Szczegóły publikacji
Opis bibliograficzny
”Don't try to teach me, I got nothing to learn”: management students' perceptions of business ethics teaching / Guillermina Tormo-Carbó, Victor Oltra, Katarzyna KLIMKIEWICZ, Elies Seguí-Mas // Business Ethics - a European Review ; ISSN 0962-8770. — 2019 — vol. 28 iss. 4, s. 506–528. — Bibliogr. s. 524–527, Abstr.
Autorzy (4)
- Tormo-Carbó Guillermina
- Oltra Victor
- AGHKlimkiewicz Katarzyna
- Seguí-Mas Elies
Dane bibliometryczne
| ID BaDAP | 124248 |
|---|---|
| Data dodania do BaDAP | 2019-10-08 |
| Tekst źródłowy | URL |
| DOI | 10.1111/beer.12236 |
| Rok publikacji | 2019 |
| Typ publikacji | artykuł w czasopiśmie |
| Otwarty dostęp |  |
| Czasopismo/seria | Business Ethics - a European Review |
Abstract
Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).
