While teaching of business ethics has been increasing in business schools worldwide, universities still face increasing pressure to do more to proactively defend and help avoid unethical business practices and scandals calling for more responsible education. This study aims to examine teaching business ethics in light of recent technological advances (i.e. teaching via the use of digital devices) and well-established pedagogical practices.
This study uses a 2 × 2 experimental design examining the effect of active (vs passive) and presence (vs absence) of digital devices in student learning of 192 US students.
The findings suggest that the active learning scenario, the usage of laptops and phones helped students get higher results in the test compared to active learning with no digital devices or passive learning with digital devices.
Active learning practices such as group discussions and peer assessment or the flipped classroom approach make a difference for business ethics teaching where students need to develop inquiry and interest for the subject and engage in ethical dilemmas and real-life examples. Further, students in the active learning scenario performed better in knowledge tests when they were asked to use their digital devices.
This article addresses the lack of scholarly attention paid to the sharing economy from a sociological perspective, with respect to the technology-mediated interactions…
This article addresses the lack of scholarly attention paid to the sharing economy from a sociological perspective, with respect to the technology-mediated interactions between sharing economy users. The paper provides a critical overview of the sharing economy and its impact on business and communities and explores how information technology can facilitate authentic, genuine sharing through exercising and enabling conviviality and non-direct reciprocity.
The paper begins with a critique of the technology-mediated sharing economy, introduces the concept of conviviality as a tool to grow and shape community and sustainability within the sharing economy and then explores reciprocity and sharing behaviour. Finally, the paper draws upon social exchange theory to illustrate conviviality and reciprocity, using four case studies of technology-enabled sharing.
The paper contributes to the emerging debate around how the sharing economy, driven by information systems and technology, affects social cohesion and personal relationships. The paper elucidates the central role conviviality and reciprocity play in explaining the paradoxes, tensions and impact of the sharing economy on society. Conviviality and reciprocity are positioned as key capabilities of a more sustainable version of the sharing economy, enabled via information technology.
The findings reveal that information technology-mediated sharing enterprises should promote conviviality and reciprocity in order to deliver more positive environmental, economic and social benefits. The diversity of existing operations indicated by the findings and the controversies discussed will guide the critical study of the social potential of sharing economy to avoid treating all sharing alike.