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Business Ethics In An Adult Learning Program

Business Ethics In An Adult Learning Program. Ted Takamura, PhD, MBA, CPA, CFE, CFF Eastern Oregon University Business Faculty Columbia Region School of Business Gresham, Oregon . IACBE International Conference March 30-31, April 01, 2011. CORE COMPETENCIES. LEARNING TO LEARN.

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Business Ethics In An Adult Learning Program

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  1. Business Ethics In An Adult Learning Program Ted Takamura, PhD, MBA, CPA, CFE, CFF Eastern Oregon University Business Faculty Columbia Region School of Business Gresham, Oregon IACBE International Conference March 30-31, April 01, 2011

  2. CORE COMPETENCIES

  3. LEARNING TO LEARN If learning is regarded not as the acquisition of information, but as a search for meaning and coherence in one’s life and, if an emphasis is placed on what is learned and its personal significance to the learner, rather than how much is learned, researchers would gain valuable insight into both the mechanisms of learning and the relative advantages of teacher-controlled and learner-controlled modes of learning. --Phillip Candy (1991)

  4. PURPOSE OF EDUCATION Good courses are courses that… • Challenge students to significant learning. • Use active formsof learning. • Have teachers who care –about the subject, their students, and about teaching and learning. • Have teachers who interact well with students. • Have a good system of feedback, assessment, and grading. --L. Dee Fink (2003, p. 28)

  5. HISTORICAL PERSPECTIVE The major categories of Bloom's taxonomy of learning are Cognitive Domain - Affective Domain - Psychomotor Domain. --Bloom’s Taxonomy

  6. L. DEE FINK TAXONONOMY OF SIGNIFICANT LEARNING • Foundational knowledge • Application • Integration • Human dimension • Caring • Learning how to learn

  7. SIGNIFICANT LEARNING DIFFERENCE Boom’s Taxonomy Dee Fink’s Taxonomy 1956 2003 • Evaluation Foundational knowledge • Synthesis Application • Analysis Integration • Application Human Dimension • Comprehension Caring • Knowledge Learning How to Learn

  8. LEARNING TO LEARN SOURCES The Courage to Teach (1998) Parker Palmer Journey Toward Self-Authorship (1992, 1999, 2001) Marcia Baxter Magolda Self-Regulated Learning (Pintrich, 1995; Schunk & Zimmerman, 1998; Zimmerman & Schunk, 1989)

  9. KEY COMPONENTS OF INTEGRATED COURSE DESIGN SITUATIONAL FACTORS

  10. FORMULATING SIGNIFICANT LEARNING GOALS FOUNDATIONAL KNOWLEDGE • What key information is important for students to understand and remember in the future? • What key ideas or perspectives are important for students to understand in this course?

  11. FORMULATING SIGNIFICANT LEARNING GOALS APPLICATION • What kinds of thinking is important for students to learn? • What important skills do students need to learn? • What complex projects do students need to learn how to manage?

  12. FORMULATING SIGNIFICANT LEARNING GOALS INTEGRATION • What connections should students recognize and make? • What are the connections between this course and other courses. • What are the connections in this course and the students’ personal, social, and work life?

  13. FORMULATING SIGNIFICANT LEARNING GOALS HUMAN DIMENSION • What can or should students learn about themselves? • What can or should students learn about understanding and interacting with others?

  14. FORMULATING SIGNIFICANT LEARNING GOALS CARING • What changes would you like to see, in what students care about, that is, any changes in their… Feelings? Interests? Values?

  15. FORMULATING SIGNIFICANT LEARNING GOALS LEARNING HOW TO LEARN • What would you like for students to learn about… • How to be a good student? • How to engage in inquiry and construct knowledge with subject matter? • How to become a self-directing learner?

  16. Ethical Position • Deontological • The truth and nothing but the truth • Utilitarian • What is good for the many • Situational • What’s in it for me

  17. LEARNINGOBJECTIVES • Using the journal to record how thinking changes throughout the course • Small groups of three for class discussion of cases in the text • Final oral group presentation of current ethical case • Written individual reflection paper

  18. THE PROCESS • State their position about individual ethics • Individual journals on reflection of ethical perception • Group participation in wrestling with ethical cases

  19. THE PROCESS • Written reflection on their position • Build an ethical case • Common language among the members • Learning organizations: change, transition, and transformation

  20. THE CHALLENGE • Moving from self-reflection toward an integration of the collective • A leader demonstrating what ethical values he/she espouses

  21. THE INTEGRATION • Move from theory in the classroom to practice • Reflection of self to the collective • Moving beyond the debate of nature versus nurture • The learning organization

  22. Business Ethics in an Adult Learning Program Questions & Answers

  23. BIBLIOGRAPHY • Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. • Atkins, S. and Murphy, K. (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18, 1188-1192. • Baxter Magolda, M.B. (2001). Making their own way. Sterling, VA: Stylus. • Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books. • Boud, D., Keogh, R. & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page. • Boyd, E. and Fales, A. (1983). Reflective learning: Key to learning experience. Journal of Humanistic Psychology, 23(2), 99-117. • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

  24. BIBLIOGRAPHY • Buckman, K. (2007, Fall). What counts as assessment in the 21st century? Thought & Action, 29-37. • Gardiner, L. (1998. Spring). Why we must change: The research evidence. Thought & Action, 71-88. • Holly, M.L . (1984). Keeping a personal/professional journal. Victoria: Deakin University Press. • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. • King, P. and Kitchener, K. (1994). Developing reflective judgement. San Francisco: Jossey-Bass. • McDrury, J. & Alterio, M., (2003) Learning through storytelling in higher education: Using reflection & experience to improve learning. Sterling: Kogan Sage.

  25. BIBLIOGRAPHY • Moon, J. (1999). Reflection in learning and professional development, London: Kogan Page Limited. • Palomba, A. & Banta, T. (1999) Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass. • Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Teachers College Press. • Schon, D. (1987). Educating the reflective practitioner. New York: Jossey- Bass. • Wolcott, S. K. (1999). Developing and assessing critical thinking and life-long learning skills through student self-evaluations. Assessment Update, 11(4), 4-5, 16.

  26. Business Ethics in an Adult Learning Program THANK YOU

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