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Can Ethics Instruction Make Economics Students More Pro-social?

12th November 2019
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Authors: James Konow (Journal of Economic Behavior and Organization, 2019, Vol. 166, 724-734)

Numerous studies suggest that economics students act in a more self-interested manner, on average, than other students. According to much of the literature on the topic, this is due, at least in part, to the economics training itself with its emphasis on self-interest. The current study turns this question on its head and asks whether teaching ethics in economics classes can produce more pro-social behavior. A classroom experiment examines possible effects of two types of ethics instruction, moral duty and enlightened self-interest, on two economically important types of pro-social behavior, viz., generosity and cooperation. The main findings are that generosity is higher following instruction that stresses moral duty, that cooperation is not significantly affected but is positively correlated with generosity, and that business and economics majors are less cooperative than other majors.

Keywords: ethics, generosity, cooperation, fairness, classroom experiment

JEL: D63, C91, A2

DOI: https://doi.org/10.1016/j.jebo.2019.08.012


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Project 1
Cross-cultural differences in the perception of corporate social responsibility and consumer social responsibility along global supply chains
Project 1
Experimental studies of moral responsibility in global supply chains
Project 1
Modelling economic and social dimensions of global supply chains
Project 1
Global supply chains, environmental regulation and green innovation

Other Projects

Cross-cultural differences in the perception of corporate social responsibility and consumer social responsibility along global supply chains Experimental studies of moral responsibility in global supply chains
Modelling economic and social dimensions of global supply chains Global supply chains, environmental regulation and green innovation Further KCG Projects

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