Learning Business Ethics Online: An Exploratory Research Hussin Hejase and Ghada Chehimi

1. Learning Business Ethics Online: An Exploratory ResearchHussin Hejase and Ghada Chehimi IACBE Annual Conference – 2011 World Henderson (Las Vegas), Nevada - USA March 30 – April 01, 2011 Mar 30-Apr1, 2011

2. Agenda • Introduction • Internet & Chatting • Chatting & Education • Research Methodology • Results & Findings • Conclusion • Recommendations Mar 30-Apr1, 2011

3. Introduction The widespread use of computer conferencing for instructional purposes, both as an adjunct to and a replacement of the traditional classroom, has encouraged instructors and students alike to approach teaching and learning in ways that incorporate collaborative learning into the social construction of knowledge. Mar 30-Apr1, 2011

4. Introduction Discussion and dialog between any “chatters” or even between instructor and students and among students is a key feature of computer chatting which allows real-time, interactive chats or open sessions among as many participants as are online, simultaneously. Mar 30-Apr1, 2011

5. Internet & Chatting The Internet has revolutionized the computer’s and communications’ world dramatically. The Internet is at once a world-wide broadcasting capability, a mechanism for information dissemination, and a medium for collaboration and interaction between individuals and their computers without regard to geographic location. The Internet is both a collection of communities of users as well as enabling technologies. Mar 30-Apr1, 2011

6. The Internet & Chatting The Internet facilitated electronic mail. Messages are sent and received from one sender to another instantaneously. Another prominent and highly accessed service provided by the Internet is “Chatting”. This service allows real-time interaction between users across the globe over the Internet. Chatting may serve many purposes such as: chatting for fun, chatting as a means to get to know people socially, and lately, chatting as a learning tool Mar 30-Apr1, 2011

7. The Internet & Chatting The number of world total Internet users in the year 2010 is 1,966,514,816. In Lebanon, the average Internet population by June 2010 is 1,000,000 users. Moreover, heavy marketing campaigns were executed by the Lebanese Internet Service Providers (ISP) and this was reflected in a price war that decreased the Internet fees. 15 ISP companies have been founded by 2007 (Lebanese Ministry of Telecommunications, 2010). Today the Lebanese government has facilitated Digital Subscriber Line (DSL) via public telephone services. Chatters were rarely mentioned about in 1998, today most Internet users chat. Chehimi found in a study about multilingualism in chatting that more than 72% of the Internet users chat at least once a day. Today, almost all Lebanese Internet users chat with 1,024,140 subscribers to Facebook’s website as of August 31, 2010. Mar 30-Apr1, 2011

8. Chatting Chatting is a text-based real-time communications tool. Chatting enables two or more people, who are simultaneously connected to the Internet, to hold live, interactive conversations. Chat sessions can be ongoing and scheduled for a specific topic, time, and duration. Mar 30-Apr1, 2011

9. Chatting & Education • Traditionally, chatting is not seen related to education, but as a means of fun; most people conduct chatting for entertainment • However, chatting has the potential to help professionals assess their students’ learning. So, if it is approached adequately, it is capable of enhancing the learning experience and allowing opportunities for high quality and in depth discussions to occur. • Chatting, in the last decade, has been given more value as a supporting tool to distance learning. Through it, students enrich their knowledge and benefit from professionals’ points of view in different subjects. It is a way to cover the deficiency resulting from the absence of face-to-face interaction. • The fact that there is much more room for askingdeeper, probing questions through chatting; subsequently, allowing in-depth discussions rather than a physically interactive dialogue. A person would be more reluctant to initiate a conversation –or to break the ice- with someone whom they have accidentally met, whilst it is easier to do so on the phone, for example. Mar 30-Apr1, 2011

10. Chatting & Education A recent research of the U.S. National School Boards Association (NSBA) shows that college students spend equal amount of time at their computers as that spent watching television; NSBA data also show that 59% of the children and college students interviewed use the Internet to download or search for texts and educational content and to find information or news related to teaching; while 50% uses the network as an extension of the group work done at school: to “do the homework”, to connect to virtual classes, to realize collective online works, to receive tutorship and assistance from teachers. Students who are digitally literate or “digital natives” are increasingly using the web also to socialize and as a way of self expression: more than 37% of them update their site every week, 30% have a blog and 17% post a new content in it at least once a week Mar 30-Apr1, 2011

11. Chatting & Education Cavalli, Costa, Ferri, Mangiatordi, Mizzella, Pozzali, Scenini and Paganoni have observed that digital natives can actually make use of a large amount of social communication tools that represent the well known features of the so called Web 2.0: from Habbo to My Space, from Facebook to Twitter, from MSB Messenger to FriendFeed, from Slideshow to Linkedin, from YouTube to Wikipedia, not mentioning the blogs. Mar 30-Apr1, 2011

12. Chatting & Education in Lebanon Chehimi [2002] conducted her exploratory research to assess the attitude of a conveniently (anyone willing to fill a questionnaire) selected sample of Lebanese students who use more than one language as they chat on-line. She found that 72.5% of the students chat (59 out of 80 students). The chat tool mostly used was MSN (45.8%), while another 45.8% use a mixture of ICQ, MSN, and Yahoo. The majority or 62.7% chatted for less than two hours per day, 35.6% chatted between two and four hours, and a minority of 1.7% chatted for more than four hours per day. Moreover, Chehimi found that, given the freedom to choose a chat language, 76.3% of the students chat in English, 10.2% chat in English and Arabic, and the rest use a mixture of languages. 61% are aware of Internet Netiquette, all chat users have emails, and the majority of 84.7% have Hotmail addresses. 64.4% belong to chat groups, but only 13.6% have their own chat rooms. Mar 30-Apr1, 2011

13. Chatting & Education in Lebanon As for multilingualism in chatting, Chehimi found that 89.8% of the participants use English letters with Arabic sounds (the text sounds Arabic for any Arab reader even if the student does not know a foreign language; the reader only needs to be familiar with the English phonetic alphabet and sounds). Furthermore, 84.7% mix Arabic and English conversational statements while chatting. And 39% of the sample mix three languages namely, English, Arabic, and French or Armenian (1%). Mar 30-Apr1, 2011

14. Chatting & Education in Lebanon Hejase [2000, 2004] conducted an exploratory study using chatting as a learning and a research tool in management topics by experimenting on an online assignment. The study was initiated in fall 1998 and ended in fall 2002. During that period of time, two groups of MBA students (166 and 243 students) from the Lebanese American University (LAU) were involved in the experiment. Students’ familiarity with chatting started at minimal levels, and an observed improvement was noticed during the time of the experiment. Students’ Internet use initially was concentrated mainly on browsing and searching for topics, but very few simply chatted, resulting in 19% (first experiment) and 17% (second experiment) quitting the experiment and therefore did not submit their assignments. However, those students who continued completed the experiment successfully. It was observed that after the first semester was completed, the incoming students to the following semesters prepared themselves by getting acquainted with chatting. And after two years, students were getting the best of chatting by gaining the ability to analyze collected information critically, and at the same time expanding their social networks to include foreign professionals. Mar 30-Apr1, 2011

15. Research Methodology This research aims to assess the attitude of a convenient (non random) sample of Lebanese graduate MBA students, and their level of preparation to value and apply chatting in a class assignment that asks them to research a contemporary management topic. Gaps are identified. Special attention is given to Internet literacy, communication and sharing of information, and cultural impact on the evaluation of collected information. Data collected for this study consists of the results and evaluations obtained of the academic year 2009-2010 of experimentation with a chat assignment that was part of the “Contemporary Management” course offered to graduate students in the Masters of Business Administration (MBA) program, at the American University of Science and Technology (AUST). The sample population consisted of four classes with a total number of students of 78. Mar 30-Apr1, 2011

16. Research Methodology • Students had to report the responses using critical thinking approach, highlighting notable cultural differences if existing in the different responses; and should include in their conclusion a general critique of the said assignment. • The combination of chatting and email, assignments were graded accordingly to reflect the following requirements: • The preparation of a short research report about “Business Ethics” • The usage of chatting as a principal program, then professional postings or emails. • A copy of the conversations and / or emails is to be presented. • The performing of a critical analysis on the answers. • Overall conclusion and lessons learned. Mar 30-Apr1, 2011

17. Results & Findings Demographics: Students, on the average, were 44.87% males (35/78) and 55.13% females (43/78). 15.4% were graduating students (fourth semester), 25.6% were second semester students, 29.5% were third semester students and 29.5% new comers. Mar 30-Apr1, 2011

18. Results and Findings Computer Literacy: All students are acquainted with generalities of computer use. All students have access to at least two computers other than their own; and all are trained to use Microsoft Office tools including Word, Power Point, and Excel. Mar 30-Apr1, 2011

19. Results and Findings Internet Literacy: No Knowledge 15.4 % (12/78 students) Some Knowledge 17.9 % (14/78 students) Good Knowledge 52.6 % (41/78 students) V. Good Knowledge 14.1 % (11/78 students) Mar 30-Apr1, 2011

20. Results and Findings MSN Instant Messenger www.livebusinesschat.com www.twitter.com www.facebook.com Yahoo Messenger www.eboddy.com (Web and Mobile Messenger, Multi Network Chat for MSN, Yahoo, ICQ, AIM, Google Talk, Facebook) www.Mibbit.com (ajax IRC client) www.irc.efnet.pl Gmail Chats: chat room communication www.LinkedIn.com www.theforumlounge.com www.ukbusinessforums.co.uk www.youngentrepreneur.com Mar 30-Apr1, 2011

21. Results and Findings Overall (78) Males (35) Females (43) Grade of A 0 (0 %) 02 (2.6 %) Grade of B 17 (21.8 %) 32 (41.0 %) Grade of C 18 (23.0 %) 8 (10.3 %) Grade of D 1 (1.3 %) Total: 100.0 % 44.8 % 55.2 % Mar 30-Apr1, 2011

22. Different students’ statements about chatting • “I hated the assignment at first, but when I got acquainted with chatting, I can not do without it.” • “I feel addicted to chatting...” • “I use chatting for other assignments, I rely on real experience…”, and • “thank you for presenting us with an educational challenge…” Mar 30-Apr1, 2011

23. Experts’ Statements about their willingness to help • “This discussion leads to positive outcomes” USA • “My advise to you: Do unto others what you like others do to you” India • “Ethics pays. Make sure to have a code of ethics” UK • “I have my own business twisted code of ethics! It depends on the situation” Lebanese abroad • “From my experience, most companies are very unethical!” Indian in Gulf • “I am happy I was of help” Canada Mar 30-Apr1, 2011

24. Cross Cultural Lessons The most prominent and salient observation common to many students’ assignments as many as 90%, was that respondent experts and professionals around the globe agreed on the approach of dealing with business ethics. However, ethnocentric differences were apparent in the approach experts followed while chatting and addressing business statements. The difference manifested itself in the manner they looked for answers and the approach used to analyzing the causes of the discussed problem/issue. Mar 30-Apr1, 2011

25. Cross Cultural Lessons Similar to previous research conducted by Hejase, H. [2000, 2004], it was very interesting to note that students were inclined to praise the “American Opinion” as compared to any other nationality. American experts and professionals tend to be very practical in seeing things. The most prominent reason for this inclination is the demonstrated practicality in dealing with the issues, as well as the sarcastic comments they have used in many occasions that reflect their real emotions when hearing some of the questions. Other professionals belonging to Indian, Arab Gulf countries, or Pakistan and Afghanistan were inclined to be very specific depending on the topic. That is, reflecting ethnocentric preferences like choosing solely monetary rewards for motivation, preferring high control on workers, managing IT strictly by organizational rules, and limiting authority lines. Mar 30-Apr1, 2011

26. Cross Cultural Lessons As for European, Canadian, or Australian managers, different attitudes were reflected ranging from strict to flexible behavior depending on the size of the firm they work in. Small business managers were inclined to give “opportunity hunt modes” rather than strictly planning modes. Still many of the big firm employees (whatever their nationality) behaved similarly to American fellows. Mar 30-Apr1, 2011

27. Sample Experts’ Comments • “What does your professor want from your project?” China • “This discussion actually made me think” USA • “We deal with ethics everyday, but we never stop and think of our actions and how ethical they are!” Australia • “My advise to you: Say what you do and do what you say” India • “Honesty pays on the long run” USA • “To be successful, you need cohesion, harmony, sustainability, synergy, collective energy, hence you need culture” Indian in Gulf • “ I am happy I could help” UK • “The only ethics that works well is religiosity” Syrian Mar 30-Apr1, 2011

28. Sample Students’ Statements • “I have learned that when someone moves from academics to the real world through working and as one observes what is going on down the road, many personal concepts change such as dealing with stress, ambiguity, and temper.” • “I have learned that I should understand well what surrounds and what is inside my work environment to invest my effort and experience, and how to deploy them efficiently and effectively.” • “Email correspondence is a very big waste of time versus chatting.” • “With this new assignment in this course, I have explored a new horizon.” • “I learned from my chatting session that to act ethically you do not need a code of ethics or regulation to govern you, it comes from within.” • “I learned from my chatting that developing a strong base of values and ethics in one’s business can help build a positive reputation and present an image of integrity.” • “The chatting input brought extensive personal experience in a short period of time … ” Mar 30-Apr1, 2011

29. Conclusion • As for the overall learning experience of such an exploratory research tool, although at this point it can not be generalized because of the lack of the technology acceptance assessment, it encourages the use of chatting in an assignment with partial credit (say 10 or 15%) of the total assessment of the management courses or any other major. Since, the use of the Internet will continue to spread, it encourages faculty, researchers, and trainers to introduce new approaches and designs to offer better understanding of the material, even if the external advice is provided through the Net professionals. • The observed positive impact on the students, as reflected through their comments after the assignment in posterior semesters, is encouraging. However, more observation should be made in order to record posterior behavior as related to chat programs especially of students who found difficulty in performing the assignment. Mar 30-Apr1, 2011

30. Conclusion • that students enjoyed the exercise • that such an assignment is a lot of work for both tutors and students • that the systems, procedures and framework of the course have functioned successfully Mar 30-Apr1, 2011

31. Conclusion • Chatting: • Fosters immediacy and social presence • Allows one-to-one advising • Presents timely issues • Is useful for brainstorming and decision making • Builds a community of learners • Supplements other forms of communication Mar 30-Apr1, 2011

32. Recommendations • Further research on the topic is highly encouraged like starting with a formal technology assessment, then conducting a content analysis of chats logged at different times; chats that focus on specific tasks and topics; and chats in various disciplines to determine any protocols needed and useful over varied times and settings. • Further investigation could determine optimal pedagogical techniques that could be employed effectively in chatting of different kinds. • Because of the growing global community fostered in the computer-mediated communication environment, it would also seem important to determine ways to empower non-native speakers of English with the conventions and protocols necessary to communicate easily in using chatting as a medium to learn correct English. Mar 30-Apr1, 2011

33. Recommendations Finally, the growing acceptance and use of instruction implies that instructors and trainers need to know more about how to facilitate chatting that fosters communication and learning in such settings. Models for interaction analysis of asynchronous computer conferencing should be tested in a synchronous chat environment including the behavior of chatters in a group versus outcomes of learning; authority definition and impact on the interactive discussion; and the added value of the ideas discussed. Mar 30-Apr1, 2011

34. The End Thank you for listening Mar 30-Apr1, 2011