Instructional Approaches in Ethics Education Michael D. Mumford, Tyler J. Mulhearn, Logan M. Steele, Logan L. Watts, Kelsey E. Medeiros, & Shane Connelly The University of Oklahoma Abstract Method Results Various instructional frameworks have been adopted in ethics education. Yet, there has been no systematic attempt to classify ethics training approaches. In the present study, a cluster analysis featuring 330 ethics training programs was conducted to identify ethics training approaches. The training programs were appraised based on four general categories of instructional characteristics including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified in this cluster analysis. These training types showed varying levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. Regarding specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on calculated effect size estimates. By contrast, the two most commonly employed approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be the least effective training approaches. Research Questions RQ1: What are some common instructional approaches to ethics education based on combinations of instructional content, processes, delivery, and course activities? Approximately 70 instructional characteristics were assessed Sufficient interrater agreement was achieved (89%) Evaluation RQ2: What is the relative effectiveness of these instructional approaches in this typology of ethics instruction? Cohen’s d effect size estimates were calculated when possible Some programs did not provide sufficient evaluation data to calculate effect size Sample Derived from two recent meta-analyses (RCR and business) on ethics education These programs were used solely for the cluster analysis Business sample included to add stability to cluster analysis 234 effect sizes could be calculated (out of 330 training programs reviewed) Final sample: 330 training programs Analyses Coding Procedures Cluster analysis was conducted to identify common instructional approaches 3 judges developed operational definitions and rating scales for instructional characteristics Agglomerative hierarchical clustering procedure Most variables were rated on 5-point scale where a “5” indicates extensive use K-means analysis Discriminant analysis 8 training approaches identified employ markedly different instructional content, processes, delivery methods, and activities General Discussion (k = 75) and Norm Adherence (k = 61) were the two most frequently used training approaches Two most popular training types (General Discussion and Norm Adherence) also obtained the lowest effect sizes (d = 0.31, d = 0.37, respectively) Low effect sizes may be attributed to the lack of focus, or framework, in these training programs Two highest scoring training types where greater than 5 effect sizes could be calculated Professional Decision Processes (d = 0.50) Field-Specific Compliance (d = 0.46) Introduction Discussion Increased number of research misconduct cases Institutions such as NIH and NSF mandated instruction in responsible conduct of research (RCR) training for scientists These mandates did not specify the nature of these training programs Discretion in developing instructional objectives and content for RCR programs By some estimates, over 50 goals for RCR education have been identified Instructional characteristics Instructional content Training material discussed in relation to ethics Examples: ORI guidelines, historical development, research misconduct Processes Training material that encourages active analysis of ethical issues Examples: forecasting, stakeholder analysis, ethical awareness Delivery methods Means by which instructional content and/or processes are delivered Examples: lecture, cases, web-based Activities Practice exercises Examples: role plays, discussion, essays Recent meta-analyses suggest that ethics education is effective but do not specify the types of instructional approaches that are effective Purpose of the present effort Systematically identify common instructional approaches in ethics education Assess their relative effectiveness Limitations Although many instructional characteristics were included, additional variables could be envisioned Some studies contained cursory descriptions, making coding of instructional characteristics more difficult Effectiveness of training types was assessed in aggregate form Conclusions This ethics training typology can be employed by course developers in deciding how to design a new ethics training course Professional Decision Processes presents one viable framework for ethics training Considerable emphasis on processes in ethical decision making Field-Specific Compliance offers an additional viable training approach Considerable emphasis on regulatory aspects of ethics Results Table 1. Cluster analysis results Note. k = number of training programs in cluster Table 2. Training type effectiveness Cluster solution 8, 13, and 23 cluster options all appeared to be viable based on the within-group variation index 8 cluster solution was selected based on its high level of interpretability Classification results from discriminant analysis suggested 99% of original cases were correctly classified References Kalichman, M. W., & Plemmons, D. K. (2007). Reported goals for responsible conduct of research courses. Academic Medicine, 82, 846–852. Medeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Connelly, S., & Mumford, M. D. (2016). How should we teach business ethics? A meta-analytic review of business ethics education spanning organizational interventions and business school courses. (Manuscript under review). Steneck, N. H., & Bulger, R. E. (2007). The history, purpose, and future of instruction in the responsible conduct of research. Academic Medicine, 82, 829–834. Ward, J. H, Jr., & Hook, M. E. (1963). Application of an hierarchical grouping procedure to a problem of grouping profiles. Educational and Psychological Measurement, 23, 69–81. Watts, L. L., Medeiros, K. E., Mulhearn, T. J., Steele, L. M., Connelly, S., & Mumford, M. D. (2016). Are ethics training programs improving? A meta-analytic review of past and present ethics instruction in the sciences. Ethics and Behavior. Funding This research was supported by Grant # ORIIR140010-01-00 from the Office of Research Integrity. Note. d = average Cohen’s d for cluster, dk = number of training programs providing effect size estimates in cluster