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Cognitive moral development, often referred to as moral reasoning, stems from the field of cognitive developmental psychology and moral psychology. Early work done by Jean Piaget studying the cognitive abilities of children to make moral judgments as they grow and mature created the foundation for the later work of Lawrence Kohlberg and James Rest in studying the moral reasoning abilities of adults. Thus, moral reasoning refers to the cognitive process of how a person reasons about ethical situations. This chapter will present the evolution of the use and validity of cognitive moral development/moral reasoning in determining how individuals resolve ethical or moral dilemmas. Further, more recent models and potential measurement of moral reasoning and ethical decision-making including our intuition and emotions will be discussed and suggestions regarding directions for developing methods to measure such cognitive and emotional (or intuitive) means by which individuals make difficult moral choices will be discussed.

The purpose of this paper is to explore the understudied antecedents of moral reasoning and cognitive processes that ultimately shape the ethical consumption. The theory of planned behavior (TPB) and the socio-intuitionist model are integrated. Holistic, inferential, and affective dimensions of intuition are identified as critical antecedents of environmental concerns that then influence the ethical consumption.

Structural equation modeling is used to analyze intuitive judgments and ethical concerns in 256 US undergraduates. The New Ecological Paradigm (NEP) is used to measure ethical concerns and the ecologically conscious consumer behavior (ECCB) instrument is used to measure ethical consumption.

The results indicate that inferential intuition, but not affective intuition, significantly predicts the ethical concerns (NEP), which in turn significantly influence all five dimensions of ethical consumption behavior (ECCB).

Managers and marketing strategists should focus on non-rational influences such as moral intuition to effectively promote ethical and responsible consumption.

The TPB and the intuitionist theory are integrated to reveal empirically how intuitive judgments may affect consumer attitudes and to provide new insights regarding the ethical consumption.

The content of ethics education courses is still generally shaped around the presentation of the traditional ethical theories of Western moral philosophy, complemented by case studies and discussion of ethical decision-making models. The purpose of courses is still largely geared towards the development of skills in ethical reasoning. Yet developments in surrounding fields, from psychology to learning and leadership development, raise numerous questions about the traditional curriculum. Ethics courses need to be more responsive to psychological factors and to the social realities of workplace contexts, and cognisant of a wider spectrum of ethical concepts. The perspective of virtue ethics remains pertinent, as the broader agenda of ethics courses is to enable students to develop a personal ethical outlook. But ethics courses should also be exploring and incorporating concepts from non-Western philosophies, and incorporating developments in fields such as leadership development.

The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.

Change management projects typically fail because they meet employee resistance created by emotional sensemaking processes. This paper aims to present an in-depth explanation for these failures and how change managers could avoid them.

This study presents an argument in the following three steps: it begins with an empirically well-established fact that attempts at change management often trigger negative emotional responses; the moral foundations theory is then used to identify the typical categories of emotional responses that may result in resistance to organizational change; and the ordonomic approach to business ethics is built upon to substantiate the diagnosis that, in many cases, emotional responses cause employees to behave in a way that is collectively self-damaging.

The core idea of the current study’s contribution is that emotionally driven processes of sensemaking can easily become dysfunctional, especially in situations that require extensive change. Consequently, it should be top priority for managers to engage in sensegiving, which comprises: narratives that explain what is going on against the background of relevant alternatives and appropriate discourses that guide how employees form their expectations. In a nutshell, sensegiving attempts to reframe sensemaking processes.

Even if a win–win potential already exists, it can still be misperceived. If employees are used to thinking within a trade-off framework, this might trigger trade-off intuitions and negative emotions, in effect leading to a situation that makes everyone worse off. Such mental models might become a self-fulfilling prophecy. To counter such a tendency, sensegiving aims at a professional management of sensemaking processes. The task of successful change management, properly understood, is to create and communicate win–win potentials, ensuring that all parties involved understand that they are not asked to sacrifice their self-interest, instead they are invited to participate in a process of mutual betterment.

The literature on sensemaking draws attention to the empirical fact that resistance to change is typically driven by emotions. The moral foundations theory helps in exactly identifying which emotional dimensions are relevant in times of organizational change. The ordonomic approach to business ethics points out that – owing to their emotional nature – processes of sensemaking might fail, that they may mislead employees into behavioral patterns that are collectively self-damaging. Therefore, a top priority for management is to engage in sensegiving, that is, in (re-)framing sensemaking processes.

Business ethics provide a potent source of competitive advantage, placing increasing pressure on organizations to create and maintain an ethical workforce. Nonetheless, ethical breaches continue to permeate corporate life, suggesting that there is something missing from how we conceptualize and institutionalize organizational ethics. The current effort seeks to fill this void in two ways. First, we introduce an extended ethical framework premised on sensemaking in organizations. Within this framework, we suggest that multiple individual, organizational, and societal factors may differentially influence the ethical sensemaking process. Second, we contend that human resource management plays a central role in sustaining workplace ethics and explore the strategies through which human resource personnel can work to foster an ethical culture and spearhead ethics initiatives. Future research directions applicable to scholars in both the ethics and human resources domains are provided.

Consumers support local businesses as an ethical choice. However, consumer ethics researchers have not paid much attention to local consumption, limiting the understanding of why consumers believe local consumption is ethical. To address this research gap, this study aims to develop and test the theoretical model for local consumption decisions by integrating moral foundations theory and local–global identity literature.

An online survey of US adult consumers (n = 362) was conducted to test the theoretical model. A correlational structural equation model was used to analyze the data.

The results confirmed that consumers’ moral obligations to engage in local consumption are driven partially by pro-group moral foundations, and that this identity-based motivation is an intuitive predictor of local consumption behaviors. The findings of this study demonstrate that traditional ethical consumption frameworks that assume knowledge-based decision-making are not enough to explain local consumption, and provide arguments for the need to consider both moral intuitions and moral reasoning.

This study synthesizes two isolated streams of literature and presents an integrated model to holistically explain consumer motivations for local business support. Local consumption was rarely investigated and its unique characteristics were not fully understood in the context of ethical consumption. This study specifically focuses on local consumption, advancing our knowledge of this understudied consumer behavior.

Purpose – Starting from the premise that human behavior is the result of a complex interaction between physiological processes, psychological values systems, and socio-institutional contexts, this chapter examines how political behavior can be better understood through a multilevel approach.

Design/methodology/approach – Employing social functionalism and Jonathan Haidt's Moral Foundations Theory, the conceptual model presented is predicated on the premise that human phenotypes are the product of evolutionary processes which have resulted in an intensely social animal. This chapter examines how physiological processes operating at the individual level, as demonstrated by recent neuroscience scholarship, are intricately involved in attitude formation as well as the presence of and variation in moral values. These individual-level traits are both responsible for socio-institutional processes as well as shaped by this larger social context.

Findings – The chapter cites that there are specific neural substrates that correlate with moral values responsible for the formation of preferences for particular policies.

Originality/value – In order to better understand political behavior and policy formation, it is incumbent upon political scientists to include individual-level analyses in theoretical models.

In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences to enhance ethical and cultural self-awareness. In the process, it also fosters a desire for participatory and justice-oriented citizenship (Westheimer & Kahne, 2004). In what follows, the authors provide a history of the development of ED200. The authors then justify the inclusion of experiential learning in the course from theoretical and practical perspectives: Why is it valuable to include experiential learning in this course and how does it advance the goal of developing critically engaged citizens through improving ethical reasoning skills and actionable understanding of diversity? Last, the authors detail positive impacts and implementation challenges and indicate next steps for continued development.