Chase E. Thiel

Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases

Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases.

Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content

Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes within context was more effective when combined with long-term forecasts, leading to greater knowledge acquisition and sensemaking strategy use.

Strategies in Forecasting Outcomes in Ethical Decision-making: Identifying and Analyzing the Causes of the Problem.

This study examined the role of key causal analysis strategies in forecasting and ethical decision-making. Undergraduate participants took on the role of the key actor in several ethical problems and were asked to identify and analyze the causes, forecast potential outcomes, and make a decision about each problem. Time pressure and analytic mindset were manipulated while participants worked through these problems. The results indicated that forecast quality was associated with decision ethicality, and the identification of the critical causes of the problem was associated with both higher quality forecasts and higher ethicality of decisions. Neither time pressure nor analytic mindset impacted forecasts or ethicality of decisions. Theoretical and practical implications of these findings are discussed.

Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed.

The Influence of Anger, Fear, and Emotion Regulation on Ethical Decision Making

Ethical decision making is influenced by a variety of cognitive processes and individual differences. However, there is little empirical research on whether and how emotions and emotion regulation strategies influence ethical decisions. Emotions have the potential to influence how people think about ethical problems and make ethical decisions, implying that emotion regulation may also be important to consider. This article examines the influence of anger and fear on ethical decisions and ethical sensemaking strategies. In addition, emotion regulation strategies are examined as potential moderators of these relationships. Findings indicated that anger inhibited ethical decision making and sensemaking. Alternatively, fear facilitated ethical decisions compared to anger and no emotion conditions. Emotion regulation significantly decreased the negative effects of anger on sensemaking and ethical decisions. Implications are discussed.

Case-Based Ethics Education: The Impact of Cause Complexity and Outcome Favorability on Ethicality

Case-based learning has been used across multiple disciplines, including ethics education, as an effective instructional tool. However, the value of case-based learning in ethics education has varied widely regarding case quality. Case content may significantly impact the ability of case-based ethics education to promote knowledge acquisition and knowledge transfer to future situations requiring ethical decision-making. This study examined two critical areas of ethical case content—causes and outcomes. Complexity of described causes and outcome favorability were manipulated in two ethical cases used during an ethics education course. Results suggest that including information in case studies reflecting clear, simple key causes and negative outcomes results in better ethical sensemaking and ethical decision-making. Implications regarding case content and case-based ethics education are explored.

Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness

This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed.

Sensemaking Strategies for Ethical Decision-making.

The current study uses a sensemaking model and thinking strategies identified in earlier research to examine ethical decision making. Using a sample of 163 undergraduates, a low-fidelity simulation approach is used to study the effects personal involvement (in causing the problem and personal involvement in experiencing the outcomes of the problem) could have on the use of cognitive reasoning strategies that have been shown to promote ethical decision making. A mediated model is presented which suggests that environmental factors influence reasoning strategies, reasoning strategies influence sensemaking, and sensemaking in turn influences ethical decision making. Findings were mixed but generally supported the hypothesized model. It is interesting to note that framing the outcomes of ethically charged situations in terms of more global organizational outcomes rather than personal outcomes was found to promote the use of pro-ethical cognitive reasoning strategies.

An Investigation of Case-Based Instructional Strategies on Learning, Retention, and Ethical Decision-Making

Case-based instruction has been successfully employed by educators across various fields; Revised however, little is known about how individuals work with cases during the learning process. We examined two well-established instructional strategies: Elaboration and self-development of narratives. Participants were randomly assigned to (1) elaborate on a given case, (2) develop their own case, (3) elaborate on a self-developed case, or (4) a control condition. Findings indicated that those who elaborated on a given case and the control group outperformed the other treatment groups in terms of case-based knowledge acquisition, execution of sensemaking processes, utilization of ethical decision-making (EDM) strategies, and performance on two EDM measures. Implications for use of instructional strategies in ethics training programs are discussed.

Consequences identification in forecasting and ethical decision-making.

Forecasting involves predicting outcomes based on observations of the situation at hand. We examined the impact of the number and types of consequences considered on the quality of ethical decision-making. Undergraduates role-played several ethical problems in which they forecast potential outcomes and made decisions. Performance pressure (difficult demands placed on the situation) and interpersonal conflict (clashes among people in the problem situation) were manipulated within each problem scenario. The results indicated that the identification of potential consequences was positively associated with both higher quality forecasts and more ethical decisions. Neither performance pressure nor interpersonal conflict affected the quality of forecasts or decisions. Theoretical and practical implications of these findings and the use of this research approach are discussed.