Content of Vignettes and Ethical Decision Making Among Business Education Students at the University of Nairobi, Kenya
Oluoch, Prisca M
Odundo, Paul A
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Vignette-based methodologies are frequently used to examine judgments, decision-making processes and ethical sensitivity of business education teachers and learners during the learning process in business ethics instruction. In this study, sources of knowledge content in construction of vignettes, was considered as a foundation on which ethical sensitivity can be inculcated through experiential learning. The study was focused at establishing the effect of vignettes derived from various content sources on ethical decision-making among business education students. A sample of 57 students from a target population provided information through filling questionnaires, which was then analyzed using descriptive statistics. The study adopted Moral Foundations theory (MFT), a social psychological model intended to explain the origins of and variation in human moral reasoning. The finding of the study indicated that vignettes derived from case studies (94.1%) influence ethical decision-making; interviews (75.4%) stories (66.7%), textbooks (80.7%) and personal experiences (91.2%). The study recommended that universities and institutions training teachers should consider developing and adopting vignettes particularly from the learners’ personal experiences as an instructional approach in teaching business ethics; business education teachers could adopt vignettes from case studies, textbooks, stories or interviews with business people in business education methods and other subject areas. On practice, the study recommended vignettes as an instructional tool to enhance dialogue, exchange of ideas and critical thinking; and more studies on the extent to which business education teachers have adopted vignettes as an instructional method.
CitationOluoch, Prisca Mary, Paul Amolloh Odundo, and John Mwangi. "Content of Vignettes and Ethical Decision Making Among Business Education Students at the University of Nairobi, Kenya." International Journal of Learning, Teaching and Educational Research 17.11 (2018).
University of Nairobi
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