marketing Communication class1 Integrated Marketing Communication class Minimal ethics coverage – control groupMinimal ethics coverage – control group

Both classes had similar coverage of ethics Both classes had similar coverage of ethics examples throughout the semester and examples throughout the semester and approximately the same amount of time approximately the same amount of time spent on ethics in total.spent on ethics in total.

MeasuresMeasures

Pre- and Post-testPre- and Post-test– Defining Issues Test (DIT-2)Defining Issues Test (DIT-2)– Survey with scales for self-efficacy, Survey with scales for self-efficacy,

ethical concern, and ethical training ethical concern, and ethical training importance.importance.

Course activitiesCourse activities– List top 3 issues for this case.List top 3 issues for this case.– Group activity labeled “Ethics exercise” Group activity labeled “Ethics exercise”

vs. “Group-decision making exercise”.vs. “Group-decision making exercise”.

Preliminary ResultsPreliminary ResultsReporting means onlyReporting means only

Defining Issues Defining Issues TestTest

Pre-testPre-test Post-testPost-test

TraditionalTraditional 27.4527.45 29.2129.21

SeamlessSeamless 21.8621.86 29.2029.20

ControlControl 37.1237.12 32.4132.41


Ethical Self-EfficacyEthical Self-Efficacy




ControlControl 4.504.50 4.294.29


Ethical ConcernEthical Concern






Importance of Ethics TrainingImportance of Ethics Training





ConclusionConclusion

It is not clear at this point if the It is not clear at this point if the technique improved students’ scores technique improved students’ scores on these measures.on these measures.

Possible solution is to incorporate Possible solution is to incorporate both techniques in to the classroom.both techniques in to the classroom.

Questions????Questions????

Seamless Integration of Ethics Jeri Mullins Beggs Teaching & Learning Symposium January 11, 2006.

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Transcript of Seamless Integration of Ethics Jeri Mullins Beggs Teaching & Learning Symposium January 11, 2006.