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Everyday workplace ethics for the millennial business and engineering undergraduate student: A situated learning model.

机译：千禧商务与工程专业本科生的日常工作场所道德：一种情境学习模型。

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摘要

Undergraduate ethics instruction in business and engineering can be broadly divided into two models -- disciplinary ethics (integrated within a course where discussions about ethics pertain to a particular profession or discipline) and standalone ethics (where the concept of ethics and ethical conduct are discussed in broad, theoretical terms). While both these models have educational value, they have not been able to help the millennial undergraduate student with everyday routine ethical decision making that they might encounter in the workplace. This is largely because both these models do not consider the organizational or the cultural context (the context in which learning will eventually be used) in their discussions. Ignoring the cultural context, say situated learning theorists, limits the transfer of learning to practice. Because formal, classroom education, unlike apprenticeships (how learning traditionally took place before colleges and universities came on the scene), separates the learning from the doing, deliberate pedagogical methods need to be used that help connect knowledge to practice.;In this study, I investigate the merits of using cognitive apprenticeship, a situated learning model, as a way to help business and engineering undergraduate students make a connection between classroom learning of everyday workplace ethics and its application in their future places of employment. Situated learning, sometimes referred to as situated cognition or everyday cognition considers learning as it happens in everyday authentic circumstances making use of concrete tools (psychological and technical resources) provided by the cultural context to acquire and apply knowledge. These cultural tools or cultural referents, as Choi and Hannafin (1995) calls them, can especially be helpful to the new millennial professional in identifying and dealing with routine ethical scenarios in the workplace.;The study was conducted at a large, urban, mid-western public university in the US. The study participants included graduating seniors of a supply chain class and capstone students of a mechanical engineering class. The results of this partly quasi-experimental and partly qualitative study indicate that students who had prior work experience and prior ethics instruction found the situated learning experience equally enabling as did those who did not. The quantitative results indicate that there was a statistically significant increase in the students' understanding of everyday ethical scenarios and the qualitative results overwhelmingly indicate that the students valued the situated instruction because it gave them an understanding of 'real-world' application of everyday ethics.
机译：商业和工程学方面的本科道德教学大致可分为两种模式：学科伦理（整合在与特定专业或学科有关的伦理讨论课程中）和独立伦理（在其中讨论伦理和道德行为的概念）广泛的理论术语）。虽然这两种模型都具有教育价值，但它们无法帮助千禧一代大学生进行日常的道德决策，而这在工作场所可能会遇到。这主要是因为这两种模型在其讨论中都没有考虑组织或文化背景（最终将在其中使用学习的背景）。静坐的学习理论家说，忽视文化背景会限制学习向实践的转移。由于正规的课堂教学不同于学徒制（传统上是在大学出现之前就进行学习），将学习与实践分离开来，因此需要使用刻意的教学方法来帮助将知识与实践联系起来。我研究使用认知学徒制（一种情境学习模式）的优点，以帮助商业和工程学本科生在课堂上学习日常工作场所道德与将其应用于未来的工作场所之间的联系。情境学习，有时也称为情境认知或日常认知，是指在日常真实情况下发生的学习，它利用文化环境提供的具体工具（心理和技术资源）来获取和应用知识。正如Choi和Hannafin（1995）所称的那样，这些文化工具或文化参照物尤其有助于新的千禧一代专业人员识别和处理工作场所中的常规道德情景。 -美国的西方公立大学。研究参与者包括供应链班的应届毕业生和机械工程班的顶峰学生。这项部分准实验和部分定性研究的结果表明，具有先前工作经验和先前道德指导的学生发现，就职学习经验与未接受过同样的经验的学生一样，都具有同样的能力。定量结果表明，学生对日常道德情景的理解在统计上有显着增加，而定性结果则绝大多数表明，学生重视现场教学，因为它使他们对日常道德的“现实世界”应用有所了解。

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  • 作者

    Kumar, Nisha.;

  • 作者单位

    The University of Wisconsin - Milwaukee.;

  • 授予单位 The University of Wisconsin - Milwaukee.;
  • 学科 Ethics.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 154 p.
  • 总页数 154
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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