Debriefing Experiential Learning Exercises in Ethics Education
The major conclusion of this paper is that to obtain optimum pay-off from using experiential learning exercises in teaching business ethics, faculty must pay close attention to debriefing. The paper presents an approach based on a conceptual model for systematic and analytical debriefing of experien...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer Science + Business Media B. V
2002
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| Dans: |
Teaching business ethics
Année: 2002, Volume: 6, Numéro: 2, Pages: 179-197 |
| Sujets non-standardisés: | B
Experiential Learning
B classroom climate B debriefing |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | The major conclusion of this paper is that to obtain optimum pay-off from using experiential learning exercises in teaching business ethics, faculty must pay close attention to debriefing. The paper presents an approach based on a conceptual model for systematic and analytical debriefing of experiential learning exercises in ethics education. The paper also suggests that faculty must provide structure and ambiguity so that students can personalize the learning – experiencing meaningfulness (i.e., usefulness) in its application – so that learning is r0elevant to the individual. |
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| ISSN: | 1573-1944 |
| Contient: | Enthalten in: Teaching business ethics
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| Persistent identifiers: | DOI: 10.1023/A:1015237928724 |