Organization, Information and Learning Sciences ETDs

Publication Date

Spring 5-13-2022

Abstract

The purpose of this mixed methods study was to examine graduate student preferences for the types of learning environments that support ethical development in research ethics education. The initial quantitative phase of this study used the Learning Environment Preferences (LEP) survey to provide a baseline measure of intellectual development up to position 5 of the Perry scheme (Moore, 2000; Perry, 1970). Quantitative results highlighted preferences for the role of student/peers and classroom atmosphere, and significant findings were found relative to international students, older students, and women in terms of their preferences for learning environments that support higher level, relativistic thinking. In the second qualitative phase, a novel set of learning environment preferences emerged from interviews with selected students to broaden understanding of what constitutes a learning environment. A proposed Learning Environments for Ethical Development (LEED) model summarizes the contextual components that graduate students prefer to develop more complex thinking about research ethics.

Degree Name

Organization, Information and Learning Sciences

Level of Degree

Doctoral

Department Name

Organization, Information & Learning Sciences

First Committee Member (Chair)

Dr. Charlotte N. Gunawardena

Second Committee Member

Dr. Patricia Covarrubias

Third Committee Member

Dr. Gary Smith

Fourth Committee Member

Dr. William Gannon

Language

English

Keywords

ethical development, research ethics, learning environment, higher education, Perry scheme, ethics education

Document Type

Dissertation

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