PEDAGOGY
The value of case studies The use of case studies, so familiar to management schools, once again demonstrates its value in teaching a practical methodology for resolving ethical dilemmas. Students are divided into small teams to encourage dialogue and examine a given situation together, using the AAA model. At the end, they are asked to propose and explain the decision they feel is best justified. They may even propose a second decision if debates have crystallised around two options and a consensus has not been achieved. In a recent master’s in international management cohort at Audencia Business School, for example, students considered the case of Jessica: a talented colleague, but one who is extremely rude to her internal customers. Her attitude is so bad that people in the company specifically ask to deal with the case study’s main protagonist rather than Jessica. There are many stories circulating around the company about her sarcasm and reluctance to provide anything more than the bare minimum to other employees. In other circumstances, it would be appropriate to alert Bruce, the line manager of the case protagonist, but everyone knows Bruce and Jessica are dating. Meanwhile, the case protagonist’s workload
increases due to Jessica’s damaged reputation. How should our protaganist react? In teams, students were tasked with constructing a table that showcases potential solutions to the case protagonist’s dilemma and an evaluation of these options. In one column (labelled ‘Do’), all the possible decisions are listed. In the next (‘Values’), students summarise if the decisions are consistent with the values (the result of the third step detailed in the boxout). A third column (‘Consequences’) then summarises the consequences for all stakeholders (the result of the fifth step). The collaborative act of putting this table together is a remarkable opportunity for students to compare their personal ethics with those of others. When the class is international, it also provides a better insight into the cultural influences that each student has received from his or her education and background and how these impact their perception of ethics. The ensuing presentation of each team’s conclusions then gives rise to a general class discussion, enabling the main arguments for and against the different decision-making options to be defined definitively.
highlighting the values it serves, undermines or even openly violates. This is a decisive moment in the decision-maker’s deliberations and brings in a consideration of deontological ethics and the idea that the morality of an action results from its compliance with rules and principles. 6 Identify the consequences of each possible course of action: This second evaluation brings in consequentialist ethical theories and an assessment of every action’s value in terms of the greatest good it can bring to the greatest possible number of people. It involves drawing up positive or negative consequences for all those affected by the situation, in both the short and long term, of the decision‑making options. 7 Make the decision: Decision-makers should now be able to arrive at the decision that seems most justified in the light of the arguments provided by the preceding analyses in the two steps prior.
1 Identify the facts: Pooling the most significant facts of the situation, the people or groups involved and the circumstances of time and place. 2 Identify the ethical issues: Qualifying the moral nature of the problems posed and whether there are several intertwined issues, as is often the case. This step formalises the issues and names the specific evils involved (fraud, corruption, dishonesty, cheating, lies, betrayal and so on). transparency to integrity and loyalty, the range of values applicable to the situation can be identified if the prior step has been properly formulated. 4 Identify alternative courses of action: The core of this method and its rationale begins with an exploration of the possible options for overcoming the dilemma. 5 Identify the best course of action, consistent with the case’s norms, principles and values: Each possible course of action is judged, 3 Identify the norms, principles and values: From honesty and
Management schools aim to transform knowledge into action for the benefit of organisations. In the case of business ethics, therefore, instructors will be looking to help students improve their ability to make ethical decisions. For the practical component of the dual approach described in this article, schools may draw on the AAA model’s seven steps, outlined as follows: A FRAMEWORK FOR TEACHING ETHICAL DECISION-MAKING
Ambition • ISSUE 2 • 2025 29
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