<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>3458</rec-number><ref-type>Journal Article</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jones, David</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Business Ethics</style></secondary-title></titles><taxonomies><taxonomy><style  face="normal" font="default" size="100%">Instructional Methods</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Business</style></taxonomy></taxonomies><pubtype><style  face="normal" font="default" size="100%">Journal Article</style></pubtype><audience-level><style  face="normal" font="default" size="100%">ug</style></audience-level><dates><year><style  face="normal" font="default" size="100%">2009</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.1007/s10551-008-9969-8</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">88</style></volume><pages><style face="normal" font="default" size="100%">367-379</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article describes a program based on five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills, and measured the results of the training. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n=114) and control (n=76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed that, controlling for pre-training levels of moral reasoning, students in the training group demonstrated higher levels of post-training principled moral judgment than students in the control group.</style></abstract><doi><style face="normal" font="default" size="100%">10.1007/s10551-008-9969-8</style></doi><issue><style face="normal" font="default" size="100%">2</style></issue></record></records></xml>