Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/20644

Ethics education and neuroscience : A neurocognitive approach to business ethics training

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Item Summary

Title: Ethics education and neuroscience : A neurocognitive approach to business ethics training
Authors: Suarez, Cristina
Issue Date: 2008
Abstract: This study incorporates recent advances in neuroscience in the evaluation of instructional methods for business ethics education. By utilizing a neurocognitive model which accounts for the fundamental neural processes which underlie human behavior, this research expands the traditional view of conscious cognitive ethical decision-making to include nonconscious drivers of ethical behavior. Measuring ethical behavior directly rather than the traditional but not perfectly-correlated ethical judgment, a game theory experiment was employed to assess the ethical behavior of college students before and after ethics training. The distinct neural systems of reflexive and active judgment were activated with time constraint and altered instructions in different rounds of the game. Subjects were trained with two types of cases to determine if case method ethics education may positively impact ethical behavior. Results indicated significant worsening of ethical behavior in subjects not trained with case method ethics instruction, while case method instruction improved ethical behavior. Previous college-level ethics education and gender were not found to be significantly correlated with improvement in ethical behavior.
Description: Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
This study incorporates recent advances in neuroscience in the evaluation of instructional methods for business ethics education. By utilizing a neurocognitive model which accounts for the fundamental neural processes which underlie human behavior, this research expands the traditional view of conscious cognitive ethical decision-making to include nonconscious drivers of ethical behavior. Measuring ethical behavior directly rather than the traditional but not perfectly-correlated ethical judgment, a game theory experiment was employed to assess the ethical behavior of college students before and after ethics training. The distinct neural systems of reflexive and active judgment were activated with time constraint and altered instructions in different rounds of the game. Subjects were trained with two types of cases to determine if case method ethics education may positively impact ethical behavior. Results indicated significant worsening of ethical behavior in subjects not trained with case method ethics instruction, while case method instruction improved ethical behavior. Previous college-level ethics education and gender were not found to be significantly correlated with improvement in ethical behavior.
Includes bibliographical references (leaves xxx-xxx).
Also available by subscription via World Wide Web
107 leaves, bound 29 cm
URI/DOI: http://hdl.handle.net/10125/20644
ISBN: 9780549787808
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - International Management



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