Content of Vignettes and Ethical Decision Making among Business Education Students at the University of Nairobi, Kenya

Abstract

Vignette-based methodologies are frequently used to examine judgments, decision-making processes and ethical sensitivity of business education teachers and learners during the learning process in business ethics instruction. In this study, sources of knowledge content in construction of vignettes, was considered as a foundation on which ethical sensitivity can be inculcated through experiential learning. The study was focused at establishing the effect of vignettes derived from various content sources on ethical decision-making among business education students. A sample of 57 students from a target population provided information through filling questionnaires, which was then analyzed using descriptive statistics. The study adopted Moral Foundations theory (MFT), a social psychological model intended to explain the origins of and variation in human moral reasoning. The finding of the study indicated that vignettes derived from case studies (94.1%) influence ethical decision-making; interviews (75.4%) stories (66.7%), textbooks (80.7%) and personal experiences (91.2%). The study recommended that universities and institutions training teachers should consider developing and adopting vignettes particularly from the learners' personal experiences as an instructional approach in teaching business ethics; business education teachers could adopt vignettes from case studies, textbooks, stories or interviews with business people in business education methods and other subject areas. On practice, the study recommended vignettes as an instructional tool to enhance dialogue, exchange of ideas and critical thinking; and more studies on the extent to which business education teachers have adopted vignettes as an instructional method.

Context of Vignettes and Ethical Sensitivity in Decision-Making Among Undergraduate Business Studies Learners at University of Nairobi, Kenya

“…For example, Marques and Azevedo-Pereira (2009) implicitly suggest that training learners using human resource context vignettes is essential for improving ethical sensitivity in decision-making practices. Similarly, in Oluoch et al (2019), 87.2% of the learners affirmed that the use of human resource context vignettes led to the tendency to make ethically sensitive decisions. The findings emphasised that ethical sensitivity in decision-making would enhance teacher trainee practice of teaching and learning for better achievement.…”

“…A few empirical studies have examined the relationship between the use of structural context vignettes and learners'/employees' ethical decision-making. For example, Oluoch et al (2019) reported that 87.3% of the learners contacted affirmed that structural context vignettes influenced their ethical decision-making tendencies; while Van Summeren (2018) established that employees' ethical decision-making was influenced by sensitization using structural context vignettes, which should be embraced at the professional training level. Van Summeren (2018) explained that the use of such vignettes enabled employees to understand organizational ethical policies guiding various aspects, including financial, human resource and marketing management practices.…”

“…Those that have, only report some basic descriptive findings. For example, Oluoch et al (2019) found that 89.7% of the learners affirmed that the use of operational context vignettes influenced ethical sensitivity in decision-making predispositions.…”

“…Guzak and Hargrove (2011) describe vignettes as essential instructional methods and resources for developing learners' sensitivity in decision-making on various aspects of marketing for enhanced performance and instilling higher moral values. More explicitly, Oluoch et al (2019) indicated that 87.2% of the learners affirmed that marketing context vignettes influenced ethical sensitivity in decision-making practices concerning various aspects of marketing. This, in turn, facilitates mastery of concepts and values clarification for efficient teaching-learning processes.…”

“…Oluoch et al (2018) have attributed the challenge to various factors, including instructors' insufficient use of experiential learning approaches and limited appreciation of how the use of vignettes in business ethics lessons influences learners' ethical sensitivity in decision-making proclivities. There is no doubt that these challenges have undermined the effectiveness of business ethics course in preparing learners to function effectively in their work locales (Oluoch, Odundo, & Mwangi, 2019).…”