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Journal of Management Education
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Ethics Education: Using Inductive Reasoning To Develop Individual, Group, Organizational, and Global Perspectives

Susan H. Taft

Kent State University

Judith White

Santa Clara University

Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students' ethical self-knowledge in three ways: using an inductive method to aid students in learning ethics from a foundation of their own beliefs, distinguishing ethics from related concepts, and examining ethical conduct at four different levels of analysis—individual, group, organizational, and international perspectives. The authors define ethics and provide a model, new to the literature, that distinguishes ethics from related concepts, such as law, morality, or values. They include a discussion of ethical and cultural relativism and ethical absolutism relevant to the global context. This article is intended for the ethics educator in undergraduate and graduate business courses.

Key Words: ethics • global ethics • inductive learning • sources of ethics • levels of analysis • teaching management ethics

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This version was published on October 1, 2007

Journal of Management Education, Vol. 31, No. 5, 614-646 (2007)
DOI: 10.1177/1052562907307641
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