<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>3487</rec-number><ref-type>Journal Article</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Waples, Ethan P.</style></author><author><style face="normal" font="default" size="100%">Antes, Alison</style></author><author><style face="normal" font="default" size="100%">Murphy, Stephen T.</style></author><author><style face="normal" font="default" size="100%">Connelly, Shane</style></author><author><style face="normal" font="default" size="100%">Mumford, Michael</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A Meta-Analytic Investigation of Business Ethics Instruction</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%">Evaluation of 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><publisher><style face="normal" font="default" size="100%">Springer </style></publisher><volume><style face="normal" font="default" size="100%">87</style></volume><pages><style face="normal" font="default" size="100%">133-151</style></pages><issn><style face="normal" font="default" size="100%">0167-4544</style></issn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This 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. The survey indicated that business ethics instructional programs have a minimal impact, but the study did find that specific criteria, content, and methodological moderators of effectiveness shed light on potential recommendations for␣improving business ethics instruction. </style></abstract><doi><style face="normal" font="default" size="100%">10.1007/s10551-008-9875-0</style></doi><issue><style face="normal" font="default" size="100%">1</style></issue></record></records></xml>