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Enhancing Ethical Reflection of Managers Through Andragogy and Socratic Approaches: A Multi-University Comparison
Michael Segon and Christopher Booth
CQUniversity, Australia
Jeremy Pearce
De Montfort University, UK
Firew Beshah
CQUniversity, Australia
Volume 19: 2022 pp. 5-34: ABSTRACT
There have long been debates about the teaching of business ethics. Should business ethics be taught like functional business courses like marketing, law and strategy using behaviourist or teacher centred models in business courses? Or should adult learning methodologies adopt Socratic method with reflective practice as a means of promoting ethical self-awareness and enhancing personal development in meta-cognition and learning? This paper canvases literature pertaining to how business ethics and fields such as CSR should be taught. It outlines the methodological differences between pedagogical versus andragogic approaches and focuses on Socratic and reflective practice approaches. Extracts from student assessments including comments, feedback, and insights, from a number of MBA ethics and management subjects in different universities are presented. This provides evidence of the effectiveness of these approaches in enhancing participants’ abilities to engage in ethical reflection and decisions, validating the process as an appropriate and effective educational method.
