Faculty and Teachers Increase student understanding of ethics Can your students benefit from engaging ethics simulations and online ethics curricula? Organizations Bring organizational values to life Do you want to do more than just check the compliance box? Read More. Consultants and Trainers Build capacity for ethical leadership Are you helping leaders bridge the gap between compliance and culture?
Individuals Develop skills for ethical decision making Do you ever wonder why others make unethical decisions? An important learning objective is for students to experience conflict between personal gain and observing ethical norms — and to reflect on their own response to the conflict.
A simulation which eliminates the conflict cannot achieve that learning objective. In my own implementations, the only measures that determine a student's grade on the simulation are financial metrics. Only the financial results count. Some instructors have taken a different approach, reasoning that grades based solely on business performance downplay the importance of pursuing profits ethically, thereby sending the wrong message to students.
These instructors adopt a mixed grading approach, using a combination of financial results and social impacts to determine student grades.
These students tend, as a result, to make ethical decisions in order to maximize their grade — where "ethical" here means what the instructor thinks is the "right" thing to do. This may be a good way to impart information about what is right and wrong in business, but I would argue this approach diminishes the experiential component of the exercise.
Table 1 summaries these surveys. A Competitive Business Ethics Simulation Game 15 Survey data were collected by myself and one other instructor on students who have played the Deepwater simulation game in the last two years. Most, but not all surveys were anonymous. Many made use of anonymous responder identifiers to support longitudinal analysis.
For the sake of consistency, the following brief analysis of Deepwater's effectiveness will be limited to data I collected anonymously from students enrolled in my level business ethics course.
The sample includes students from 11 different classes spread over 4 different semesters 47 students in 3 classes from Fall , 63 students in 3 classes from Spring , 42 students in 2 classes from Fall , and 51 students in 3 classes from Spring For the purposes of this analysis, the students are treated as members of a single group. The analysis that follows thus in effect uses a pre-experimental, one-group, pretest- posttest design. I believe this simplifying approach is justified, at least for this relatively high- level analysis, because: a each class drew from the same student population upper level business major students who had completed all core business courses ; b all simulation games involved two practice rounds and ran for 12 rounds, 1 round per week, extending over nearly an entire 14 week semester, c each game was configured the same and included the same set of ethical challenges; d essentially the same course syllabus was used in all 11 classes; and e all classes were taught by the same instructor.
Student Expectations about Learning Outcomes Students approach any learning opportunity, including an exercise, with certain expectations about the value of that opportunity. They may anticipate that they will actually learn from the opportunity, they may be uncertain or indifferent, or they may be convinced that they will learn nothing.
A Competitive Business Ethics Simulation Game 16 Overall, students' expectations about the value of Deepwater as a learning experience were initially high and their actual simulation experience did not disappoint them in that respect. Students participating in Deepwater are presented with the following two questions, the first before the simulation begins and the second after it concludes: 1. It appears that the initial, relatively high expectations of the learning value of the simulation were for most students unchanged or only modestly reduced over the course of the experience see Table 2.
A Competitive Business Ethics Simulation Game 17 Student Engagement Active involvement in the simulation is an important condition for a positive and productive learning experience Sims, , p. Several times during the simulation, students were asked "At this point, how engaged would you say you are with playing the simulation? Table 3: Survey Results "How engaged are you with the simulation? That proportion was essentially unchanged in the final rounds. This suggests that the simulation was successful in holding students' interest over the entire semester.
A Kolmogorov-Smirnov test yields a D of 0. Students participating in Deepwater were presented with the following two questions, the first before the simulation began and the second at the halfway point: 1. Table 4: Survey Results Perceived relevance of simulation to business ethics. Students playing Deepwater were asked at several points during the simulation about their level of satisfaction with their simulation experience. Table 5 presents the results from surveys administered at the half-way point after round 6 of a 12 round game , and after the simulation concluded.
Direct inspection of Table 5 suggests that student satisfaction with the simulation increased during the experience, driven primarily by a declining number of undecided and an increasing number of those who rated their simulation experience "Very good" or "Good. Table 5: Survey Results "How would you rate your simulation experience so far? Another satisfaction-related question asked for students' opinions about whether the simulation should continue to be used in the course in subsequent semesters.
Students were asked whether the instructor should continue using the simulation with no changes, minor changes or major changes, or stop using it altogether. Outcomes Perceived learning value, engagement, perceived relevance to business ethics and satisfaction with the simulation are important preconditions for a successful learning experience.
As I have just shown, results from student surveys indicate that all these conditions are met by Deepwater. But is the simulation able to deliver on its pedagogical objectives?
A Competitive Business Ethics Simulation Game 21 Students were asked several outcomes-related questions at the conclusion of the simulation. The results from two of these are presented here.
Changing behavior begins with changing someone's understanding Scherpereel, , p. Evaluating Deepwater's effectiveness must begin with determining whether students' understanding of the ethical challenges facing business was changed by their simulation experience. One cannot know how students who played the simulation game will act in the future, but they themselves are likely to have opinions about whether an experience has changed their perceptions and understanding enough to result in changed behavior.
Yet it is impractical to collect data on students' future behavior, so we are forced to rely on information that is available at the time of the simulation experience. Students were asked to predict the effect of the game on their future behavior: "Playing the simulation has improved the chances I will make responsible business decisions when those decisions could harm workers, customers or the public. Eighty-four percent reported an increase in their understanding of the ethical challenges facing businesses 6.
Seventy-eight percent of students believe that the experience will change their future behavior. They improve on case studies by viscerally engaging students and drawing them into grappling on a personal level with the challenges of managing a business responsibly. Simulations cannot stand alone in the business ethics classroom, however. An understanding of concepts and principles enables students to generalize their simulation experience to apply it to real world situations.
Reflection on the simulation experience unfolds the full meaning of the experience and connects it to students' own work experiences. The Deepwater simulation, built from the ground up as a business ethics simulation, has been effective as a business ethics teaching method. It demonstrates the promise and practicality of simulations as tools in support of improving students' ability to make ethical decisions once they entire the work force. Faria, A. Developments in business gaming.
Feinstein, A. Constructs of simulation evaluation. Fritzsche, D. Business ethics, experiential exercises and simulation games. Gosen, J. Antecedents of learning in simulations. Developments in Business Simulation and Experiential Learning, 24, A review of scholarship on assessing experiential learning effectiveness.
Hofstede, G. Why simulation games work: In search of the active substance: A synthesis. LeClair, D. Innovation in experiential business ethics training. Journal of Business Ethics, 23 3 , The use of a behavioral simulation to teach business ethics. Teaching Business Ethics, 3 3 , Lu, J. Simulation-based learning in management education: A longitudinal quasi-experimental evaluation of instructional effectiveness. Journal of Management Development, 33 3 , Improving transfer of learning: Relationship to methods of using business simulation.
Deep water: The Gulf oil disaster and the future of offshore drilling. Washington, D. Scherpereel, C. Changing mental models: Business simulation exercises.
Schumann, P. Using computer-based simulation exercises to teach business ethics. Teaching Business Ethics, 1 2 , Designing and introducing ethical dilemmas into computer-based business simulations.
Journal of Management Education, 30 1 , Scott, T. Ethical dilemmas to use with business simulations to teach business ethics. Developments in Business Simulation and Experiential Learning, 25, Sims, R. Debriefing experiential learning exercises in ethics education. Teaching Business Ethics 6 2 , Snow, S. Different ways to introduce a business simulation: The effect on student performance. Tiwari, S. Letting my supervisor know short-circuits any attempt by Carlotta to deny again Yves access to the patient.
Step 4: Write a memo that explains your choice and modifies the decision in a Be way that reflects your core values and your notion of the best solution Reflective to the problem. Your notes: [institution name] Internal memo From: Screen To: 43 Subject: Issue of policies and politics The issue is either allowing Yves to access the patient in the ICU or not touches on the policies of the institution. Even though he has no legal documents to prove that he is the partner of the patient, it is also within his rights to see him according to the institution policies.
Ethics Game Simulation 10 The decision of taking matters into my hands demonstrates the core competencies of my role. Letting my supervisor know short-circuits any attempt by Carlotta to deny Yves, access to the patient again, Because the decision was facilitated by the work professional virtues like fairness, justice, self-knowledge and personal liberties that include the right to voice and notice.
As the only person affiliated to the patient, he has the legal right to access the patient and make decisions on behalf of the patient. The decision made factored out all the laws of the United States. Despite the inequalities in hospitals on how couples of the same sex are treated in many hospitals in the states. The decision is as just as it would with couples of different sex. Decision making calls for so much from practicing ethics.
Any decision made for the best of the people involved should have the ethical consideration to avoid damage. An ethics game simulation aims at determining a decision that is of the highest value among others to the stakeholders involved.
Determine the ethical thing to do, several steps are followed to aid in mature reasoning and decision making. These include beings attentive, intelligent, reasonable, responsible and reflective Ury et al.
The examples above in the ethics game simulation, calls for different tactics in arriving at the answers or the favorable decision for all the stakeholders. There are two issues presented in the two simulation game that involve ethics in the determination of the decision.
In the case of the troubled teen, the issue developed is how best to assure that Rachel and her baby get appropriate medical care while respecting hospital policy and the wishes of the parents. In the second case, a legal issue emerges where a patient is taken to the hospital by his gay partner.
The problem is should the nurse allow Yves access the patient in the ICU and be involved in decision- making? To reach to an amicable decision, several evaluations were considered. Review of the legal rights of an individual, ethical principles, and personal knowledge and emotions were employed. In deciding for the two, I considered several ethical principles that aid in making acceptable decisions in nursing. The principle of autonomy, which mean that a patient has the right to decided on what should be and should not to him American Nurses Association, Despite the fact that Rachel was a minor, her personal view were highly considered in coming up with a decision.
Her parents having rejected the medication for a pregnant woman, I had to make a decision that best serves the interest of the patient. Another principle was the principle of beneficence and nonmaleficence. Taking the decision for medicating Rachel and allowing Yves access the patient is what I would wish any other person doing to me. In that aspect making that choice was beyond reason very right.
Nonmaleficence, on the other hand, is avoiding harm to the parties involved. The decisions to be made were expected to produce the best benefits to the patient rather than harm. There is two main lenses used in the second case of policies and politics. These are the relationship lens and the reputation lens. The relationship lens helps in deciding which rights an individual has over some things despite their abilities.
These rights are called the basic liberties and are very important to all the people. They include the right to notice, voice and right to have contracts honored. The reputation lens on the other hand focuses on controlling the actions of any nurse in our profession by ensuring that all the policies followed in the decision making. These include being just and fair to every stakeholder McAlpine et al. The lens above aided in the decisions made in the two cases as follows: the issue of the teenager, there was the need to do what is right and fair despite the decision made by the parents.
The relationship lens aided me in arriving at the decision that is right according to personal liberties. Rachel is a minor and to some extend decisions made by her parents are binding as far as she is still under age but in the case exceptions were made for the better of the patient. The case involving the two couples of the same sex, respect for personal liberties was the key concern. Making a decision in nursing the reputation lens in this case helped in determining and following the policies of the hospital.
Decision made in the nursing profession must be in line with the policies put by the medical institution or as expressed by the American Nurses Association. Deciding the best decision for Yvens to access the patient was the ultimate and best decision for all the stakeholders. The reputation lens provides for expression of high values to the people related to any patient in any medical institution.
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