Analysis and comparison of the moral development of students required to graduate with an ethics course

Bonawitz, Mary Feeney

doi:10.25148/etd.fi14051188

Cited by 17 publications

(19 citation statements)

References 12 publications

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“…However, as previously discussed, scores have been declining. The mean scores for this sample appear to be consistent with studies from the early 1990s and later, which have averaged in the upper 20s to low 30s for upper level college students (Bonawitz, 2002;Chapuis, 1997;Richmond, 2001;Stewart, 1991). When measured by N2 scores, no significant relationship was found between narcissistic personality traits and the level of moral reasoning.…”

Section: Discussionsupporting

confidence: 80%

“…While prior research has shown that ethics courses raise students' moral reasoning skills (Bonawitz, 2002;Chapuis, 1997;Gautschi and Jones, 1998;Golden, 1996;Roselli, 1998;UtheBurow, 2001), this study found that, even though the students from private institutions had more ethics training than public institution students, their scores did not reflect higher levels of ethical development.…”

Section: Recommendations For Further Studycontrasting

confidence: 47%

“…Studies have shown that people who have taken college ethics courses have increased DIT scores. (Bonawitz, 2002;Chapuis, 1997;Gautschi and Jones, 1998;Golden, 1996;Pascarella and Terenzini, 2005;Rest, 1986Rest, , 1994Rest, , 1999Roselli, 1998).…”

Section: Literature Reviewmentioning

confidence: 95%

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Moral Development and Narcissism of Private and Public University Business Students

Traiser

Eighmy

2011

J Bus Ethics

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Section: Discussionsupporting

confidence: 80%

Section: Recommendations For Further Studycontrasting

confidence: 47%

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Moral Development and Narcissism of Private and Public University Business Students

Traiser

Eighmy

2011

J Bus Ethics

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“…Higher levels of engagement with ethics instruction (Bonawitz, 2002;Mayhew & King, 2008), diversity courses (Adams & Zhou-McGovern, 1994;Hurtado, Mayhew, & Engberg, 2003), service-learning (Bernacki & Jaeger, 2008;Hoyt, 2008), and co-curricular activities that emphasize political debate and diversity (Mayhew, Seifert, & Pascarella, 2010) have been shown to impact ethical development. Further, we previously demonstrated (Burt, et al, 2011) that co-curricular activities can improve students' ability to be thoughtful about ethical decisions, thus promoting ethical development.…”

Section: (July 2012)mentioning

confidence: 99%

An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development

Finelli

Holsapple

Eunjong

et al. 2012

J of Engineering Edu

124

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BACKGROUNDEthics instruction is an important component of engineering undergraduate education, but little research has identified aspects of the undergraduate experience that contribute most to students' ethical development. Thus, an assessment of the impact of students' experiences on their ethical development is warranted. PURPOSE (HYPOTHESIS)We apply a conceptual framework to the study of engineering students' ethical development. This framework suggests that both formal curricular experiences and co-curricular experiences are related to students' ethical development. DESIGN/METHODUsing survey data collected from nearly 4,000 engineering undergraduates at 18 institutions across the U.S., we present descriptive statistics related to students' formal curricular experiences and their co-curricular experiences. Additionally, we present data for three constructs of ethical development (knowledge of ethics, ethical reasoning, and ethical behavior). RESULTSFor our sample, the quantity and quality of students' formal curricular experiences and their co-curricular experiences related to ethics was high. The levels of ethical knowledge and reasoning varied, as did ethical behavior. CONCLUSIONSOur data highlight opportunities for improving the engineering undergraduate/bachelor's level curricula in order to have a greater impact on students' ethical development. We suggest that institutions integrate ethics instruction throughout the formal curriculum, support use of varied approaches that foster high-quality experiences, and leverage both influences of co-curricular experiences and students' desires to engage in positive ethical behaviors. KEYWORDS:co-curriculum, curriculum, ethical development 470 Journal of Engineering Education 101 (July 2012) 3 INTRODUCTIONThe engineering profession requires the utmost ethical standards, and professional engineering societies across the globe are placing growing importance on ethics (e.g., Association of German Engineers, 2002; Canadian Engineering Qualifications Board, 2001; Engineers Australia, 2010; Japan Society of Civil Engineers, 1999; National Society of Professional Engineers, 2010; and Royal Academy of Engineering, n.d.). Many engineering colleges and programs consider this emphasis on ethics education to be an essential component of the undergraduate/bachelor's level curriculum (we will use the term undergraduate to refer to students pursuing a Bachelor of Science in Engineering degree), and colleges and universities have long made it a part of their missions to educate students about ethics. In fact, a recent study by the American Association of Colleges and Universities (2009) reveals that 59% of all campuses have goals related to ethical reasoning. The need to graduate engineers who have a keen sense of ethical and social implications of engineering work is further underscored in accreditation requirements. In the U.S., for example, standards established by ABET require that engineering graduates have "an understanding of professional and ethical responsibility" (ABET, ...

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“…Evidence on the efficacy of each of these teaching approaches is mixed and there is a general lack of studies within the IB field. Generic ethics courses have been found to lead to improvements in students' ethical reasoning (Bonawitz, 2002;Boyd, 1981) and subject-specific ethics courses have similarly shown such improvements (Welton et al, 1994;Dellaportas, 2006). Use of the pervasive approach, where ethics has been embedded into subject-specific courses, for example, accounting (Green and Webber, 1997;Earley and Kelly, 2004) and engineering (Drake et al, 2005) have been found to enhance ethical attitudes at the subject level with less clear evidence for the ability to improve broader business ethical attitudes (Simmons, 2010).…”

Section: Background To the Ib Ethics Course Introduced At The Case Unmentioning

confidence: 99%

Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context

Whitla¹

2011

Journal of Teaching in International Business

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This paper examines the process of integrating ethics into the teaching of international business within the Greater China region. An example of how ethics is integrated into a required undergraduate international business course at a Hong Kong based university is presented. The contextual challenges of developing a course for use in the Greater China region and aimed at local Chinese students are considered. The paper presents a modified 'learning outcomes based' framework for integration of an international business ethics component to a business program within Greater China, along with practical suggestions and advice on how such a course can be introduced.

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Analysis and comparison of the moral development of students required to graduate with an ethics course

Cited by 17 publications

References 12 publications

Moral Development and Narcissism of Private and Public University Business Students

Moral Development and Narcissism of Private and Public University Business Students

An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development

Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context

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