The Case for Ethics Instruction in the Age of Analytics

2021 ◽  
pp. 107-128
Author(s):  
Margaret N. Boldt ◽  
Robert L. Braun
Keyword(s):  
Ethics Instruction

Revisiting the status of dental ethics instruction

2000 ◽  
Vol 64 (11) ◽  
pp. 772-774 ◽  
Author(s):  
JG Odom ◽  
PL Beemsterboer ◽  
TD Pate ◽  
NK Haden
Keyword(s):  
Ethics Instruction ◽  
The Status

Teaching About Systemic Ethical Misconduct Increases Awareness of Ethical Principles: A Replication and Extension of Grose-Fifer’s (2017) Tuskegee Role-Play Activity

2021 ◽  
pp. 009862832110159
Author(s):  
Maya C. Rose ◽  
Jessica E. Brodsky ◽  
Elizabeth S. Che ◽  
Patricia J. Brooks
Keyword(s):  
Research Ethics ◽  
Human Subjects ◽  
Social Activism ◽  
Role Play ◽  
Public Health Research ◽  
Play Activity ◽  
Ethics Instruction ◽  
Ethical Misconduct ◽  
Unethical Research ◽  
Human Subjects Protections

Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer’s research ethics activity by evaluating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and discussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in replicating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.

scholarly journals Online and In-seat Ethics Instruction: The View from Both Sides

2020 ◽  
Author(s):  
Kenneth Leitch ◽  
Rhonda Dittfurth
Keyword(s):  
Ethics Instruction

scholarly journals Teaching Engineering Ethics Through a Psychology Course

2021 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Nguyen Van Hanh ◽  
Nguyen Tien Long ◽  
Nguyen Thi Duyen ◽  
Phan Thi Thanh Canh ◽  
Nguyen Thanh Long ◽  
...  
Keyword(s):  
Test Scores ◽  
Relevant Literature ◽  
Engineering Ethics ◽  
Engineering Programs ◽  
Ethics Instruction ◽  
Technical Schools ◽  
Novel Approach ◽  
Post Test ◽  
Psychology Courses ◽  
Psychology Course

While ethics instruction is now widespread, studies are still looking for different ways to integrate ethics in engineering programs. In this article, we propose a novel approach by teaching engineering ethics through a psychology course. Starting with the relevant literature studies, we have argued that the phenomeno-logical experience of ethics is a source to explain psychological truths, while en-gineering ethics can be better taught from psychological / behavioral perspectives. A pedagogical approach of experiential learning has been applied to integrate engineering ethics into the psychology course. The empirical study with 400 stu-dents in psychology courses show that teaching engineering ethics through a psychology course has a significant effect on improving the knowledge of engi-neering ethics for students. The relationship between the two pre- and post-test scores was a strong positive linear relationship. A regression equation with a slope of a straight line of 0.57 and a constant of 1.52 has been provided to predict the improvement of post-test scores through pre-test scores. This study proposes the formation of a "psychology and ethics" module in technical schools.

The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior

2007 ◽  
Vol 82 (3) ◽  
pp. 557-571 ◽  
Author(s):  
James M. Bloodgood ◽  
William H. Turnley ◽  
Peter Mudrack
Keyword(s):  
Ethics Instruction ◽  
Cheating Behavior

Is It Ethical? A Multidimensional Approach to Facilitating Ethical Decision Making in Students

2012 ◽  
pp. 145-163 ◽  
Author(s):  
Carolyn Roper ◽  
Cynthia Roberts
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Analysis ◽  
Complex Nature ◽  
Multidimensional Approach ◽  
Ethics Instruction ◽  
Moral Standards ◽  
Ethical Stance ◽  
Contextual Difference

The need for ethical leadership continues to become increasingly important as the environment grows more interconnected and complex. Educators are being called upon to assist in the development of ethical leaders; however, ethical decision-making, because of its complex nature, is not something that can be taught in a simple, straight forward fashion. This chapter provides an overview of a variety of strategies regarding when, what, and how to teach ethics and presents an instructional module in ethical decision-making, grounded in scholarly literature. The module can be used to provide depth and richness for undergraduate and graduate university students by creating an opportunity for them to ponder ethical situations, mull over and debate alternatives based on philosophical lenses, and arrive at decisions, which are probably not identical, but personally defensible. The educational unit focuses on developing awareness of one’s own ethical stance as well as teaching the utility of a system for ethical analysis which allows for contextual difference, nuance and complexity rather than imposing one set of moral standards. In addition, several keys to effective ethics instruction are suggested.

Accounting Educators' Opinions about Ethics in the Curriculum: An Extensive View

2007 ◽  
Vol 22 (3) ◽  
pp. 355-390 ◽  
Author(s):  
Cindy Blanthorne ◽  
Stacy E. Kovar ◽  
Dann G. Fisher
Keyword(s):  
Professional Education ◽  
Ethics Education ◽  
Continuing Professional Education ◽  
Practical Application ◽  
Course Content ◽  
Ethics Instruction ◽  
Accounting Curriculum ◽  
Comprehensive Survey

In this paper, we present the results of a comprehensive survey of accounting faculties' opinions and practices regarding ethics education. Consistent with recent state boards' decisions to require ethics continuing professional education (CPE) in the accounting curriculum, we find that accounting educators recognize the importance of ethics education to satisfy the profession's needs. Accounting educators rate themselves as the most appropriate source of ethics education and favor practical application over theoretical course content. In terms of the approach used to teach ethics, educators support integration over a stand-alone course and believe cases offer the most effective method for ethics instruction.

Attitudes toward cheating among business students at a private Kenyan university

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Rosario Catacutan
Keyword(s):  
Undergraduate Students ◽  
Student Behavior ◽  
Business Students ◽  
Content Type ◽  
Ethics Instruction ◽  
Significant Difference ◽  
The One ◽  
Attitudes Toward Cheating ◽  
Ethics Courses ◽  
One Way Anova

Purpose This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none. Design/methodology/approach A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA. Findings The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course. Practical implications This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions. Originality/value To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

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