Doing Right in Business: Can Action Learning Develop Moral Sensitivity and Promote Ethical Behaviour?

Autor/inn/en	Brook, Cheryl; Christy, Gill
Titel	Doing Right in Business: Can Action Learning Develop Moral Sensitivity and Promote Ethical Behaviour?
Quelle	In: Action Learning: Research and Practice, 10 (2013) 3, S.214-229 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2013.836077
Schlagwörter	Foreign Countries; Experiential Learning; Ethics; Moral Issues; Moral Development; Business; Business Administration Education; Higher Education; Educational Philosophy; Ethical Instruction; Moral Values; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Ethik; Moraltheorie; Moralische Entwicklung; Business studies; Wirtschaft; Betriebswirtschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Ethics instruction; Teaching of ethics; Ethikunterricht; Moral value; Ethischer Wert; Großbritannien
Abstract	The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the "affective" aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10