‘What do you mean by ethical compass?’ Bachelor students’ ideas about being a moral professional

Stekelenburg, Lieke H. Van; Smerecnik, Chris; Sanderse, Wouter; Ruyter, Doret de

doi:10.1186/s40461-020-00097-6

Cited by 10 publications

(8 citation statements)

References 64 publications

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“…In a previous empirical study, we presented the views of students from three different programmes: Initial Teacher Education (ITE), Business Services (BS), and Information and Communication Technology (ICT). These views included (1) the students' ideas about what it means to have an ethical compass, and (2) about the way in which their ethical compasses had been formed ( Van Stekelenburg et al 2020b). This article presents the analysis of ITE, BS and ICT students' responses to questions about their internship experiences in relation to the use of their ethical compasses.…”

Section: Introductionmentioning

confidence: 99%

How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences

Stekelenburg

Smerecnik

Sanderse

et al. 2023

International Journal of Ethics Education

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The aim of this empirical study is to understand how bachelor students at universities of applied sciences (UAS) use their ethical compasses during internships. Semi-structured interviews were held with 36 fourth-year bachelor students across four UAS and three different programs in the Netherlands: Initial Teacher Education, Business Services, and Information and Communication Technology. To our knowledge, no studies appear to have investigated and compared students from multiple professional fields, nor identified the dynamics and the sequence of the strategies in the decision-making process that students use when faced with ethical dilemmas during internships. We found that students’ ethical dilemmas stemmed from: mentors’ or managers’ behaviours/requests, colleagues’ behaviours, organisations’ morally questionable incentives, pupils’ home situations, and pupils’ behaviours/personal stories. The majority of students used multiple strategies and first investigated the ethical dilemmas they encountered and then avoided, intervened, delegated responsibilities, or adjusted to their environments. Students’ values played an important role in experiencing an ethical dilemma, however, these values were not always acted upon. We identified that rather students’ beliefs about having influence and/or ownership (or not), personal interest(s) and power relations influenced the way how they used their ethical compasses. Thus, instead of navigating on moral standards (of their profession), students reacted on beliefs which reflected the ways in which they constructed their internship contexts, social relationships and their own (and others) needs. As a result, half of the mentioned dilemmas were resolved in a prudent-strategic manner (e.g., by prioritising personal interests), instead of morally. This indicates that students did not always convert (moral) values into moral action and did not use their ethical compasses in the way UAS aspires. Finally, this study found that the ways in which students used their ethical compasses were strongly influenced by their environments.

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Section: Introductionmentioning

confidence: 99%

How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences

Stekelenburg

Smerecnik

Sanderse

et al. 2023

International Journal of Ethics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The concept value-expressive attitude offers specification because it concentrates on the person's psychological tendency. Their study showed that students associated ethical compass with "gut feeling" or intuition (van Stekelenburg, Smerecnik et al, 2020). Gut feeling and intuition are concepts from the affective domain and are therefore important factors associated with inward affective involvement.…”

Section: 0mentioning

confidence: 99%

Shifting Higher Vocational Education Teachers' Response Toward Inward Affective Involvement in Ethical Dilemmas: Perspectives on the Design of Affective Learning Experiences to Inform Students’ Attitude Toward an Ethical Dilemma

Heijer¹,

Zondervan²,

Voogt³

2022

EDeR

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Higher vocational education teachers often encounter students who are inclined to view ethical dilemmas with an inner distance. If teachers’ input comes solely from the cognitive rather than the affective component, the interaction about the ethical dilemma between teacher and students will never progress beyond that level of inner distance. In our qualitative study, a total of 31 higher vocational education teachers from 6 educational programs were placed in an experiential position by presenting them with an ethical dilemma. This study aims to inform the analysis and exploration of the problem of our overall design-based research project. By asking them about this dilemma in teams, they were stimulated to respond to the ethical dilemma and to view it affectively. The results show that most teachers kept their distance from the ethical dilemma. Only when their fundamental beliefs were being challenged they seemed to assume some degree of inward affective involvement. This study contributes to theoretical and practical knowledge about stimulating inward affective involvement with ethical dilemmas so that students can develop a conscious value-expressive attitude.

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“…The other influences range from hereditary/genetic factors (Baumrind, 1967;Dahl & Killen, 2018;Dworazik et al, 2019;Groenendyk & Volling, 2007;Neiderhiser et al, 2007;Ramos et al, 2019;Reiss et al, 2000;). Other environmental factors that influence morality development, and could affect the effect of parenting on ethical leadership development, include culture (Cowell & Decety, 2015;Martinez et al, 2020;Ramos et al, 2019), the effects of peers and influential figures in the society and education/schooling (Aquino & Reed, 2002;Brown & Trevino, 2014;Kalshoven et al, 2011;Seroussi & Yaffe, 2020;Van Stekelenburg, 2020). Early life experiences have also been shown to be a major determinant of the ethical disposition of a leader (Avolio et al, 2009;Brummelman et al, 2021;Montroy et al, 2016).…”

Section: Environmental Factors and Ethical Leadershipmentioning

confidence: 99%

“…Cowell and Decety (2015), Martinez et al (2020), and Ramos et al (2019) advance that environmental factors including culture influence the development of morality. Role models have also been shown to shape morality (Seroussi & Yaffe, 2020;Van Stekelenburg, 2020). It is noticeable that parenting can be attributed across all the possible influencers or factors of morality development.…”

Section: Introductionmentioning

confidence: 99%

Parenting as an Antecedent to Ethical Leadership: A Review of Literature

Maina

2022

JHRL

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The need for ethics and ethical leadership cannot be overemphasized in modern-day society. Individuals, organizations, communities, and nations at large have come to the realization that their long-term sustainability and progress are secure only when founded on ethical practices. In spite of the consensus regarding the need for ethical leadership, past studies have mainly focused on approaches to developing ethical leaders while these leaders are already in the positions of influence, disregarding that many factors could have come into play before a leader starts wielding influence that may result in their being ethical or unethical. This paper constitutes a review of the extant conceptual, theoretical and empirical literature and raises a number of issues that are a case for a new conceptual model related to the connection between parenting and ethical leadership. The new model advances that parenting is a major antecedent to ethical leadership. Further, the paper highlights that the effect of parenting on ethical leadership is through the mediating effects of morality development. In addition, environmental factors such as hereditary considerations, culture, peer influence, and education moderate the relationship between parenting and ethical leadership. Further, a number of the dimensions within environmental factors could also trace their origin to parenting as a construct in a self-repeating and cyclical fashion. Keywords: Parenting, Morality, Moral development, Ethics, Ethical Leadership

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‘What do you mean by ethical compass?’ Bachelor students’ ideas about being a moral professional

Cited by 10 publications

References 64 publications

How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences

How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences

Shifting Higher Vocational Education Teachers' Response Toward Inward Affective Involvement in Ethical Dilemmas: Perspectives on the Design of Affective Learning Experiences to Inform Students’ Attitude Toward an Ethical Dilemma

Parenting as an Antecedent to Ethical Leadership: A Review of Literature

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