Exploring process recording in behavioural ethics education

Abstract

Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.