Abstract
ABSTRACT This study explores students’ self-reported perceptions of multiple pedagogical methods for teaching business ethics. Five different pedagogical activities were implemented, and 79 students were surveyed at the end of the course and were asked which activities were perceived as helpful for learning and for stimulating thinking about ethics. The results showed that the guest speaker, group discussion, and case study were rated as most helpful, while the video and role-playing activities were rated as the least helpful. The results help business and marketing educators wanting to engage students and help develop an ethical decision-making framework.
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