An Undergraduate Business Ethics Curriculum: Learning and Moral Development Outcomes

Jessica McManus Warnell

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 secure online payment, or the appropriate form available on the Order Forms page or alternatively, contact the Publishing Editor, Peter Neilson, pneilson@neilsonjournals.com directly.

An Undergraduate Business Ethics Curriculum: Learning and Moral Development Outcomes

Jessica McManus Warnell

University of Notre Dame, USA

Volume 7: 2010, pp. 63-84: ABSTRACT

The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students - completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categories of analysis of the case response, related to the moral development scale. Findings are useful in assessing outcomes, suggesting curriculum design and providing information for further research of moral reasoning with business students.