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Autor/inn/en | Ohreen, David; Sundararajan, Binod; Trifts, Valerie; Comber, Scott |
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Titel | Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education |
Quelle | In: Journal of Management Education, 46 (2022) 1, S.70-105 (36 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ohreen, David) ORCID (Sundararajan, Binod) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1052-5629 |
DOI | 10.1177/1052562921996019 |
Schlagwörter | Peer Influence; Thinking Skills; Moral Values; Ethics; Business Administration Education; Comparative Analysis; Teaching Methods; Constructivism (Learning); Language Role; Management Development; Undergraduate Students; Journal Writing; Student Attitudes; Sociocultural Patterns; Skill Development; Decision Making; Vignettes; Measures (Individuals); Moral Development; Foreign Countries; Group Discussion; Canada; Defining Issues Test Denkfähigkeit; Moral value; Ethischer Wert; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Schülerverhalten; Soziokulturelle Theorie; Kompetenzentwicklung; Qualifikationsentwicklung; Decision-making; Entscheidungsfindung; Messdaten; Moralische Entwicklung; Ausland; Gruppendiskussion; Kanada |
Abstract | The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky's constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky's focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky's developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |