Evaluating the Intervention of an Ethics’ Class in Students’ Ethical Decision-Making: A Summative Review
Year: 2012
Type: article
Abstract: This summative evaluation is the result of two years’ of data reflecting the impact of an ethics class in terms of students’ ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to measure changes in ethical decision-making by comparing students’ cognitive and affective perceptions about ethical workplace behavior. Grounded in constructivist theory, which explains how individuals “know” and “come to know something (Reeves, 2003), this intervention of an ethics class encourages students to make better and more informed ethical decisions in the workplace based on their understanding of their value and belief system. The findings suggest the intervention of an ethics class informed students’ cognitive and affective perceptions based on individual value and belief systems, strengthened student’s ability to remain open-minded and reconsider previous beliefs and actions from a 360 degree perspective, and increased student’s ability to apply new information to ethical dilemmas in the workplace.
Source: International Education Studies
DOI: 10.5539/ies.v6n1p10
Author: Marquita Walker
Institution: Indiana University – Purdue University Indianapolis
Language: English
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2131611751