NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1067131
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1913-9020
Evaluating the Intervention of an Ethics' Class in Students' Ethical Decision-Making: A Summative Review
Walker, Marquita
International Education Studies, v6 n1 p10-25 2013
This summative evaluation is the result of two years' of data reflecting the impact of an ethics class in terms of students' ethical decision-making. The research compares aggregate responses from scenario-based pre- and post-survey open-ended survey questions designed to measure changes in ethical decision-making by comparing students' cognitive and affective perceptions about ethical workplace behavior. Grounded in constructivist theory, which explains how individuals "know" and "come to know something (Reeves, 2003), this intervention of an ethics class encourages students to make better and more informed ethical decisions in the workplace based on their understanding of their value and belief system. The findings suggest the intervention of an ethics class informed students' cognitive and affective perceptions based on individual value and belief systems, strengthened student's ability to remain open-minded and reconsider previous beliefs and actions from a 360 degree perspective, and increased student's ability to apply new information to ethical dilemmas in the workplace.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A