scholarly journals Reader's Response: Response to K. Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills"

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Carla Payne
Keyword(s):  
Moral Reasoning ◽  
Undergraduate Students ◽  
Reasoning Skills

scholarly journals The construction of a normative instrument for the measurement of moral reasoning

2001 ◽  
Vol 27 (3) ◽  
Author(s):  
J. C. White ◽  
A. Crafford ◽  
J. M. Schepers
Keyword(s):  
Factor Analysis ◽  
Moral Reasoning ◽  
Personnel Management ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Industrial Psychology ◽  
Different Levels

The main aim of this study was to construct a normative instrument for the measurement of different levels of moral reasoning.The sample comprised 426 undergraduate students in Industrial Psychology and Personnel Management from two Afrikaans speaking universities. A questionnaire was developed to measure different levels of moral reasoning on a normative scale. A factor analysis on 90 items yielded two factors.These factors were interpreted as principled moral reasoning and prescriptive moral reasoning.The two scales were subjected to an item analysis and yielded reliability coeficients of 0,936 and 0,937.The implications of these findings are discussed. Opsomming Die hoofdoel van die studie was om’n normatiewe meetinstrument te konstrueer vir die meting van verskillende vlakke van morele redenering. Die steekproef het uit 426 voorgraadse students in Bedryfsielkunde en Personeelbestuur aan twee Afrikaanstalige universiteite bestaan. ’n Normatiewe skaal is ontwikkel om verskillende vlakke van morele redenering temeet.’n Faktorontleding van die 90 items in die skaal het twee faktore tot gevolg gehad, naamlik principiele morele redenering en voorskriftelikemorele redenering. Die skale is vervolgens aan’n itemontleding onderwerp en het betroubaarhede van 0,936 en 0,947, onderskeidelik, opgelewer. Die implikasies van die bevindinge word bespreek.

scholarly journals A Framework For Discussing Ethics In Principles Of Accounting

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne M. David ◽  
Patrick T. Wirtz
Keyword(s):  
Moral Reasoning ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Reasoning Skills ◽  
Principles Of Accounting ◽  
Upper Level

The main focus of the discussion in this paper is on the principles or introductory level of accounting and is applicable for all students in the class, but much of its content is equally applicable to upper level accounting classes and our accounting majors. Early and Kelly (2004) and Clikeman (2003) support the value of ethics education in heightening a student’s moral reasoning skills. “The goals of ethics education are creating an awareness of ethical dilemmas and providing methods of resolution.” (Haas 2005)

The development of moral reasoning skills in police recruits

2015 ◽  
Vol 38 (1) ◽  
pp. 102-116 ◽  
Author(s):  
Annelies De Schrijver ◽  
Jeroen Maesschalck
Keyword(s):  
Moral Reasoning ◽  
Police Officers ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Moral Dilemmas ◽  
Police Culture ◽  
Police Recruits ◽  
Content Type ◽  
Reasoning Skills ◽  
The Impact

Purpose – Police officers are frequently confronted with moral dilemmas in the course of their job. The authors assume new police officers need guidance, and need to be taught at the police academy how to deal with these situations. The purpose of this paper is to obtain insight into the impact of socialization on police recruits’ knowledge of the code of ethics and their moral reasoning skills. Design/methodology/approach – The study applied a longitudinal mixed methods design, using two methods. The first method was a qualitative observation of integrity training sessions at five police academies in Belgium. The second method was a quantitative survey-measurement of recruits’ knowledge of the code of ethics and their moral reasoning skills at three points in time: the beginning of their theoretical training, before their field training and afterwards. Findings – The analyses show differences between the police academies in their integrity training sessions. Some of these differences are reflected in different levels of knowledge of the code of ethics. As for the development pattern of recruits’ moral reasoning skills, the study found almost no differences between the academies. Perhaps this is because recruits already have relatively high scores when they start, leaving little room for improvement during the one year training program. This suggests an important role of the police selection procedure. Originality/value – Previous research on socialization and police culture has focussed on recruits being socialized in a negative police culture where misconduct is learned. This is a negative interpretation of police integrity. A positive one refers to ethical decision making generally, and moral reasoning specifically. The impact of the socialization process on recruits’ moral reasoning is empirically understudied.

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