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  1.  75
    (1 other version)What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction.Shane Connelly, Michael D. Mumford, Logan M. Steele, Tyler J. Mulhearn, Logan L. Watts & Kelsey E. Medeiros - 2017 - Journal of Academic Ethics 15 (3):245-275.
    Requirements for business ethics education and organizational ethics trainings mark an important step in encouraging ethical behavior among business students and professionals. However, the lack of specificity in these guidelines as to how, what, and where business ethics should be taught has led to stark differences in approaches and content. The present effort uses meta-analytic procedures to examine the effectiveness of current approaches across organizational ethics trainings and business school courses. to provide practical suggestions for business ethics interventions and research. (...)
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  2.  40
    Modeling the Instructional Effectiveness of Responsible Conduct of Research Education: A Meta-Analytic Path-Analysis.Logan L. Watts, Tyler J. Mulhearn, Kelsey E. Medeiros, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2017 - Ethics and Behavior 27 (8):632-650.
    Predictive modeling in education draws on data from past courses to forecast the effectiveness of future courses. The present effort sought to identify such a model of instructional effectiveness in scientific ethics. Drawing on data from 235 courses in the responsible conduct of research, structural equation modeling techniques were used to test a predictive model of RCR course effectiveness. Fit statistics indicated the model fit the data well, with the instructional characteristics included in the model explaining approximately 85% of the (...)
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  3.  42
    Mental Models and Ethical Decision Making: The Mediating Role of Sensemaking.Zhanna Bagdasarov, James F. Johnson, Alexandra E. MacDougall, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2016 - Journal of Business Ethics 138 (1):133-144.
    The relationship between mental models and ethical decision making, along with the mechanisms through which mental models affect EDM, are not well understood. Using the sensemaking approach to EDM, we empirically tested the relationship of mental models to EDM. Participants were asked to depict their mental models in response to an ethics case to reveal their understanding of the ethical dilemma, and then provide a response, along with a rationale, to a different ethical problem. Findings indicated that complexity of respondents’ (...)
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  4.  35
    (1 other version)A Comparison of the Effects of Ethics Training on International and US Students.T. H. Lee Williams, Shane Connelly, Michael D. Mumford, Alexandra E. MacDougall, Logan L. Watts, James F. Johnson & Logan M. Steele - 2016 - Science and Engineering Ethics 22 (4):1217-1244.
    As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...)
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  5.  34
    How Did You Like This Course? The Advantages and Limitations of Reaction Criteria in Ethics Education.Megan R. Turner, Logan L. Watts, Logan M. Steele, Tyler J. Mulhearn, Brett S. Torrence, E. Michelle Todd, Michael D. Mumford & Shane Connelly - 2018 - Ethics and Behavior 28 (6):483-496.
    Ethics courses are most commonly evaluated using reaction measures. However, little is known about the specific types of reaction data being collected and how these reaction data relate to improvements in trainee performance. Using a sample of 381 ethics training sessions, major reaction data categories were identified. Content and course satisfaction were the most frequently collected types of reaction criteria. Furthermore, content relevance and course satisfaction showed strong, positive relationships with performance criteria, whereas content satisfaction demonstrated a moderate, negative relationship. (...)
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  6.  56
    Review of Instructional Approaches in Ethics Education. [REVIEW]Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, Michael D. Mumford & Shane Connelly - 2017 - Science and Engineering Ethics 23 (3):883-912.
    Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were (...)
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