Applied Business Ethics

Assessment Brief – Level Six Undergraduate Business and Management modules

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Module Code: SM0381

Module Title: Applied Business Ethics

Distributed on: Start of Term Hand in Date: TBC

Instructions on Assessment: “Tomorrow’s business leaders need to be nimble and to incorporate all aspects of good decision making in an increasingly global and complex business environment. Ethical leadership is vital to the future of ....business. Our world is rapidly changing – and the changes affect every business, every industry and every country. The future growth and competitiveness of business is at stake. The business world eagerly awaits tomorrow’s strong and ethical leaders.”

Harold McGraw III Chairman, Business Roundtable

During this module you have explored the ethical challenges facing businesses. As you prepare to take your place in the management and leadership of the future you are asked to evidence and reflect upon the development of your ethical awareness and reasoning and to consider the challenges that may face you in your workplace. Requirements Present the development of your ethical awareness and reasoning through an annotated portfolio of evidence supported by a 1500 word essay in which you first will identify an ethical dilemma in a business situation, and then suggest ethical solutions to this dilemma (see specific marking sheets at end). Portfolio Weighting Ethical Dilemma Essay (Part A) (1500 words) (50%) Portfolio of Evidence (Part B) (1500 words) (50%) Part A: Ethical Dilemma Essay (1,500 words) Students are to identify and discuss an business-related ethical dilemma. Ideally, this choice should be relevant to your intended area of future employment. You must demonstrate both an awareness of the key issues surrounding why it is an ethical dilemma, and then propose solutions to that dilemma. A suggested format for the essay is:

• Ethical Dilemma Description (300 words) • Justify why it is an ethical dilemma in a business situation (600 words) • Ethical solutions proposed by the student to this dilemma (600 words)

Part of the learning experience of this essay is for you as the student picking and developing the dilemma yourself from either a relevant recent news event, personal professional practice experience (particularly for students who have been on placement) or similar.

• Students are strongly advised to read the marking criteria sheets (at the end of this document) very carefully to gain an understanding of exactly what the examiner will be looking for, and marking against.

Assessment Brief – Level Six Undergraduate Business and Management modules

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You should not use an ethical dilemma that we have discussed in detail during a class1 or has been analysed in a textbook or website; this is your ethical dilemma, which you have developed, which ideally relates to your career aspirations.

1 The “Ethics in the News” items shown at the start of seminars are not deemed to have been discussed in detail.

Assessment Brief – Level Six Undergraduate Business and Management modules

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Part B: Portfolio of Evidence Contents The portfolio contents should provide evidence of your diligent engagement with the module activities including the directed learning opportunities. Your portfolio should be divided into clear sections, with the appendices clearly marked A, B, and C so that your examiner can easily find and mark your evidence. A summary of our expectations is provided below: Appendix A The Ethical Leadership Debate (in Seminar 4) (20% of marks) A reflective statement of 600 words which describes and critically evaluates the arguments presented in the debate on Ethical Leadership. Your argument must culminate in your opinion regarding the debate motion. We expect you to analyse the arguments (for and against) made by the teams on behalf of their characters in your seminar. We are not asking you to write an essay purely based upon the character biographies that we supplied for debate preparation. Appendix B The Seminar Case (in Seminars 1 and 5) (20% of marks) A reflective statement of 600 words concerning the seminar ethical dilemma case which was discussed in the Seminars One and Five. Briefly identify the ethical dilemmas in the case, and then select one for analysis using the normative ethical theories and descriptive frameworks taught on this module.

Appendix C Interpersonal and Team-working skills (10% of marks) A reflective statement of 300 words showing how your interpersonal and team-working skills were used in this module.

Assessment Brief – Level Six Undergraduate Business and Management modules

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Important note about ARNA regulations The regulations specify that students must complete every assessment component contributing to the modules on their programme. This applies to all forms of assessment as defined in the module descriptor. Please note that: • if any assessment component is not completed, students will be failed in the module even if the

module pass mark has been achieved; • if the requirements for referral specified in section 5 of ARNA1 are met, a resit opportunity will be

given; • if unable to complete an assessment component because of extenuating circumstances, students

should follow the procedure described in the Student Guide to Extenuating Circumstances1.

This change was approved by Academic Board on 12 October 2009 in consultation with the Students’ Union. Students should consult their Programme Leader or Guidance Tutor if they have any queries. Independent advice and support is also available from the Students’ Union Advice & Representation Centre ([email protected]) or from a student adviser in Student Services. 1ARNA and the Student Guide to Extenuating Circumstances Affecting Assessed Work are available from http://www.northumbria.ac.uk/sd/central/ar/lts/assess/assproc/assdocstud/ Word Count The word count is to be declared on the front page of your assignment. The word count does not include title page, contents page, glossary, tables, figures, illustrations, reference list, bibliography and appendices. Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire, and demonstrate as part of the assignment process. Word limits and penalties for assignments If the assignment is within +10% of the stated word limit no penalty will apply. However, if the word limit exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70% but is above the word limit by more than 10%, a penalty of 7% will be imposed, giving a final mark of 63%. Time limits and penalties for presentations The time allocated for the presentation must be adhered to. At the end of this time, the presentation will be stopped and will be marked based on what has been delivered within the time limit.

Assessment Brief – Level Six Undergraduate Business and Management modules

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Submission of Assessment: All assignments must be submitted via the Blackboard Elp. Marked assignments will be returned to students via the Elp also. It is advisable to retain a copy of your assignment for you own records. Your mark will be returned via Grade Mark on the Elp. Referencing your work The APA method of referencing uses the author's name and the date of the publication. In-text citations give brief details of the work you are referring to in your text. References are listed at the end of the text in alphabetical order by the author's name. The general format of an electronic journal reference in the APA style is shown below: Coutu, D. (2009). Why Teams Don't Work. Harvard Business Review, 87(5), 98-105. Retrieved 29th April 2012 from EBSCO http://searchebscohost.com Author/s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where the article appears, which is in italics. Then state the volume and issue number (in brackets) along with the pages where article can be located. Finally add the date the article was retrieved and then the name of the database, followed by the web address. Wherever possible use the homepage URL rather than the full and extended web address. For further information on why it is important to reference accurately go to the Referencing and Plagiarism topic in Skills Plus available from the Library website: www.northumbria.ac.uk/skillsplus You will find other useful help guides on Skills Plus to help you with the skills involved in writing your assessments and preparing for exams. For further information on the APA style of referencing see the Concise Rules of APA style and the APA website http://www.apastyle.org/learn Plagiarism and Cheating Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief). Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated. For further information on Plagiarism, see the Referencing and Plagiarism topic on Skills Plus. www.northumbria.ac.uk/skillsplus

Assessment Brief – Level Six Undergraduate Business and Management modules

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Mapping to Programme Goals and Objectives: This assessment will contribute directly to the following Undergraduate programme goals and objectives. 1. Knowledgeable about the theory and practice of international business and management Objectives: Students will be able to:

1. Acquire knowledge of functional areas of business and management.

2. Acquire knowledge of specialist areas of business.

X 3. Apply their knowledge to business and management contexts.

4. Conduct contemporary research into business and management.

2. Skilful in the use of professional and managerial techniques and processes Objectives: Students will be able to:

1. Provide evidence of self reflection as a means of informing personal development planning.

2. Demonstrate effective interpersonal communication skills and the ability to work in a team.

X 3. Demonstrate critical thinking skills.

X 4. Demonstrate problem solving skills.

3. Aware of ethical issues impacting on business and professional practice Objectives: Students will be able to:

X 1. Identify an ethical dilemma in a business situation

X

2. Suggest ethical solutions to this dilemma

4. Employable as graduates Objectives: Students will be able to:

1. In the context of securing graduate employment demonstrate the skills of self presentation.

Assessment Brief – Level Six Undergraduate Business and Management modules

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Assessment Criteria (NBS) General Assessment Criteria (1 of 1)

Trait 0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100

Knowledge and Understanding

Poor grasp of topic concepts or of awareness of what concepts are.

Minimal awareness of subject area.

Knowledge is adequate but limited and/or superficial.

Sound comprehension of topic.

Knowledge base is up-to-date and relevant, but also may be broad or deep.

Knowledge and understanding is comprehensive both as to breadth and depth.

Exceptional scholarship for subject.

Structure and Alignment

Failure to apply relevant skills. Work is inarticulate and/or incomprehensible.

Communication of knowledge frequently inarticulate and/or irrelevant.

In the most part, description/ assertion rather than argument or logical reasoning is used. Insufficient focus is evident in work presented.

Reasoning and argument are generally relevant but not necessarily extensive. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualise, and/or to apply theory is slightly limited.

Higher order critical appreciation skills are displayed. A significant ability to apply theory, concepts, ideas and their inter- relationship is illustrated.

A mature ability to critically appreciate concepts and their inter-relationship is demonstrated. Clear evidence of independent thought. Presentation of work is fluent, focused and accurate.

Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and fluent challenges to received wisdom.

Assessment Brief – Level Six Undergraduate Business and Management modules

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SM0381 - Applied Business Ethics - Part A – Essay 50% SM0381 Marking Sheet 1 of 4

3.1 Programme Goal 3: Aware of ethical issues impacting on business and professional practice Objective 1: Identify an ethical dilemma in a business situation

Criteria

0-29%

Standard Not

Met 1

30-39%

Standard Not

Met 2

40 -49%

Meets Standard

1

50-59%

Meets Standard

2

60-69%

Meets Standard

3

70-79%

Exceeds

Standard 1

80-89%

Exceeds

Standard 2

90-100%

Exceeds

Standard 3 3.1 (A)

Student

demonstrates an

understanding of the

relationship between

how the dilemma is

understood and the

options available for

decision-making

Completely

insufficient understanding of decision making or ethics. Is unable to

make a any connection between the two concepts. Application non-

existent.

Insufficient

understanding of decision making or ethics. Is unable to make a coherent

connection between the two concepts. Application is weak.

Adequate awareness of the connection between the dilemmas and

appropriate decision making. Outcomes are based upon assumptions.

Good understanding of the relationship between the ethical dilemma and decision making. A good level

of criticality is displayed in the selection and application of decisions.

Very good understanding of the relationship between the ethical dilemma and decision making. A very good level of criticality is displayed in the selection and

application of decisions.

Excellent

understanding of the relationship between the ethical dilemma and appropriate decisions. An

excellent level of criticality is displayed in the selection and

application of decisions.

Outstanding understanding of the relationship between the ethical dilemma and appropriate

decisions. Outstanding

criticality is displayed in the selection and

application of decisions.

Exemplary

understanding of the relationship between the ethical dilemma and appropriate

decisions. Exemplary criticality is displayed in the selection and

application of decisions.

3.1 (B)

Student

demonstrates an

understanding of the

impact of relevant

contextual factors

(e.g. competitive

conditions, codes of

ethics.)

Completely

insufficient understanding of the relationship between contextual factors

and ethical dilemmas.

Insufficient

understanding of the relationship between contextual factors

and ethical dilemmas.

Adequate awareness of how relevant contextual factors impact the dilemma options. These tend to be generalised and

omit core relationships.

Good understanding of how the relevant contextual factors impact the dilemma options. Factors have a good justification for their impact

Very good understanding of how

the relevant contextual factors impact the dilemma options. Factors have

a Very good justification for their

impact

Excellent

understanding of how relevant contextual factors impact the dilemma options. Excellent critical

evaluation of factors in order to justify their impact.

Outstanding understanding of how relevant contextual factors impact the dilemma options. Outstanding critical evaluation of factors in order to justify their impact.

Exemplary

understanding of how relevant

contextual factors impact the dilemma options. Exemplary critical evaluation of factors in order to justify their impact.

3.1 (C)

Student

demonstrates an

understanding of the

stakeholders that are

potentially impacted,

and the moral

intensity experienced

by the decision-

maker(s) dealing

with the business

ethical dilemma.

Completely

insufficient understanding of the

link between stakeholders and their potential

impact. Completely insufficient

comprehension of ethical dilemmas and

moral intensity experienced by decision-makers.

Insufficient

understanding of stakeholders and their potential

impact. Insufficient comprehension of

ethical dilemmas and moral intensity experienced by decision-makers

Adequate awareness of stakeholders and

their potential impact. Link between ethical dilemmas and the moral intensity experienced by

decision-makers is somewhat vague.

Good understanding of how stakeholders

are potentially impacted. Very good

evidence of the ability to use various dimensions in order

to make a link between ethical dilemmas and the moral intensity experienced by decision-makers.

Very good understanding of how

stakeholders are potentially impacted. Very good evidence of the ability to use various dimensions in order to make a link between ethical dilemmas and the moral intensity experienced by decision-makers.

Excellent

understanding of how stakeholders are

potentially impacted. There is an excellent explicit, concise and

informed understanding of how ethical dilemmas and the moral intensity experienced by

decision-makers are linked.

Outstanding understanding of how

stakeholders are potentially impacted.

There is an outstanding explicit, concise and informed understanding of how ethical dilemmas and the moral intensity experienced by

decision-makers are linked.

Exemplary

understanding of how stakeholders are potentially impacted.

There is an exemplary explicit, concise and informed understanding of

how ethical dilemmas and the moral

intensity experienced by decision-makers

are linked.

Assessment Brief – Level Six Undergraduate Business and Management modules

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SM0381 Marking Sheet 2 of 4 3.2 Programme Goal 3: Aware of ethical issues impacting on business and professional practice Objective 2: Suggest ethical solutions to this dilemma

Performance

Area

0-29%

Standard Not

Met 1

30-39%

Standard Not

Met 2

40 -49%

Meets Standard

1

50-59%

Meets Standard

2

60-69%

Meets Standard

3

70-79%

Exceeds

Standard 1

80-89%

Exceeds

Standard 2

90-100%

Exceeds

Standard 3 3.2 (A)

Student

demonstrates the

ability to make a

recommendation

supported by

appropriate

reasoning.

Completely

insufficient or no solution is provided.

Completely

insufficient understanding

between solutions and normative standards.

Insufficient solution is provided that is not

supported by evidence. Insufficient

understanding between solutions and normative standards.

Adequate solution to the dilemma.

Adequate supporting evidence but lack of

understanding between the solution

and normative standards.

Good, well-argued solution to the dilemma. This is

supported by a good range of evidence

and understanding of the relationship

between resolution, and normative standards.

Very good, well- argued solution to the dilemma. This is supported by a very

good range of evidence and

understanding of the relationship between

resolution, and normative standards.

Excellent systematic and analytically

rigorous account of the solution to the dilemma. This is supported by

excellent convincing evidence, showing an

Outstanding understanding of the relationship between

resolution, and normative standards.

Outstanding systematic and analytically rigorous account of the solution to the dilemma. This is supported by outstanding convincing evidence, showing an Outstanding understanding of the relationship between resolution, and normative standards.

Exemplary systematic and

analytically rigorous account of the solution to the dilemma. This is supported by exemplary

convincing evidence, showing an Exemplary

understanding of the relationship between

resolution, and normative standards.

3.2 (B)

Student

demonstrates an

understanding of the

normative ethical

theories used to

address the

dilemma, and can

apply descriptive

ethical frameworks

in their analysis.

Completely

insufficient understanding of the role of normative ethical theories and descriptive ethical frameworks in decision making.

Insufficient understanding of the role of normative ethical theories and descriptive ethical frameworks in decision making.

Adequate awareness of some frameworks and theories. Link to a dilemma is vague in places. A judgement can be made but

lacks sophistication.

Good range of frameworks and theories used in addressing the dilemma. Good

understanding of the way in which theories

and frameworks impact on the

decision.

Very good range of frameworks and theories used in addressing the

dilemma. Very good understanding of the way in which theories

and frameworks impact on the

decision.

Excellent systematic and analytically

rigorous account of the solution to the dilemma. Excellent evidence, showing an

excellent understanding of the relationship between

resolution, and normative standards.

Outstanding systematic and

analytically rigorous account of the solution to the

dilemma. Outstanding

evidence, showing an outstanding

understanding of the relationship between

resolution, and normative standards.

Exemplary systematic and analytically rigorous account of the solution to the dilemma. Exemplary evidence, showing an exemplary understanding of the relationship between resolution, and normative standards.

Assessment Brief – Level Six Undergraduate Business and Management modules

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SM0381 – Applied Business Ethics - Part B – Portfolio 50% SM0381 Marking Sheet 3 of 4

Appendix A 20%

Marking Criteria:

Ethical Debate

0-29%

Standard Not

Met 1

30-39%

Standard Not

Met 2

40 -49%

Meets Standard

1

50-59%

Meets Standard

2

60-69%

Meets Standard

3

70-79%

Exceeds

Standard 1

80-89%

Exceeds

Standard 2

90-100%

Exceeds

Standard 3

Identifies and

isolates arguments

and evidence used in

the seminar both to

support and to

oppose the view that

ethical leadership

can be demonstrated

in shareholder

owned companies.

Completely

insufficient understanding of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Insufficient understanding of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Adequate awareness of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Good ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Very good ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Excellent ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Outstanding ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Exemplary ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Critically evaluates

the arguments and

evidence to reach a

conclusion drawing

on a range of

sources.

Completely

insufficient understanding of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Insufficient understanding of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Adequate awareness of arguments and

evidence used in the seminar to support and to oppose the view that ethical leadership can be demonstrated in

shareholder owned companies.

Good ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Very good ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Excellent ability to Identify and isolate arguments and evidence used in the seminar both to support and to oppose the view that ethical leadership can be demonstrated in shareholder owned companies.

Outstanding ability to Identify and isolate arguments and evidence used in the seminar both to support and to oppose the view that ethical leadership can be demonstrated in shareholder owned companies.

Exemplary ability to Identify and isolate arguments and

evidence used in the seminar both to support and to

oppose the view that ethical leadership can be demonstrated in shareholder owned

companies.

Assessment Brief – Level Six Undergraduate Business and Management modules

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Appendix B 20% SM0381 Marking Sheet 4 of 4

Marking Criteria:

Ethical Dilemma

0-29%

Standard Not

Met 1

30-39%

Standard Not

Met 2

40 -49%

Meets Standard

1

50-59%

Meets Standard

2

60-69%

Meets Standard

3

70-79%

Exceeds

Standard 1

80-89%

Exceeds

Standard 2

90-100%

Exceeds

Standard 3

Identifies ethical

dilemmas in the

case. Whose

dilemmas were these

and what were their

options?

Completely

insufficient ability to identify ethical dilemmas in the case.

Insufficient ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Adequate awareness of ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Good ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Very good ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Excellent ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Outstanding ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Exemplary ability to identify ethical dilemmas in the case. Whose dilemmas were these and what were their options?

Uses normative

ethical theories (e.g.

Deontology) and

descriptive ethical

frameworks (e.g.

Stages of Moral

Development,

Stakeholder Salience,

Moral Intensity) to

analyse one of the

identified dilemmas

in depth.

Completely

insufficient ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth

Insufficient ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth

Adequate ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth

Good ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth.

Very good ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth.

Excellent ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth.

Outstanding ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth.

Exemplary ability to apply normative ethical theories (e.g. Deontology) and descriptive ethical frameworks (e.g. Stages of Moral Development, Stakeholder Salience, Moral Intensity) to analyse one of the identified dilemmas in depth.

Appendix C 10% Programme Goal 2: Skillful in the use of professional and managerial techniques and processes Objective 2: Demonstrate effective interpersonal communication and the ability to work in a team

Performance

Area

0-29%

Standard Not

Met 1

30-39%

Standard Not

Met 2

40 -49%

Meets Standard

1

50-59%

Meets Standard

2

60-69%

Meets Standard

3

70-79%

Exceeds

Standard 1

80-89%

Exceeds

Standard 2

90-100%

Exceeds

Standard 3

Student shows the

ability to reflect on

their use of

interpersonal

communication and

team-working skills

in the module.

Completely

insufficient reflection of the student’s use of interpersonal

communication and team-working skills

though examples may be identified.

Insufficient reflection of the student’s use of interpersonal communication and team-working skills though examples may be identified.

Adequate Identification of interpersonal

communication and team working skills used in support of module tasks and assesses personal effectiveness using

examples.

Good reflection which considers

whether the need to use interpersonal communication and to work as a team has

influenced their understanding of ethical issues.

Very good reflection which considers

whether the need to use interpersonal communication and to work as a team has

influenced their understanding of ethical issues.

Excellent reflection which considers

whether the need to use interpersonal communication and to work as a team has

influenced their understanding of ethical issues.

Outstanding reflection which considers whether the need to use interpersonal

communication and to work as a team has

influenced their understanding of ethical issues.

Exemplary reflection which considers

whether the need to use interpersonal communication and to work as a team has

influenced their understanding of ethical issues.