Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-23T08:30:09.306Z Has data issue: false hasContentIssue false
  • English
  • Français

How then should we teach? Incorporating the lens of structural forms to improve ethics education

Published online by Cambridge University Press:  22 September 2021

Logan L. Watts Open the ORCID record for Logan L. Watts [Opens in a new window]  and
Sampoorna Nandi
Logan L. Watts*
Affiliation:
The University of Texas at Arlington
Sampoorna Nandi
Affiliation:
The University of Texas at Arlington
*
*Corresponding author. Email: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 14 , Issue 3 , September 2021 , pp. 353 - 356
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

We would like to thank Deirdre Knapp for reviewing an earlier draft of this manuscript.

References

Goldstein, I. L., & Ford, J. K. (2002). Training in organizations. Wadsworth.Google Scholar
Lefkowitz, J. (2017). Ethics and values in industrial-organizational psychology (2nd ed.). New York: Routledge. Google Scholar
Lefkowitz, J. (2021). Forms of ethical dilemmas in industrial-organizational psychology. Industrial and Organizational Psychology: Perspectives on Science and Practice, 14(3), 297–319.Google Scholar
Lowman, R. L. (2006). The ethical practice of psychology in organizations. American Psychological Association.CrossRefGoogle Scholar
Medeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Connelly, S., & Mumford, M. D. (2017). What is working, what is not, and what we need to know: A meta-analytic review of business ethics instruction. Journal of Academic Ethics, 15, 245–275.CrossRefGoogle Scholar
Mulhearn, T. J., Steele, L. M., Watts, L. L., Medeiros, K. E., Connelly, S., & Mumford, M. D. (2017a). Review of instructional approaches in ethics education. Science and Engineering Ethics, 23, 883–912.CrossRefGoogle ScholarPubMed
Mulhearn, T. J., Watts, L. L., Torrence, B. S., Todd, E. M., Turner, M. R., Connelly, S., Mumford, M. D. (2017b). Cross-field comparison of ethics education: Golden rules and particulars. Accountability in Research, 24, 211–224.CrossRefGoogle ScholarPubMed
Mumford, M. D., Connelly, S., Brown, R. P., Murphy, S. T., Hill, J. H., Antes, A. L., Waples, E. P., & Devenport, L. D. (2008). A sensemaking approach to ethics training for scientists: Preliminary evidence of training effectiveness. Ethics & Behavior, 18, 315–339.CrossRefGoogle ScholarPubMed
Mumford, M. D., Steele, L. M., & Watts, L. L. (2015). Evaluating ethics education programs: A multilevel approach. Ethics & Behavior, 25, 37–60.CrossRefGoogle Scholar
Society for Industrial and Organizational Psychology, Inc. (2016). Guidelines for education and training in industrial-organizational psychology. https://www.apa.org/about/policy/industrial-organizational-guidelines.pdf Google Scholar
Steele, L. M., Mulhearn, T., Medeiros, K. E., Watts, L. L., Connelly, S., & Mumford, M. D. (2016). How do we know what works? A review and critique of current practices in ethics training evaluation. Accountability in Research, 23, 319–350.CrossRefGoogle ScholarPubMed
Todd, E. M., Torrence, B. S., Mulhearn, T. J., Watts, L. L., Connelly, S., & Mumford, M. D. (2017). Effective practices in the delivery of research ethics education: A qualitative review of instructional methods. Accountability in Research, 24, 297–321.CrossRefGoogle ScholarPubMed
Turner, M. R., Watts, L. L., Steele, L. M., Mulhearn, T. J., Torrence, B. S., Todd, E. M., Mumford, M. D., & Connelly, S. (2018). How did you like this course? The advantages and limitations of reaction criteria in ethics education. Ethics & Behavior, 28, 483–496.CrossRefGoogle Scholar
Watts, L. L., Medeiros, K. E., Mulhearn, T. J., Steele, L. M., Connelly, S., & Mumford, M. D. (2017). Are ethics training programs improving? A meta-analytic review of past and present ethics instruction in the sciences. Ethics & Behavior, 27, 351–384.CrossRefGoogle ScholarPubMed
Zelin, A., Lider, M., & Doverspike, D. (2015). SIOP Career Study executive report. Center for Organizational Research, The University of Akron. http://www.siop.org/tip/april15/techreport.pdf Google Scholar