Sense-remaking: unpacking ethical judgment change in a Business Ethics course

Loréa Baïada-Hirèche (), Lionel Garreau () and Jean Pasquero
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Loréa Baïada-Hirèche: IMT-BS - MMS - Département Management, Marketing et Stratégie - TEM - Télécom Ecole de Management - IMT - Institut Mines-Télécom [Paris] - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], LITEM - Laboratoire en Innovation, Technologies, Economie et Management (EA 7363) - UEVE - Université d'Évry-Val-d'Essonne - Université Paris-Saclay - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], DRM - Dauphine Recherches en Management - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique
Lionel Garreau: DRM - Dauphine Recherches en Management - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique
Jean Pasquero: UQAM - Université du Québec à Montréal = University of Québec in Montréal

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Abstract: While business ethics (BE) courses have increasingly formed part of business school curricula, we still do not know much about how these courses can change students' capacity to deal with ethical issues. Drawing on a sensemaking perspective, we conducted an action research study with 66 business professionals enrolled in an executive training program at a French university. The aim was to investigate the processes underlying ethical judgment (EJ) change through a BE course. Participants were invited to pick a significant ethical issue they had personally experienced at work. They were then asked to make sense of it, in writing, at the beginning and at the end of the course, 3 months later. In comparing pre-course and post-course judgments, we concluded that the structure and contents of the respondents' initial judgment had indeed been modified. This change could be accounted for as the outcome of four ‘sense-remaking' mechanisms, which we theorize as complexifying, reprioritizing, conceptualizing and contextualizing. Our study contributes to the literature on BE education by demonstrating the benefits of a sensemaking approach. It also offers an original process-based model of EJ, specifying the mechanisms at play in EJ change. Finally, it contributes to the field of sensemaking studies by introducing the concept of sense-remaking, shedding new light on the evolutive dimension of sensemaking.

Keywords: Ethical judgment; Sensemaking; Business ethics course; Action research (search for similar items in EconPapers)
Date: 2024-06
New Economics Papers: this item is included in nep-hme
Note: View the original document on HAL open archive server: https://hal.science/hal-04654050v1
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Published in M@n@gement, 2024, 27 (2), pp.50-67. ⟨10.37725/mgmt.2024.8445⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-04654050

DOI: 10.37725/mgmt.2024.8445

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