Are Students Blind to Their Ethical Blind Spots? An Exploration of Why Ethics Education Should Focus on Self-Perception Biases

Autor/inn/en	Tomlin, Kathleen A.; Metzger, Matthew L.; Bradley-Geist, Jill; Gonzalez-Padron, Tracy
Titel	Are Students Blind to Their Ethical Blind Spots? An Exploration of Why Ethics Education Should Focus on Self-Perception Biases
Quelle	In: Journal of Management Education, 41 (2017) 4, S.539-574 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562917701500
Schlagwörter	Ethics; Self Concept; Social Psychology; Heuristics; Ethical Instruction; Teaching Methods; Qualitative Research; Feedback (Response); Management Development; Business Administration Education; Intervention; Undergraduate Students; Interdisciplinary Approach; Instructional Innovation; Group Discussion; Statistical Analysis; Teamwork; Likert Scales; Student Attitudes; Case Studies; Industry + Suchen Sie Ihr Suchwort? Ethik; Selbstkonzept; Sozialpsychologie; Heuristik; Ethics instruction; Teaching of ethics; Ethikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational Innovation; Bildungsinnovation; Gruppendiskussion; Statistische Analyse; Likert-Skala; Schülerverhalten; Case study; Fallstudie; Case Study; Industrie
Abstract	Ethics blind spots, which have become a keystone of the emerging behavioral ethics literature, are essentially biases, heuristics, and psychological traps. Though students typically recognize that ethical challenges exist in the world at large, they often fail to see when they are personally prone to ethics blind spots. This creates an obstacle for ethics education--inducing students to act in an ethical manner when faced with real challenges. Grounded in the social psychology literature, we suggest that a meta-bias, the bias blind spot, should be addressed to facilitate student recognition of real-world ethical dilemmas and their own susceptibility to biases. We present a roadmap for an ethics education training module, developed to incorporate both ethics blind spots and self-perception biases. After completing the module, students identified potential ethical challenges in their real-world team projects and reflected on their susceptibility to ethical transgressions. Qualitative student feedback supports the value of this training module beyond traditional ethics education approaches. Lessons for management and ethics educators include (a) the value of timely, in-context ethics interventions and (b) the need for student self-reflection (more so than emphasis on broad ethical principles). Future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01