Integrative Live Case: A Contemporary Business Ethics Pedagogy.
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| Title: | Integrative Live Case: A Contemporary Business Ethics Pedagogy. |
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| Authors: | Venkat Raman, G.1 (AUTHOR) gvenkat@iimidr.ac.in, Garg, Swapnil1 (AUTHOR) swapnilgarg@iimidr.ac.in, Thapliyal, Sneha1 (AUTHOR) snehat@iimidr.ac.in |
| Source: | Journal of Business Ethics. Apr2019, Vol. 155 Issue 4, p1009-1032. 24p. 2 Diagrams, 4 Charts, 1 Graph. |
| Subject Terms: | *Business ethics education, *Case method (Teaching), *College curriculum, *Education methodology, *Innovations in higher education, *Teaching methods research, *Ethics education in universities & colleges, *Business schools |
| Abstract: | Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach (A), content (C), and delivery (D), and a comprehensive framework (ACD) for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach (A), content (C), and delivery (D), and a comprehensive framework (ACD) for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01674544 |
| DOI: | 10.1007/s10551-017-3514-6 |
