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Overcoming Barriers in Teaching Ethics:
Developing Moral Reflexive Practice?
Professor Paul Hibbert, University of St Andrews
Agenda
§  Encapsulating barriers to ethics development:
the knowledge-action gap
§  Opportunities, explored 3 ways
1.  Working on the detail: threshold concepts
2.  Building practices: experience and formation
3.  Connecting process and culture: responsible
management education at St Andrews
§  Concluding remarks
Encapsulating barriers
§  Accreditation pressures and other mixed
(institutional) blessings
§  Motivations and marketing
§  Knowledge-action gap: does ethical knowledge
lead to moral practice?
But does service learning help to
bridge the knowledge-action gap?
Pless, Maak and Stahl (2011) found that
while 95% of participants increased their
knowledge of responsibility issues and 91%
were able to reflect on this, only 35% felt
that they might act on that knowledge…
How vain it is to sit down to write when
you have not stood up to live.
Henry DavidThoreau
1. Threshold concepts
Meyer & Land (2003, 2005, 2008) identify some
characteristics of threshold concepts, including
§  Nature of knowledge
§  Integrative effects
§  Irreversible character
§  Transformative nature
Concepts that have a particular “troublesome”
character can change thinking and practice
An example
§  Concept: responsibility
§  Context: Exec MBA summer school
Small groups working on “reflexive management
practice”
§  Assessing outcomes:
Students were asked to consider the impact of
the class on their understanding of their own past
experience, and the future shape of their practice
See: Hibbert, 2013; Hibbert & Cunliffe, 2014
Reflexive practice: participant comments
Troublesome nature of knowledge
“ ...One of the main points which has since struck me
about my past performance was my lack of self-
awareness. I was so focused on my performance
being culturally acceptable to those in positions of
influence, that I did not consider the wider
implications of my actions.”
Reflexive practice: participant comments
Integrative effects
“... As a father of four girls, this brings many
questions, what the future of my daughters will be,
what type of life roles they will play, will they be
active members of the society?”
Reflexive practice: participant comments
Irreversible character
“...These questions not only exposed my weaknesses
as a manager but it creates a sense of insecurity with
my management style. The endless reflection created
an internal struggle and convinced me that I need to
change my outlook towards individuals.”
Reflexive practice: participant comments
Transformation (in action)
“...I have charted a timetable for weekly time set
aside for God, personal/self, family, friends and work.
I had tried this for a month now and found that I
complete my work at a faster pace and I am
happier”
How to find and work with
threshold concepts?
2. Experience and formation
§  A need to recognize the opportunities
afforded by experience(s)
§  A need to help people approach experience
in a reflexive, relational frame…
…which is tied to a how we value others
Moral reflexive practice is rooted in:
relating to and valuing others
See: Hibbert & Cunliffe, 2014; Siedlok, Hibbert & Beech, 2014
Curiosity-
driven
dialogue
Instrumental
exchange
Instrumental
exchange
Exploration: seeking to
import a ‘fix’ for a
problem.
Connection: offer and
acceptance.
Horizon: finding ways to
answer my question
Curiosity-
driven
dialogue
Exploration: challenge
boundaries
Connection: imperfect
knowing agents
Horizon: seeing different
questions / problems
What favours “curiosity-driven dialogue”?
3. Connecting process and culture
§  Pedagogic process
§  Developing ‘threshold [ethical] concepts’ as
detailed aspects of taught material
§  Building up dispositions and skills for “community
driven dialogue” that supports respect for / valuing
of “the other”
§  Cultural embedding in the school / university
§  Collective, collegial approaches
§  Consistency between intent, symbols and actions
§  Connection across and beyond the university
See: Bell et al, 2014; Hibbert, 2013
Practices that make it believable
§  Collegiality
§  Distributed leadership and student involvement
§  Communication – transparency
§  Consistency
§  Ethics in the conduct of research
§  Ethics in the focus of research
§  Equality of treatment and opportunity across
grades
§  Connection
§  Service, charitable and community involvement:
commitment, not special projects
Concluding remarks
Some ideas for exploration
§  Work to identify key concepts and
approaches to “grasping” them
§  Enable classroom (and elsewhere)
conversations that allow boundaries to be
pushed and understanding to be developed
§  Have a consistent culture that gives a
reality to talk and sets expectations
References & Resources
§  Bell, E., Caulfield, P., Hibbert, P. and Jennings, P. (2014) Cultures of Integrity: Ethics Education in UK Business
Schools. York: Higher Education Academy.
§  Fairfield, P. 2011. Dialogue in the classroom. In: Fairfield, P. 2011. (ed.) Education, Dialogue and
Hermeneutics (pp77-90). London: Continuum.
§  Hibbert, P. and Cunliffe, A. (2014) Responsible Management: Engaging Moral Reflexive Practice through
Threshold Concepts. Accepted for publication in Journal of Business Ethics, available online early: doi:
10.1007/s10551-013-1993-7
§  Hibbert, P. (2013) Approaching Reflexivity through Critical Reflection: Issues for Critical Management
Education. Journal of Management Education, 37:6 803-827.
§  Meyer, J. H. F. & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to thinking
and practising within the disciplines, in Rust, C. (ed) Improving student learning: theory and practice - ten
years on, 412-424. Oxford: Centre for Staff and Learning Development.
§  Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): epistemological
considerations and a conceptual framework for teaching and learning. Higher Education, 49: 373-388.
§  Meyer, J.H.F., Land, R. and Davies, P. (2008). Threshold concepts and troublesome knowledge, in Land.,
R., Meyer, J.H.F. and Smith, J. (eds) Threshold Concepts within the Disciplines, 59-74. Rotterdam: Sense.
§  Pless, N.M., Maak T. & Stahl G.K. (2011). Developing responsible global leaders through international
service learning programs: The Ulysses experience at PricewaterhouseCoopers. Academy of Management
Learning & Education, 10, 237-260.
§  Siedlok, F., Hibbert, P. and Beech, N. (2014) Learning Practices and Interpretative Modes in Collaborative
Contexts. Accepted for the Academy of Management Conference, Philadelphia, USA.

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Overcoming barriers in teaching ethics: developing moral reflexive practice - Paul Hibbert

  • 1. Overcoming Barriers in Teaching Ethics: Developing Moral Reflexive Practice? Professor Paul Hibbert, University of St Andrews
  • 2. Agenda §  Encapsulating barriers to ethics development: the knowledge-action gap §  Opportunities, explored 3 ways 1.  Working on the detail: threshold concepts 2.  Building practices: experience and formation 3.  Connecting process and culture: responsible management education at St Andrews §  Concluding remarks
  • 3. Encapsulating barriers §  Accreditation pressures and other mixed (institutional) blessings §  Motivations and marketing §  Knowledge-action gap: does ethical knowledge lead to moral practice?
  • 4. But does service learning help to bridge the knowledge-action gap? Pless, Maak and Stahl (2011) found that while 95% of participants increased their knowledge of responsibility issues and 91% were able to reflect on this, only 35% felt that they might act on that knowledge… How vain it is to sit down to write when you have not stood up to live. Henry DavidThoreau
  • 5. 1. Threshold concepts Meyer & Land (2003, 2005, 2008) identify some characteristics of threshold concepts, including §  Nature of knowledge §  Integrative effects §  Irreversible character §  Transformative nature Concepts that have a particular “troublesome” character can change thinking and practice
  • 6. An example §  Concept: responsibility §  Context: Exec MBA summer school Small groups working on “reflexive management practice” §  Assessing outcomes: Students were asked to consider the impact of the class on their understanding of their own past experience, and the future shape of their practice See: Hibbert, 2013; Hibbert & Cunliffe, 2014
  • 7. Reflexive practice: participant comments Troublesome nature of knowledge “ ...One of the main points which has since struck me about my past performance was my lack of self- awareness. I was so focused on my performance being culturally acceptable to those in positions of influence, that I did not consider the wider implications of my actions.”
  • 8. Reflexive practice: participant comments Integrative effects “... As a father of four girls, this brings many questions, what the future of my daughters will be, what type of life roles they will play, will they be active members of the society?”
  • 9. Reflexive practice: participant comments Irreversible character “...These questions not only exposed my weaknesses as a manager but it creates a sense of insecurity with my management style. The endless reflection created an internal struggle and convinced me that I need to change my outlook towards individuals.”
  • 10. Reflexive practice: participant comments Transformation (in action) “...I have charted a timetable for weekly time set aside for God, personal/self, family, friends and work. I had tried this for a month now and found that I complete my work at a faster pace and I am happier”
  • 11. How to find and work with threshold concepts?
  • 12. 2. Experience and formation §  A need to recognize the opportunities afforded by experience(s) §  A need to help people approach experience in a reflexive, relational frame… …which is tied to a how we value others Moral reflexive practice is rooted in: relating to and valuing others See: Hibbert & Cunliffe, 2014; Siedlok, Hibbert & Beech, 2014
  • 14. Instrumental exchange Exploration: seeking to import a ‘fix’ for a problem. Connection: offer and acceptance. Horizon: finding ways to answer my question
  • 17. 3. Connecting process and culture §  Pedagogic process §  Developing ‘threshold [ethical] concepts’ as detailed aspects of taught material §  Building up dispositions and skills for “community driven dialogue” that supports respect for / valuing of “the other” §  Cultural embedding in the school / university §  Collective, collegial approaches §  Consistency between intent, symbols and actions §  Connection across and beyond the university See: Bell et al, 2014; Hibbert, 2013
  • 18. Practices that make it believable §  Collegiality §  Distributed leadership and student involvement §  Communication – transparency §  Consistency §  Ethics in the conduct of research §  Ethics in the focus of research §  Equality of treatment and opportunity across grades §  Connection §  Service, charitable and community involvement: commitment, not special projects
  • 19. Concluding remarks Some ideas for exploration §  Work to identify key concepts and approaches to “grasping” them §  Enable classroom (and elsewhere) conversations that allow boundaries to be pushed and understanding to be developed §  Have a consistent culture that gives a reality to talk and sets expectations
  • 20. References & Resources §  Bell, E., Caulfield, P., Hibbert, P. and Jennings, P. (2014) Cultures of Integrity: Ethics Education in UK Business Schools. York: Higher Education Academy. §  Fairfield, P. 2011. Dialogue in the classroom. In: Fairfield, P. 2011. (ed.) Education, Dialogue and Hermeneutics (pp77-90). London: Continuum. §  Hibbert, P. and Cunliffe, A. (2014) Responsible Management: Engaging Moral Reflexive Practice through Threshold Concepts. Accepted for publication in Journal of Business Ethics, available online early: doi: 10.1007/s10551-013-1993-7 §  Hibbert, P. (2013) Approaching Reflexivity through Critical Reflection: Issues for Critical Management Education. Journal of Management Education, 37:6 803-827. §  Meyer, J. H. F. & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to thinking and practising within the disciplines, in Rust, C. (ed) Improving student learning: theory and practice - ten years on, 412-424. Oxford: Centre for Staff and Learning Development. §  Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49: 373-388. §  Meyer, J.H.F., Land, R. and Davies, P. (2008). Threshold concepts and troublesome knowledge, in Land., R., Meyer, J.H.F. and Smith, J. (eds) Threshold Concepts within the Disciplines, 59-74. Rotterdam: Sense. §  Pless, N.M., Maak T. & Stahl G.K. (2011). Developing responsible global leaders through international service learning programs: The Ulysses experience at PricewaterhouseCoopers. Academy of Management Learning & Education, 10, 237-260. §  Siedlok, F., Hibbert, P. and Beech, N. (2014) Learning Practices and Interpretative Modes in Collaborative Contexts. Accepted for the Academy of Management Conference, Philadelphia, USA.