Teaching Business Ethics: How to Use Experience-Based Projects to Achieve Higher-Order Learning Outcomes

David M. Hunt; Scott K. Radford

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Teaching Business Ethics: How to Use Experience-Based Projects to Achieve Higher-Order Learning Outcomes

David M. Hunt

Boise State University, USA

Scott K. Radford

University of Calgary, Canada

Volume 15: 2018, pp. 169-184: ABSTRACT

This study examines ethics-related learning outcomes that emerged from an experience-based project in a personal selling and sales management course. Using qualitative research methods, we classified students’ experiences according to domains of ethical issues associated with personal selling and according to conceptualizations of learning identified in the education literature. Patterns we observed in our data suggest that the experience-based project encouraged learners to employ higher-order thinking about business ethics. Higher order problem-solving about ethical issues helps ensure that lessons students learn about ethical decision making carry forward to their professional careers. Based on our findings, we recommend ways instructors can formulate ethics-related learning objectives, develop learning assessments that measure ethics-related learning outcomes, and design teaching and learning activities that help ensure students learn ethical concepts in a way that will carry forward to their careers.