Content of Vignettes and Ethical Decision Making among Business Education Students at the University of Nairobi, Kenya
Keywords:
Vignettes Content, Ethical Decision making, Ethical Sensitivity, Experiential LearningAbstract
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.
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