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Developing reflective students: evaluating the benefits of learning logs within a business ethics programme

Developing reflective students: evaluating the benefits of learning logs within a business ethics programme
Developing reflective students: evaluating the benefits of learning logs within a business ethics programme
The paper presents a rationale for the inclusion of a learning log within a business ethics programme drawing on the results of a pilot with a group of undergraduate students. Learning logs were found to serve as a valuable means of helping students connect theory with familiar working practice and also enabled them to reflect on their own personal development and understanding of ethics over time. Comparison between the first and final log entries indicate that students were able to critically re-evaluate many of their initial assumptions about business ethics. While the first log entries were characterised by scepticism and relativist attitudes to business ethics, the final entry indicated that many students now rejected the notion that ethics are only relevant to private life. Moreover, there was evidence of increased understanding of the scope of ethical issues and the complexity of decision-making. Critical workplace incidents, reported in the third log entry, illustrated a wide range of ethical dilemmas facing young and inexperienced service workers. Integrating the use of such critical incidents, written from the perspective of a front-line worker, within a business ethics programme may also serve as a valuable counter-weight to the traditional emphasis on large corporate case studies which cast students in the role of a middle or senior manager
1382-6891
375-387
MacFarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
MacFarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c

MacFarlane, Bruce (2001) Developing reflective students: evaluating the benefits of learning logs within a business ethics programme. Teaching Business Ethics, 5 (4), 375-387. (doi:10.1023/A:1012066224201).

Record type: Article

Abstract

The paper presents a rationale for the inclusion of a learning log within a business ethics programme drawing on the results of a pilot with a group of undergraduate students. Learning logs were found to serve as a valuable means of helping students connect theory with familiar working practice and also enabled them to reflect on their own personal development and understanding of ethics over time. Comparison between the first and final log entries indicate that students were able to critically re-evaluate many of their initial assumptions about business ethics. While the first log entries were characterised by scepticism and relativist attitudes to business ethics, the final entry indicated that many students now rejected the notion that ethics are only relevant to private life. Moreover, there was evidence of increased understanding of the scope of ethical issues and the complexity of decision-making. Critical workplace incidents, reported in the third log entry, illustrated a wide range of ethical dilemmas facing young and inexperienced service workers. Integrating the use of such critical incidents, written from the perspective of a front-line worker, within a business ethics programme may also serve as a valuable counter-weight to the traditional emphasis on large corporate case studies which cast students in the role of a middle or senior manager

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More information

Published date: November 2001
Organisations: Southampton Education School

Identifiers

Local EPrints ID: 374030
URI: https://eprints.soton.ac.uk/id/eprint/374030
ISSN: 1382-6891
PURE UUID: 3faaf0ea-0b7e-40b9-a260-9ebfec591d8b

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Date deposited: 02 Feb 2015 12:02
Last modified: 17 Jul 2017 21:30

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