Leveraging learning experiences to promote student engagement in a business ethics class
The number of students choosing to undertake business education has expanded dramatically over the past two decades concomitantly with exponential growth in business courses offered. However, the focus tends to be on the ‘business of business’ while the ethical, moral and social responsibility of bu...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Conference Paper |
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University of Salford
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/44095 |
| _version_ | 1848756899425550336 |
|---|---|
| author | Dickie, Carolyn Pick, David Issa, Theodora |
| author2 | Chris Procter |
| author_facet | Chris Procter Dickie, Carolyn Pick, David Issa, Theodora |
| author_sort | Dickie, Carolyn |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The number of students choosing to undertake business education has expanded dramatically over the past two decades concomitantly with exponential growth in business courses offered. However, the focus tends to be on the ‘business of business’ while the ethical, moral and social responsibility of business practice is neglected. This study evaluates students’ responses to a new approach to teaching business ethics to an undergraduate cohort; a new,creative teaching model emphasizing a unique learning experience designed to encourage students to experience critical thinking, to analyse and synthesise ethical situations and reflect upon their learning experience. The model, with the acronym S.T.A.R - See, Talk, Act and Review - was introduced. Students were provided with conceptual tools and techniques to examine, act and reflect on ethical issues. Using a mixed methods approach, students’ responses to the course were collected and their views of the new approach examined. Results suggest that, as well as a discernible shift in their view of the place of ethics in business, students have been far more engaged in the course and developing their learning experience. |
| first_indexed | 2025-11-14T09:19:32Z |
| format | Conference Paper |
| id | curtin-20.500.11937-44095 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:19:32Z |
| publishDate | 2011 |
| publisher | University of Salford |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-440952023-01-27T05:52:12Z Leveraging learning experiences to promote student engagement in a business ethics class Dickie, Carolyn Pick, David Issa, Theodora Chris Procter Debra Leighton The number of students choosing to undertake business education has expanded dramatically over the past two decades concomitantly with exponential growth in business courses offered. However, the focus tends to be on the ‘business of business’ while the ethical, moral and social responsibility of business practice is neglected. This study evaluates students’ responses to a new approach to teaching business ethics to an undergraduate cohort; a new,creative teaching model emphasizing a unique learning experience designed to encourage students to experience critical thinking, to analyse and synthesise ethical situations and reflect upon their learning experience. The model, with the acronym S.T.A.R - See, Talk, Act and Review - was introduced. Students were provided with conceptual tools and techniques to examine, act and reflect on ethical issues. Using a mixed methods approach, students’ responses to the course were collected and their views of the new approach examined. Results suggest that, as well as a discernible shift in their view of the place of ethics in business, students have been far more engaged in the course and developing their learning experience. 2011 Conference Paper http://hdl.handle.net/20.500.11937/44095 University of Salford fulltext |
| spellingShingle | Dickie, Carolyn Pick, David Issa, Theodora Leveraging learning experiences to promote student engagement in a business ethics class |
| title | Leveraging learning experiences to promote student engagement in a business ethics class |
| title_full | Leveraging learning experiences to promote student engagement in a business ethics class |
| title_fullStr | Leveraging learning experiences to promote student engagement in a business ethics class |
| title_full_unstemmed | Leveraging learning experiences to promote student engagement in a business ethics class |
| title_short | Leveraging learning experiences to promote student engagement in a business ethics class |
| title_sort | leveraging learning experiences to promote student engagement in a business ethics class |
| url | http://hdl.handle.net/20.500.11937/44095 |