Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Journal of Business Ethics
Erschienen in: Journal of Business Ethics 4/2021

08.10.2019 | Original Paper

Removing the Blinders: Increasing Students’ Awareness of Self-Perception Biases and Real-World Ethical Challenges Through an Educational Intervention

verfasst von: Kathleen A. Tomlin, Matthew L. Metzger, Jill Bradley-Geist

Erschienen in: Journal of Business Ethics | Ausgabe 4/2021

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students’ awareness of their own susceptibility to unconscious biases and, consequently, unethical behaviors. We deployed this intervention within a problem-based learning course (137 undergraduate students), in which students completed real-world projects for actual business clients. Our results suggest that although students appeared universally aware of the importance of ethical issues in business and generally espoused intentions to act ethically, those who received the intervention were significantly more likely to recognize their own susceptibility to perpetuating unethical business behavior and to identify ethical issues specific to their real-world projects. These results have important implications for behavioral ethics pedagogy and provide a de-biasing interventional approach for bridging classroom knowledge with real-world skills.
Vorheriger Artikel Unveiling (In)Vulnerability in an Adolescent’s Consumption Subculture: A Framework to Understand Adolescents’ Experienced (In)Vulnerability and Ethical Implications
Nächster Artikel Curbing the Undesirable Effects of Emotional Exhaustion on Ethical Behaviors and Performance: A Salesperson–Manager Dyadic Approach

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Anhänge
Nur mit Berechtigung zugänglich
Fußnoten
1
For an additional discussion of these issues, see Tomlin et al. (2017).
 
2
See Tomlin et al. (2017) for an extensive description of the ethics intervention (video and discussion content), which can be used as a guide for those interested in incorporating these pedagogical approaches into their classrooms.
 
3
Excluding these data makes our analyses more conservative, as the extreme responses were in the hypothesized direction.
 
4
The free-responses from these same students are featured in Tomlin et al. (2017) as suggestive evidence that the ethics intervention is effective, but are analyzed for the first time in comparison to the control group in this paper.
 
5
It is important to note that we have no data to assess the extent to which students experienced ethics education in other courses. It is possible that students in both conditions may have covered ethics in another class, which might account for the generally high level of awareness of ethical issues.
 
Literatur
AACSB. (2017). Eligibility procedures and accreditation standards for business accreditation. Tampa, FL: AACSB.
Alas, R. (2006). Ethics in countries with different cultural dimensions. Journal of Business Ethics, 69(3), 237–247.
Alavi, M., & Leidner, D. E. (2001). Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25(1), 107–136.
Alcaraz, J. M., & Thiruvattal, E. (2010). An interview with Manuel Escudero: The United Nations’ principles for responsible management education: A global call for sustainability. Academy of Management Learning and Education, 9(3), 542–550.
Arce, D. G., & Gentile, M. C. (2015). Giving voice to values as a leverage point in business ethics education. Journal of Business Ethics, 131(3), 535–542.
Argandona, A. (2015). Humility in management. Journal of Business Ethics, 132(1), 63–71.
Ariely, D. (2009). Predictably irrational: The hidden forces that shape our decisions. New York: Harper Collins.
Armstrong, R. W., Williams, R. J., & Barrett, J. D. (2004). The impact of banality, risky shift and escalating commitment on ethical decision making. Journal of Business Ethics, 53(4), 365–370.
Ashkanasy, N. M., Windsor, C. A., & Treviño, L. K. (2006). Bad apples in bad barrels revisited: Cognitive moral development, just world beliefs, rewards, and ethical decision-making. Business Ethics Quarterly, 16(4), 449–473.
Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden biases of good people. New York: Random House.
Bazerman, M. H., & Sezer, O. (2016). Bounded awareness: Implications for ethical decision making. Organizational Behavior and Human Decision Processes, 136, 95–105.
Bazerman, M. H., & Tenbrunsel, A. E. (2011). Blind spots: Why we fail to do what’s right and what to do about it. Princeton, NJ: Princeton University Press.
Becker, B. E., & Huselid, M. A. (2006). Strategic human resources management: Where do we go from here? Journal of Management, 32(6), 898–925.
Bennis, W. G., & O’Toole, J. (2005). How business schools lost their way. Harvard Business Review, 83(5), 96–104.
Bernardi, R., Lecca, C. L., Murphy, J. C., & Sturgis, E. M. (2011). Does education influence ethical decisions? An international study. Journal of Academic Ethics, 9(3), 235–256.
Billimoria, D. (1998). From classroom learning to real-world learning: A diasporic shift in management education. Journal of Management Education, 22(3), 265.
Brenkert, G. G. (2019). Mind the gap! The challenges and limits of (Global) business ethics. Journal of Business Ethics, 155(4), 917–930.
Brownell, J., & Jameson, D. A. (2004). Problem-based learning in graduate management education: An integrative model and interdisciplinary application. Journal of Management Education, 28(5), 558–577.
Chang, P., & Wang, D. (2011). Cultivating engineering ethics and critical thinking: A systematic and cross-cultural education approach using problem-based learning. European Journal of Engineering Education, 36(4), 377–390.
Chugh, D., Bazerman, M., & Banaji, M. (2005). Bounded ethicality as a psychological barrier to recognizing conflicts of interest. In D. Moore, D. Cain, G. Loewenstein, & M. Bazerman (Eds.), Conflict of interest: Challenges and solutions in business, law, medicine, and public policy (pp. 74–95). New York: Cambridge University Press.
Comer, D. R., & Schwartz, M. (2017). Highlighting moral courage in the business ethics course. Journal of Business Ethics, 146(3), 703–723.
Comer, D. R., & Vega, G. (2011). Moral courage in organizations: Doing the right thing at work. Armink, NY: M. E. Sharpe.
Dean, K. L., & Beggs, J. M. (2006). University professors and teaching ethics: Conceptualizations and expectations. Journal of Management Education, 30(1), 15–44.
Drumwright, M., Prentice, R., & Biasucci, C. (2015). Behavioral ethics and teaching ethical decision making. Decision Sciences Journal of Innovative Education, 13(3), 431–458.
D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78(1), 107–126.
Eisenberg, N. (1986). Altruistic emotion, cognition, and behavior. Hillsdale, NJ: Erlbaum.
Ellertson, C. F., Ingerson, M. C., & Williams, R. N. (2016). Behavioral ethics: A critique and a proposal. Journal of Business Ethics, 138(1), 145–159.
Ferrell, O. C., & Gresham, L. G. (1985). A contingency framework for understanding ethical decision making in marketing. Journal of Marketing, 49(3), 87–96.
Furman, F. K. (1990). Teaching business ethics: Questioning the assumptions, seeking new directions. Journal of Business Ethics, 9(1), 31–38.
Gaudine, A., & Thorne, L. (2001). Emotion and ethical decision-making in organizations. Journal of Business Ethics, 31(2), 175–187.
Gentile, M. C. (2010). Giving voice to values: How to speak your mind when you know what’s right. New Haven, CT: Yale University Press.
Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75–91.
Giacalone, R. A., & Thompson, K. R. (2006). Business ethics and social responsibility education: Shifting the worldview. Academy of Management Learning and Education, 5(3), 266–277.
Gottschalk, L. A., & Gleser, G. C. (1969). The measurement of psychological states through the content analysis of verbal behavior. Berkeley, CA: University of California Press.
Govekar, M. A., & Rishi, M. (2007). Service learning: Bringing real-world education into the B-school classroom. Journal of Education for Business, 83(1), 3–10.
Greenberg, J., Pyszczynski, T., & Solomon, S. (1982). The self-serving attributional bias: Beyond self-presentation. Journal of Experimental Social Psychology, 18(1), 56–67.
Guzak, J. R. (2015). Affect in ethical decision making: Mood matters. Ethics and Behavior, 25(5), 386–399.
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108(4), 814–834.
Hedberg, P. R. (2017). Guiding moral behavior through a reflective learning practice. Journal of Management Education, 41(4), 514–538.
Hibbert, P., & Cunliffe, A. (2015). Responsible management: Engaging moral reflexive practice through threshold concepts. Journal of Business Ethics, 127, 177–188.
Hoffmann, M., & Borenstein, J. (2014). Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach. Science and Engineering Ethics, 20(1), 261–276.
Holland, D., & Albrecht, C. (2013). The worldwide academic field of business ethics: Scholars’ perceptions of the most important issues. Journal of Business Ethics, 117(4), 777–788.
Hoyk, R., & Hersey, P. (2008). The ethical executive. Stanford, CA: Stanford Business Books.
Huhn, M. P. (2014). You reap what you sow: How MBA programs undermine ethics. Journal of Business Ethics, 121(4), 527–541.
Hunt, S. D., & Vitell, S. (1986). A general theory of marketing ethics. Journal of Macromarketing, 6(1), 5–16.
Jones, T. M. (1991). Ethical decision making by individuals in organizations: An issue-contingent model. Academy of Management Review, 16, 366–395.
Jones, E. E., & Nisbett, R. E. (1972). The actor and the observer: Divergent perceptions in the causes of behavior. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R. E. Nisbett, S. Valins, & B. Wiener (Eds.), Attribution: Perceiving the causes of behavior. Morristown, NJ: General Learning.
Jones, N. L., Peiffer, A. M., Lambros, A., & Eldridge, J. C. (2010). Problem-based learning for professionalism and scientific integrity training of biomedical graduate students: Process evaluation. Journal of Medical Ethics, 36(10), 620–626.
Joyner, B. E., & Payne, D. (2002). Evolution and implementation: A study of values, business ethics and corporate social responsibility. Journal of Business Ethics, 41(4), 297–311.
Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.
Kardas, M., & O’Brien, E. (2018). Easier seen than done: Merely watching others perform can foster an illusion of skill acquisition. Psychological Science, 29(4), 521–536.
Kennedy, E. J., Lawton, L., & Walker, E. (2001). The case for using live cases: Shifting the paradigm in marketing education. Journal of Marketing Education, 23(2), 145–151.
Kennedy, J., & Peecher, M. (1997). Judging auditors’ technical knowledge. Journal of Accounting Research, 35(2), 279–293.
Kida, T. (1980). An investigation into auditors’ continuity and related qualification judgments. Journal of Accounting Research, 18(2), 506–523.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
Lavine, M. H., & Roussin, C. J. (2012). From idea to action: Promoting responsible management education through a semester-long academic integrity learning project. Journal of Management Education, 36(3), 428–455.
Lawson, R. A. (2004). Is classroom cheating related to business students’ propensity to cheat in the” real world”? Journal of Business Ethics, 49(2), 189–199.
Markowitz, D., Skowronek, S., Stamkou, E., Van Gils, S., & Wang, L. (2018). Organizational deviance: Antecedents and consequences of norm violations and unethicality at work. In Academy of management proceedings (Vol. 2018, No. 1, p. 13266). Briarcliff Manor, NY: Academy of Management.
Martell, K. (2007). Assessing student learning: Are business schools making the grade? Journal of Education for Business, 82(4), 189–195.
May, D. R., Chan, A. Y. L., Hodges, T. D., & Avolio, B. J. (2003). Developing the moral component of authentic leadership. Organizational Dynamics, 32(3), 247–260.
May, D. R., Luth, M. T., & Schwoerer, C. E. (2014). The influence of business ethics education on moral efficacy, moral meaningfulness, and moral courage: A quasi-experimental study. Journal of Business Ethics, 124(1), 67–80.
Medeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Mumford, M. D., & Connelly, S. (2017). What is working, what is not, and what we need to know: A meta-analytic review of business ethics instruction. Journal of Academic Ethics, 15(3), 245–275.
Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371–378.
Milgram, S. (1965). Some conditions of obedience and disobedience to authority. Human Relations, 18(1), 57–76.
Mittendorf, B. (2008). Infectious ethics how upright employees can ease concerns of tacit collusion. Journal of Law Economics and Organization, 24(2), 356–370.
Morewedge, C. K., Yoon, H., Scopelliti, I., Symborski, C. W., Korris, J. H., & Kassam, K. S. (2015). Debiasing decisions: Improved decision making with a single training intervention. Policy Insights from the Behavioral and Brain Sciences, 2(1), 129–140.
Morris, S. A., & McDonald, R. A. (1995). The role of moral intensity in moral judgments: An empirical investigation. Journal of Business Ethics, 14, 715–726.
Murcia, M. J., Rocha, H. O., & Birkinshaw, J. (2018). Business schools at the crossroads? A trip back from Sparta to Athens. Journal of Business Ethics, 150(2), 579–591.
Nevins, J. L., Bearden, W. O., & Money, B. (2007). Ethical values and long-term orientation. Journal of Business Ethics, 71(3), 261–274.
O’Brien, K., Wittmer, D., & Ebrahimi, P. (2017). Behavioral ethics in practice: Integrating service learning into a graduate business ethics course. Journal of Management Education, 41(4), 599–616.
Offstein, E. H., Dufresne, R. L., & Childers, J. S., Jr. (2017). Novel lessons on behavioral ethics from the U.S. Military Academy at West Point. Journal of Management Education, 41(4), 480–496.
Peacock, M. (2010). Institutional normativity and the evolution of morals: A behavioural approach to ethics. Journal of Business Ethics, 95(2), 283–296.
Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. Austin, TX: University of Texas at Austin.
Pfeffer, J., & Sutton, R. I. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston, MA: Harvard Business School Press.
Prentice, R. (2004). Teaching ethics, heuristics, and biases. Journal of Business Ethics Education, 1(1), 55–72.
Prentice, R. (2014). Teaching behavioral ethics. Journal of Legal Studies Education, 31(2), 325–365.
Pronin, E., & Kugler, M. (2007). Valuing thoughts, ignoring behavior: The introspection illusion as a source of the bias blind spot. Journal of Experimental Social Psychology, 43(4), 565–578.
Pronin, E., Lin, D. Y., & Ross, L. (2002). The bias blind spot: Perceptions of bias in the self and others. Personality and Social Psychology Bulletin, 28(3), 369–381.
Rest, J. R. (1986). Moral development: Advances in research and theory. New York: Praeger.
Robbins, J. (2012). Defining integrity for individuals and organizations: A cognitive-linguistic modeling approach. In C. Wankel & A. Stachowicz-Stanusch (Eds.), Handbook of research on teaching ethics in business and management education (pp. 124–143). Hershey, PA: IGI Global.
Schwartz, M. S. (2017). Teaching behavioral ethics: Overcoming the key impediments to ethical behavior. Journal of Management Education, 41(4), 497–513.
Scopelliti, I., Morewedge, C. K., McCormick, E., Min, H. L., Lebrecht, S., & Kassam, K. S. (2015). Bias blind spot: Structure, measurement, and consequences. Management Science, 61(10), 2468–2486.
Sharma, D. (2018). When fairness is not enough: Impact of corporate ethical values on organizational citizenship behaviors and worker alienation. Journal of Business Ethics, 150(1), 57–68.
Sigurjonsson, T. O., Arnardottir, A. A., Vaiman, V. V., & Rikhardsson, P. (2015). Managers’ views on ethics education in business schools: An empirical study. Journal of Business Ethics, 130(1), 1–13.
Simha, A., Armstrong, J. P., & Albert, J. F. (2012). Attitudes and behaviors of academic dishonesty and cheating—Do ethics education and ethics training affect either attitudes or behaviors? Journal of Business Ethics Education, 9, 129–144.
Sims, R. R., & Felton, E. L. (2006). Designing and delivering business ethics teaching and learning. Journal of Business Ethics, 63(3), 297–312.
Solberg, J., Strong, K. C., & McGuire, C. (1995). Living (not learning) ethics. Journal of Business Ethics, 14(1), 71–81.
Soltes, E. (2017). Teaching versus living: Managerial decision making in the gray. Journal of Management Education, 41(4), 455–468.
Sparks, J. R., & Hunt, S. D. (1998). Marketing researcher ethical sensitivity: Conceptualization, measurement, and exploratory investigation. Journal of Marketing, 62(2), 92–109.
Stalder, D. R. (2008). A role for social psychology instruction in reducing bias and conflict. Psychology Learning and Teaching, 11(2), 245–255.
Street, M. D., Robertson, C., & Geiger, S. (1997). Ethical decision making: The effects of escalating commitment. Journal of Business Ethics, 16, 1153–1161.
Street, M., & Street, V. L. (2006). The effects of escalating commitment on ethical decision-making. Journal of Business Ethics, 64, 343–356.
Tenbrunsel, A. E., & Smith-Crowe, K. (2008). Ethical decision making: Where we’ve been and where we’re going. Academy of Management Annals, 2(1), 545–607.
Tomlin, K. A., Metzger, M. L., Bradley-Geist, J., & Gonzalez-Padron, T. (2017). Are students blind to their ethical blind spots? An exploration of why ethics education should focus on self-perception biases. Journal of Management Education, 41, 539–574.
Treviño, L. K. (1986). Ethical decision making in organizations: A person-situation interactionist model. Academy of Management Review, 11, 601–617.
Treviño, L. K., & Nelson, K. A. (2017). Managing business ethics: Straight talk about how to do it right (7th ed.). Hoboken, NJ: Wiley.
Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006). Behavioral ethics in organizations: A review. Journal of Management, 32(6), 951–990.
Treviño, L. K., & Youngblood, S. A. (1990). Bad apples in bad barrels: A causal analysis of ethical decision-making behavior. Journal of Applied Psychology, 75(4), 378–385.
Turner, M. R., McIntosh, T., Reid, S. W., & Buckley, M. R. (2019). Corporate implementation of socially controversial CSR initiatives: Implications for human resource management. Human Resource Management Review, 29(1), 125–136.
Weldy, T. G., & Turnipseed, D. L. (2010). Assessing and improving learning in business schools: Direct and indirect measures of learning. Journal of Education for Business, 85(5), 268–273.
West, R. F., Meserve, R. J., & Stanovich, K. E. (2012). Cognitive sophistication does not attenuate the bias blind spot. Journal of Personality and Social Psychology, 103(3), 506–519.
Metadaten
Titel
Removing the Blinders: Increasing Students’ Awareness of Self-Perception Biases and Real-World Ethical Challenges Through an Educational Intervention
verfasst von
Kathleen A. Tomlin
Matthew L. Metzger
Jill Bradley-Geist
Publikationsdatum
08.10.2019
Verlag
Springer Netherlands
Erschienen in
Journal of Business Ethics / Ausgabe 4/2021
Print ISSN: 0167-4544
Elektronische ISSN: 1573-0697
DOI
https://doi.org/10.1007/s10551-019-04294-6

Weitere Artikel der Ausgabe 4/2021

Journal of Business Ethics 4/2021 Zur Ausgabe

Original Paper

To Erect Temples to Virtue: Effects of State Mindfulness on Other-Focused Ethical Behaviors

Original Paper

Unveiling (In)Vulnerability in an Adolescent’s Consumption Subculture: A Framework to Understand Adolescents’ Experienced (In)Vulnerability and Ethical Implications

Original Paper

Collide or Collaborate: The Interplay of Competing Logics and Institutional Work in Cross-Sector Social Partnerships

Original Paper

Their Pain, Our Pleasure: How and When Peer Abusive Supervision Leads to Third Parties’ Schadenfreude and Work Engagement

Original Paper

Social Status and Corporate Social Responsibility: Evidence from Chinese Privately Owned Firms

Editorial Essay

A New Research Horizon for Mass Entrepreneurship Policy and Chinese Firms’ CSR: Introduction to the Thematic Symposium