1. 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 # ORIIR 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