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首页> 外文学位 >Promoting the ethical development of undergraduate business students through a Deliberate Psychological Education-based classroom intervention.
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Promoting the ethical development of undergraduate business students through a Deliberate Psychological Education-based classroom intervention.

机译：通过以心理教育为基础的课堂干预，促进商科本科生的道德发展。

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摘要

The prominence of ethical scandals in business in recent years has been a major cause for alarm within the profession. Public trust in business has dropped to disastrous lows (Swanson, 2004) and businesses have realized that poor ethics are detrimental to their bottom line. Although attempts are being made to effectively respond to the situation, the literature has called for more effective business ethics education at the undergraduate level. The present situation has left schools of business "scrambling to develop a response" (Felton & Sims, 2005).;The business literature frequently references Kohlberg's theory of moral development in conceptualizing the situation; however, no research studies to date have evaluated educational interventions aligning this particular theory to educational design. Deliberate Psychological Education (DPE) is grounded by the assumptions of Cognitive Developmental Theory and DPE-based interventions have been empirically validated as effective means for promoting developmental growth: cognitive, moral, ego, and conceptual in a multitude of settings.;The primary directional hypothesis for this study suggested that the business undergraduate students involved in a DPE-based intervention within their ethics course would show an increase in their ethical reasoning abilities during the course of the semester, in comparison to the control group. The Defining Issues Test-II (DIT-II) and the Multidimensional Ethics Scale (MES) were utilized as pre-test and post-test measurement tools. The statistical analyses for the DIT-II clearly supported this hypothesis while the MES findings did not show a significant difference.
机译：近年来，商业道德丑闻的盛行一直是引起行业内警觉的主要原因。公众对企业的信任度已降至灾难性的低点（Swanson，2004年），企业也意识到，不良的道德操守不利于其底线。尽管正在尝试有效地应对这种情况，但文献要求在本科层次上进行更有效的商业道德教育。当前的情况使商学院“争先恐后地做出反应”（Felton＆Sims，2005）。商业文献在概念化情况时经常引用科尔伯格的道德发展理论。但是，迄今为止，还没有研究评估将这种特定理论与教育设计相结合的教育干预措施。故意心理教育（DPE）是以认知发展理论的假设为基础的，基于DPE的干预措施已在经验上被验证为促进发展增长的有效手段：多种环境中的认知，道​​德，自我和概念。这项研究的假设表明，与对照组相比，在道德课程中参与基于DPE干预的商科学生在学期中将显示出其道德推理能力的提高。定义问题测验II（DIT-II）和多维道德量表（MES）被用作测验前和测验后的测量工具。 DIT-II的统计分析清楚地支持了这一假设，而MES结果并未显示出显着差异。

著录项

  • 作者

    Schmidt, Christopher Drees.;

  • 作者单位

    The College of William and Mary.;

  • 授予单位 The College of William and Mary.;
  • 学科 Education Guidance and Counseling.;Education Business.;Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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