The value of experiential and action learning in business ethics education

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of ELA and CAL on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student ‘needs’ being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour.
LanguageEnglish
Pages5-32
Number of pages28
JournalJournal of business ethics education
Volume15
Early online date2018
Publication statusPublished - 2018

Fingerprint

Action learning
Business ethics
Experiential learning
Ethics education
Peers
Curriculum
Learning theory
Teaching ethics
Interpretive
Student learning
Industry
Structured interview
Social benefits
Interaction
Co-creation
Unethical behavior
Focus groups
Qualitative methods
Participation

Keywords

  • Business ethics
  • Business education
  • Social benefits
  • Co-creation
  • Critical Action Learning
  • Experiential learning

Cite this

@article{aa77c4372e5f4b45b79f30aba19bb1e9,
title = "The value of experiential and action learning in business ethics education",
abstract = "This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of ELA and CAL on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student ‘needs’ being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour.",
keywords = "Business ethics, Business education, Social benefits, Co-creation, Critical Action Learning, Experiential learning",
author = "Meena Chavan and Carter, {Leanne M.}",
year = "2018",
language = "English",
volume = "15",
pages = "5--32",
journal = "Journal of business ethics education",
issn = "1649-5195",
publisher = "NeilsonJournals Publishing",

}

The value of experiential and action learning in business ethics education. / Chavan, Meena; Carter, Leanne M.

In: Journal of business ethics education, Vol. 15, 2018, p. 5-32.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The value of experiential and action learning in business ethics education

AU - Chavan, Meena

AU - Carter, Leanne M.

PY - 2018

Y1 - 2018

N2 - This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of ELA and CAL on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student ‘needs’ being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour.

AB - This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of ELA and CAL on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student ‘needs’ being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour.

KW - Business ethics

KW - Business education

KW - Social benefits

KW - Co-creation

KW - Critical Action Learning

KW - Experiential learning

M3 - Article

VL - 15

SP - 5

EP - 32

JO - Journal of business ethics education

T2 - Journal of business ethics education

JF - Journal of business ethics education

SN - 1649-5195

ER -