Vygotskian Business Ethics: The Influence of Peers on Moral Reasoning in Business Ethics Education

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  • Author(s): Ohreen, David (ORCID Ohreen, David (ORCID 0000-0001-7396-3033); Sundararajan, Binod (ORCID Sundararajan, Binod (ORCID 0000-0002-4739-5842); Trifts, Valerie; Comber, Scott
  • Language:
    English
  • Source:
    Journal of Management Education. Feb 2022 46(1):70-105.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      36
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Peer Influence; Thinking Skills; Moral Values; Ethics; Business Administration Education; Comparative Analysis; Teaching Methods; Constructivism (Learning); Language Role; Management Development; Undergraduate Students; Journal Writing; Student Attitudes; Sociocultural Patterns; Skill Development; Decision Making; Vignettes; Measures (Individuals); Moral Development; Foreign Countries; Group Discussion
    • Subject Terms:
      Canada
    • Subject Terms:
      Defining Issues Test
    • Accession Number:
      10.1177/1052562921996019
    • ISSN:
      1052-5629
    • Abstract:
      The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky's constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky's focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky's developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1321771