A meta-analytic investigation of business ethics instruction

Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly, Michael D. Mumford

Research output: Contribution to journalArticlepeer-review

174 Scopus citations


The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal impact on increasing outcomes related to ethical perceptions, behavior, or awareness. However, specific criteria, content, and methodological moderators of effectiveness shed light on potential recommendations for improving business ethics instruction. Implications for future research and practice in business ethics are discussed.

Original languageEnglish
Pages (from-to)133-151
Number of pages19
JournalJournal of Business Ethics
Issue number1
StatePublished - Jun 2009


  • Articles included in Meta-Analysis:
  • Business ethics
  • Ethics
  • Ethics instruction
  • Ethics training
  • Meta-analysis
  • Training effectiveness


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