The Value of Experiential and Action Learning in Business Ethics Education

Meena Chavan; Leanne M. Carter

ORDER ARTICLE PERMISSIONS/REPRINTS/OFFPRINTS

To order inspection copies, and/or permissions to include this article in textbooks, edited volumes, course booklets, online/digital course packs, etc., and/or to order multiple individual hard copies for classroom use, please use the appropriate form available on the Order Forms page or alternatively, contact the Publishing Editor, Peter Neilson, pneilson@neilsonjournals.com directly.

The Value of Experiential and Action Learning in Business Ethics Education

Meena Chavan and Leanne M. Carter

Macquarie University, Australia

Volume 15: 2018, pp. 5-32: ABSTRACT

This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of Experiential Learning Activity (ELA) and Critical Action Learning (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.