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- Ethics across the curriculum
- Ethics across the curriculum
- Eac toolkit instructor module:
Skills objectives
- This activity is based on four skills for ethical empowerment that have been detailed in Cruz/Frey 2003: ethical awareness, ethical evaluation, ethical integration and ethical prevention.
- This list of moral skills is by no means exhaustive or exclusive. For example, it does not cover moral imagination, moral creativity, becoming a member of a professional community, or perseverance.
- Readers are encouraged to consult the moral development skills that are available in Kohlberg, Rest, Huff/Frey, and the widely accepted Hastings Center List. Bibliographical references below will provide ample resources that different institutions or groups can use to build a list of skills of moral development to fit their needs and resources.
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Ethical Awareness consists of the student's ability to select and frame moral issues and problems that arise in ordinary, day-to-day research practice.
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Ethical evaluation skills allow students to bring ethical principles, concepts, theories, and values to bear on the problems they identify in research scenarios and use these to accomplish moral reasoning and judgment.
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Ethical integration skills give ethical principles, concepts, theories, and values a constitutive role in creating and designing solutions to moral problems and generating decision alternative sthat integrate moral (and non-moral) values.
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Ethical prevention skills are employed to identify value conflicts inherent in research projects and the socio-technical systems into which they are integrated. Prevention skills more from early identification of these conflicts to the development of counter-measures that prevent them from developing into full-blown moral problems or dilemmas.
- These objectives form a series in which the more complex skills presuppose and build upon the simpler ones: ethical evaluation takes place when awareness skills are mastered; integration presupposes evaluation and awareness; prevention builds upon the mastery of the three more basic skills. To reflect this serial relation of ethics objectives, ethics across the curriculum modules should be sequenced so that so that subsequent interventions build upon the skills mastered in earlier ones. This pre-test, by generating awareness, can help prepare the foundation for more advanced interventions.
- Those who adopt this module are cautioned against taking this idea of sequential development to its extremes. The sequence is not uni-directional; students can and should work on maintaining awareness even after they have practiced prevention. More than one skill can be pursued at a time. Students could participate in EAC activities out of sequence and still benefit. But ordering these workshops sequentially and generally requiring students to move from awareness, through evaluation and integration, to prevention makes sense. In general, interventions targeting simpler skills should precede those targeting more complex and advanced skills.
These content objectives come from aacsb criteria. they have been quoted from the aacsb ethics task force report.
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Ethical Leadership (EL): (a) “Expanding…awareness to include multiple stakeholder interests and…developing and applying…ethical decision-making skills to organizational decisions in ways that are transparent to…followers.” (b) “Executives become moral managers by recognizing and accepting their responsibility for acting as ethical role models.”
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Decision-Making (DM): “Business schools typically teach multiple frameworks for improving students’ ethical decision-making skills. Students are encouraged to consider multiple stakeholders and to assess and evaluate using different lenses and enlarged perspectives.”
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Social Responsibility (SR): “Businesses cannot thrive in environments where societal elements such as education, public health, peace and personal security, fidelity to the rule of law, enforcement of contracts, and physical infrastructures are deficient.”
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Corporate Governance (CG): (a) “Knowing the principles and practices of sound, responsible corporate governance can also be an important deterrent to unethical behavior.” (b) “Understanding the complex interdependencies between corporate governance and other institutions, such as stock exchanges and regulatory bodies, can be an important factor in managing risk and reputation.”
Source:
OpenStax, Ethics across the curriculum modules for eac toolkit workshops. OpenStax CNX. May 07, 2007 Download for free at http://cnx.org/content/col10414/1.2
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