Ethics Course Research Articles

Content Analysis Of Entrepreneurship Semester Learning Plan (Rps) Versus Character Education And Professional Ethics In The Heavy Equipment Engineering Study Program Of Padang State Polytechnic

The study aims to compare the content of the Semester Learning Plan (RPS) of the Entrepreneurship and Character Education and Professional Ethics courses in the Heavy Equipment Study Program of the Padang State Polytechnic. This research is qualitative and based on the concept of "logic-hypothetic-verification". The analysis was carried out based on theoretical studies and content analysis of the two RPS and obtained a correlation between the two. The results of the study found that there is a strong relationship between RPS Entrepreneurship and RPS Character Education and Professional Ethics. Based on research, it is recommended that the two courses can be combined so that they become one new course under the name Entrepreneurship Character Education so that the learning objectives do not overlap so that the educational process is more economical so that the implementation of learning activities is more effective and efficient.

How do business educators prepare students better about ethical decision-making?

PurposeThis paper aims to identify predictors that affect business student perceptions on ethical decision-making. This paper also investigates how those predictors impact the decision-making related to ethical matters among Vietnamese business students.Design/methodology/approachA survey was conducted to collect data for testing the hypotheses. Questionnaires were administered to 500 Vietnamese business students from four public and private universities. The independent t-test was applied to the usable sample to analyze and derive relationships.FindingsThe empirical results showed that idealism and relativism significantly predict the perception of ethical decision-making. Idealism and relativism were found to influence high ethical decision-making significantly.Originality/valueThe study contributes to the literature on ethical decision-making in a transitional economy. New findings and insights from the research serve as a foundation for future research with ethics and decision-making topics. The results offer some insights to business schools in improving their ethical teaching courses and to businesses in their recruitment.

Ways ethics education toolkit impacts moral judgment of accounting students

PurposeTo build public trust in the accounting profession, previous research studies have stressed the need for ethics education. This present research aims to investigate the effects of teaching ethics using the ethics education toolkit (EET) developed by the International Accounting Education Standards Board on accounting students’ moral judgment.Design/methodology/approachAn experimental design was used to determine the effects of teaching ethics using the EET on moral judgment. Data were obtained using the multidimensional ethics scale questionnaire and analysed with multiple linear regression. Factor analysis was performed to obtain the four moral philosophies defined in the literature.FindingsThe results confirm that use of the EET improves the moral judgment of accounting students. The influence of utilitarianism and relativism on moral judgment was reduced, while the students’ ability to recognise violating an unwritten contract as an unethical act was improved. Contrary to expectations, the influence of justice on moral judgment decreased.Practical implicationsThe study may benefit academics by showing positive outcomes of EET use. The EET is a well-developed teaching tool, also suitable for educators insufficiently qualified to develop their own ethics courses or facing time constraints.Originality/valueThe EET was developed to support implementation of ethics education in programmes for professional accountants. By investigating the applicability and effects of the tool in higher education, this study aims to develop moral judgment in accounting students before they enter the accounting profession.

How do Graduate Students’ Perceptions of Gamesmanship Change when exposed to a Sport Ethics Course?

An important responsibility of coaches is teaching their athletes to make appropriate ethical decisions. One aspect of ethical decision-making involves gamesmanship. Making appropriate gamesmanship decisions is often influenced by the importance of winning. Coaches and athletes recognize what is appropriate but have a difficult time acting appropriately when winning and losing are on the line. This study used a pre-class post-class gamesmanship inventory to determine if an ethics course had an impact on the gamesmanship beliefs of graduate students enrolled in a leadership-focused master’s degree program. It was noted that a shift in gamesmanship beliefs occurred as a result of the sport ethics course. Keywords: gamesmanship, ethics, morals, coaches, education

How do Graduate Students’ Perceptions of Gamesmanship Change when exposed to a Sport Ethics Course?

An important responsibility of coaches is teaching their athletes to make appropriate ethical decisions. One aspect of ethical decision-making involves gamesmanship. Making appropriate gamesmanship decisions is often influenced by the importance of winning. Coaches and athletes recognize what is appropriate but have a difficult time acting appropriately when winning and losing are on the line. This study used a pre-class post-class gamesmanship inventory to determine if an ethics course had an impact on the gamesmanship beliefs of graduate students enrolled in a leadership-focused master’s degree program. It was noted that a shift in gamesmanship beliefs occurred as a result of the sport ethics course. Keywords: gamesmanship, ethics, morals, coaches, education

Corruption in the Auditor Inspection Process: The Case of KPMG and the PCAOB

ABSTRACT This case examines the high-profile scandal concerning regulatory monitoring of U.S. public accounting firms. Specifically, KPMG partners obtained confidential information from current and former PCAOB employees about audits the PCAOB planned to inspect. The primary case objectives are to (1) expand students’ knowledge of the PCAOB inspection process; (2) highlight the relationship between the regulator and the regulated audit firms, including the concepts of “regulatory capture” and “revolving door”; and (3) increase students’ awareness of the professional and ethical issues raised by the scandal, including decision making under pressure, evaluating the appropriateness of supervisory requests, overcoming temptations to engage in unethical or illegal behavior, and incentivizing job performance related to ethical conduct. The case also explores “tone at the top” and corporate culture deficiencies at KPMG during the scandal period. This case is most applicable for implementation in undergraduate or graduate auditing or accounting ethics courses.

Pengaruh Mata Kuliah Etika Bisnis Islam terhadap Minat Menjadi Entrepreneur (Studi Pada : Mahasiswa Program Studi Ekonomi Syariah Institut Pesantren Sunan Drajat)

The Islamic Business Ethics course applied in higher education aims to provide knowledge about ethics in business in accordance with sharia so that students have the ability to run a business in accordance with what is ordered in Islam, so that when students have graduated from their college have the provisions to open a business in sharia. Interest in becoming an entrepreneur includes a person's interest in creating a business by looking at the opportunities that are around and daring to take risks that may occur in running a business. This study aims to answer, describe and analyze the research problem formulation which consists of: 1. How is the Islamic Business Ethics Course in the Sunan Drajat Islamic Boarding School College? How are students interested in becoming entrepreneurs? and Is there any influence between Islamic Business Ethics Course on students' interest in becoming Entrepreneurs? The research method used in this study is a quantitative research method with the type of field research. The population in this study were all students of the 2019 Islamic Economics study program who had taken the Islamic Business Ethics course. The research instruments used were: questionnaires or questionnaires and interviews. The results of this study concluded that: (1) Islamic Business Ethics Course had a significant effect on the interest in becoming an entrepreneur. The influence of Islamic Business Ethics Course is 34.8% and the remaining 65.2% is influenced by other variables. (2) Interest in becoming an entrepreneur based on the correlation results stated that the value of interest in being an entrepreneur in students was 0.348 or 34, 8%. (3) There is a significant effect on the variable of Islamic Business Ethics Course (X) on the interest in becoming an Entrepreneur (Y) based on the calculation results obtained a correlation coefficient value of 0.348 indicating the correlation value ranges from -1 to +1 (-1≤ r 1) means the level of correlation shows moderate. So, according to the test criteria, Ha is accepted and Ho is rejected, which means that the hypothesis shows that there is a significant relationship between the Islamic Business Ethics Course and the interest in becoming an Entrepreneur of the 2019 Islamic Economics Study Program students at the Sunan Drajad Islamic Boarding School.

How to do the right thing

PurposeThis paper aims to make suggestions for addressing the apparent failure of business schools to communicate good ethical decision-making skills to students studying in postsecondary institutions.Design/methodology/approachAt the beginning of university management classes, a form is distributed to students outlining a short scenario that requires a course of action. The two questions asked, based on this decision context, are (i) is it ethical to offer bribes to secure construction contracts in countries where this practice is considered an acceptable way of conducting business and (ii) has the student completed an ethics course at the university?FindingsThe scenario described is what occurred at SNC Lavalin, a Canadian construction company that was charged and convicted with offering illegal inducements to foreign officials (in Libya) to secure large government construction contracts. Ethically, the “right” decision would be to not offer bribes; this is because they are illegal when offered both in the Canada and in foreign jurisdictions. The response results to the survey questionnaire showed that 21% of the students thought that bribery was acceptable, if it was a customary business practice in the country where the transaction occurred, and 93% of these students had taken an ethics course. It was interesting to note that almost all the students, who had not taken a business ethics courses, thought that bribery is not acceptable under the circumstances described.Originality/valueTo address the apparent failure to communicate good ethical decision-making skills, this essay suggests that when teaching business ethics, there should a clearer focus on (i) the distinction between morality and ethics; (ii) the problem posed by relativism; and (iii) the reasoning behind ethical standards. This approach is novel in that it makes sense from the perspective of both a business practitioner and university educator.

Barking up the wrong tree: when you do not hire a business lawyer, reality bites

Research methodology This case was developed from both primary and secondary sources. Primary sources were interviews. The secondary sources include legal opinions and journal articles. Case overview/synopsis In 2012, Scot and his co-owner, both experienced groomers, planned to open their own grooming business. Scott talked with his accountant about the best legal entity for their situation, and the accountant advised Scott that a limited liability company (LLC) would be the best choice. The accountant steered Scott to Legal Zoom, an online legal resource that helps people form business entities, including LLCs. A few years after starting their business, Scott and his co-owner reached an impasse: Scott wanted to expand the business; his co-owner did not. Scott talked with an attorney and learned that the standard form LLC operating agreement from Legal Zoom did not cover this kind of situation. How is an LLC formed? What are the consequences of a flawed LLC formation? What kinds of duties do accountants owe business owners? Complexity academic level This case was written for use in an undergraduate introductory business law course, an introductory accounting course or an accounting ethics course. The focus of the case supports classroom discussion for online and face-to-face instruction regarding business entity formation and fiduciary duties. Educators who use critical thinking in lessons to apply information about the roles of accountants and attorneys working with business owners can use this case to explore and discuss the impact ethical decisions can have on business owner clients. Learning objectives Through evaluating and examining this case, students will be able to: • understand what an LLC is and explain how one is formed; • recognize the consequences of flawed LLC business entity formation; and • articulate the roles of accountants in the formation of an LLC.

Uncommon Sense: Jeremy Bentham, Queer Aesthetics, and the Politics of Taste

It would be an almost comical understatement to say that, throughout my graduate study in philosophy and subsequent years of teaching and writing, I found myself engaging with the works of Jeremy Bentham somewhat infrequently. Beyond flavorful anecdotes about mummified heads and jabs about stilted nonsense in my undergraduate Intro to Ethics courses—as we segued into extended discussion of John Stuart Mill, of course—Bentham’s direct and recognized role in my philosophical activities has been pretty much nonexistent. With all that said: as a sexual- and gender- nonconforming aesthetician and LGBTQIA+ educator and wellness professional living in what is now a post-Roe United States, I found Carrie D. Shanafelt’s Uncommon Sense: Jeremy Bentham, Queer Aesthetics, and the Politics of Taste (2021) to be rich, captivating, and at times, even genuinely comforting. Shanafelt’s short book is equal parts history of philosophy, philosophical history, biography, and queer manifesto, written in an accessible manner that successfully balances scholarship with readability. I could easily see Uncommon Sense engendering rich discussion in graduate seminars as well as undergraduate courses of various sorts—though I can just as easily see portions of the book’s content generating various rumbles of controversy, at least at some of the institutions I’ve taught at before. (See, for example, Chapter Four, titled ‘Bentham’s Queer Christ.’) Any anticipatory worries of short-sighted reactionary takes aside, the book would absolutely serve well as the central focus on an entire course, supplemented by a range of literature and scholarly material from philosophical aesthetics, queer studies, political theory, and more. Honestly, I would love to teach that class.

The Effect of Role-Modeled Professional Ethics Instruction on the Nursing and Midwifery Students' Moral Performance: A Semi-Experimental Study

Background and Objective: Professional ethics instruction could guarantee the ethical performance of nurses and midwives. This study aimed to investigate the effect of role-modeled professional ethics instruction on the moral performance of nursing and midwifery students. Materials and Methods: This semi-experimental single-group before-after study was conducted on two separate groups of nursing and midwifery students who were selected using the census method. The intervention was role-modeled professional ethics instruction in six sessions for each group (5 cases per group) in different wards. The required data were collected using the nurses' moral performance questionnaire and midwifery codes of ethics questionnaire (online version) administered before and one month after the intervention. Data were analyzed in SPSS software (version 16). Results: A total of 59 students were included in the study. There was a positive and significant correlation before and after role-modeled instruction as an intervention in terms of moral performance scores in the nursing students' group (P=0.000 r=0.554) and an insignificant positive correlation in the midwifery students' group (P=0.23 r=0.324). Furthermore, there was an insignificant poor correlation between the final scores of the ethics course and moral performance scores before and after role-modeled instruction in both groups. Male nursing students had better moral performance after the intervention, and age did not affect moral performance. Conclusion: The moral performance of nursing students increased significantly after role-modeled instruction. Further studies are recommended to investigate the effectiveness of different instructional methods on strengthening the moral performance of nursing and midwifery students.

A Mixed-Methods Survey of Veterinary Ethics Teaching in Turkey.

With the growth of interest in veterinary ethics, the teaching of ethics to veterinary students has become more important. This study collects comprehensive data about ethics education at veterinary faculties in Turkey to contribute to the international literature. A cross-sectional descriptive survey design is used to collect data via questionnaire. Of the 31 faculty members actively teaching ethics at 24 of the 29 veterinary faculties in Turkey (as of the end of 2021), 30 responded to the survey. By the end of 2021, ethics courses in 24 veterinary faculties in Turkey were conducted between the 7th and 10th semesters with similar content across the examined institutions. Of the 31 faculty members responsible for ethics education, 22 were ethicists. Theoretical lectures and multiple-choice tests were the most preferred methods for teaching and assessment. The most preferred learning outcome to be gained by students was ethical awareness. Integrity by ethicists and morality by faculty members from other departments were considered the most important virtues. The collected qualitative data regarding the strengths of ethics education and areas for improvement were varied and controversial. Ethics training should be an ongoing process throughout veterinary education. Applied ethics education should be comprehensively included in the curricula and carried out with the cooperation of faculty members working in clinical fields.

Big data ethics and its role in the innovation and technology adoption process

PurposeUpon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.Design/methodology/approachThis paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.FindingsFour main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.Originality/valueThree notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.

Building a Kill Switch for the Terminator: A Case for Slow AI

Students in my grad CS ethics course recently led class discussion in an examination of the intersection of vulnerable populations and AI. They decided that they wanted to focus on the elderly. It was a great presentation. They raised issues specific to different cultures across the globe, and they reminded the class that vulnerable populations have vulnerable data too. At one point, one of the presenters instructed the class to remember that the point of bringing technology into the homes and lives of elderly humans is to *increase* their agency, not to restrict it. They reminded us that as we age, stereotypes and family fears will conspire to restrict our choices, under the guise of keeping us safe. However, if AI can be harnessed via various tools and devices to enable us to maintain our agency, to stay in our homes longer as we age, to stay longer in control of our decision-making, then that would be a truly good thing. Imagining a role for AI that enables humans to have more, do more, be more and at their will, is clearly what many young people see as a version of AI development that they would be proud to drive. If my ethics class has led them to this awareness, it has done so by keeping human agency in the center.

Engagement of Online Biobehavioral Health Students in Ethics Education Through Virtual Immersive Experiences

In public health, ethics is a core competency. Accordingly, ethical decision-making should be part of the curriculum for all students seeking to enter the profession. Evidence suggests simulation may positively impact student learning of ethics. Yet, engaging in a traditional simulative or immersive experience is inaccessible to many students. Instead, could participation in virtual immersive experiences serve as a proxy for promoting student outcomes for ethical decision-making in public health? This quasi-experimental mixed methods study examined whether the integration of 360° videos in an undergraduate online health ethics course enhanced intended ethical decision-making. Undergraduate students ( n = 26) provided access to two assignments or artifacts. These artifacts were analyzed in accordance with a tailored rubric to explore differences in five constructs of ethical reasoning when writing assignments were completed with ( n = 13), or without ( n = 13), an integrated 360° video component. The results show the 360° videos enhanced the students’ ability to engage in ethical reasoning, with significant differences in rater scores being noted across multiple constructs. The data were also analyzed qualitatively. Students in the intervention group engaged in a process of “compassionate calculus,” integrating various elements of empathy, compassion, and self-awareness toward a clinical outcome. Together these findings demonstrate the capacity of virtual immersive experience to support students in the enhancement of intended ethical decision-making through the development of greater compassion or empathic concern. This study provides evidence to guide the continued integration of virtual immersive experiences into undergraduate public health education.

Evaluation of Dentists’ Attitudes Towards Principles of Professional Ethics

The aim of this research was to investigate attitudes towards principles of professional ethics (PPE) amongst Iranian dentists working in Isfahan, Iran. This pilot cross-sectional study was conducted amongst 273 dentists in Isfahan, Iran. A validated, comprehensive questionnaire including principles of respect for patient autonomy, nonmaleficence, beneficence, and justice was used to evaluate dentistry professional ethics aspects. Age, gender, marital status, type of graduate university, level of education, specialised field of study, work experience, workplace, and participation in ethics workshops and courses were registered from participants. Total and domains scores of used questionnaires were calculated and compared across categories of study participants' characteristics. Mean ± SD age of participants was 35.4 ± 10.7 years, and 57% were female; about 73% graduated from Isfahan University of Medical Sciences, and 65% were general dentists. The attitude total score of dentists towards PPE was 133.02 ± 13.16. Mean total score of the questionnaire and its domains was different significantly (P < .05) across categories of level of education, marital status, and passing the ethical courses. The attitude of dentists towards PPE was rated at a good level. However, improvement in attitudes of some specific subgroups such as general dentists and newly graduated ones is needed. Conducting specific workshops about professional ethics and incorporating these principles into university curricula can be beneficial.

Analyzing the Factors Affecting College Students’ Understanding of Business Ethics Courses

Today, with the rapid development of economic activities, the importance of business ethics education for college students has gradually increased. Many universities have set up courses related to business ethics to lay a foundation for students' future vocational education. In this work, a questionnaire was sent to college students from all over the country. SPSS analysis of data collected from participants found that the main factors affecting college students' understanding of business ethics and its curriculum were gender and age – women and older people showed a more rigorous and cautious attitude when considering business ethics issues, and had higher expectations and evaluations of the effectiveness of the courses. Besides, compared to understandings of ethics, the influence of other potential factors on college students is mainly reflected in the recognition of willingness to study and course effect.

The Effect of an Elective Course in Medical Ethics on Medical Students' Tolerance for Ambiguity.

AbstractPurpose: Tolerance for ambiguity (TFA) is a character trait that is associated with a multitude of benefits for physicians, including increased empathy, greater desire to work in underserved areas, fewer medical errors, enhanced psychological well-being, and lower rates of burnout. Furthermore, it has been shown that TFA is a malleable trait that can be enhanced with interventions such as art courses and group reflection. This study describes the utility of a six-week medical ethics elective course in increasing TFA in first- and second-year medical students.Methods: First- and second-year medical students were enrolled in an elective medical ethics course at Cooper Medical School of Rowan University that guided students in critical thinking, group discussion, and respectful debate regarding various ethical dilemmas in medicine. Students took a validated survey before and after course completion to measure TFA. The average pre- and post-course scores for each semester, as well as the total cohort of 119 students, were compared using paired t-tests.Results: A statistically significant improvement in TFA scores was observed in the overall cohort, as well as in each individual semester of the medical ethics elective course offering.Conclusion: A six-week elective course in medical ethics can significantly improve medical students' TFA.

Introduction: The Journal of Clinical Ethics, the MacLean Center, and the Future of Clinical Ethics.

Introduction: The Journal of Clinical Ethics, the MacLean Center, and the Future of Clinical Ethics.

Assessment of surgery residents' knowledge of medical ethics and law. Implications for training and education.

Medical ethics and law are essential topics that should be included in medical residency programs. However, surgery training programs in Iran lack a specific course in medical ethics and law, which can lead to patient dissatisfaction with surgical outcomes. This study aimed to assess surgery residents' knowledge of medical ethics and law and suggest improvements for future residency programs. This descriptive cross-sectional study involved 112 surgery residents from six teaching hospitals. A valid and reliable questionnaire comprising 15 items on medical ethics and 12 items on medical law was used to assess participants' knowledge. Most participants were female (31-40 years old), and their mean knowledge score for medical ethics was 3.26±0.53 out of 5, with the lowest score in "futile treatment and DNR orders." The mean knowledge score for medical law was 3.69±0.69, with the lowest score in "surrogate decision-maker." Age did not affect residents' knowledge, but gender did, with female residents demonstrating significantly better knowledge of medical ethics (3.344/5 vs. 3.112/5) and law (3.789/5 vs. 3.519/5). Surgery residents had a relatively favorable knowledge of medical ethics and law, but they require further training in some areas to improve their knowledge. Training should include journal clubs, role-play programs, standardized patient programs, and debates to achieve better results, as purely didactic lectures appear inadequate.