'Don't try to teach me, I got nothing to learn': Management students' perceptions of business ethics teaching

Autor:	Guillermina Tormo-Carbó, Katarzyna Klimkiewicz, Victor Oltra, Elies Seguí-Mas
Rok vydání:	2019
Předmět:	Economics and Econometrics media_common.quotation_subject Social desirability Sample (statistics) 0603 philosophy ethics and religion Social desirability bias Nothing Perception 0502 economics and business Business ethics Business and International Management Curriculum media_common Medical education 05 social sciences Cognition 06 humanities and the arts Ethics teaching Work experience Students ethical perceptions Management students ORGANIZACION DE EMPRESAS ECONOMIA FINANCIERA Y CONTABILIDAD 060301 applied ethics Psychology 050203 business & management
Zdroj:	RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia instname
ISSN:	1467-8608 0962-8770
DOI:	10.1111/beer.12236
Popis:	[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a42ca48b190517d493cc9e83a32c381b https://doi.org/10.1111/beer.12236 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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