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• W48941674 abstract "1. INTRODUCTION The importance of providing IS users and professionals with a proper knowledge of ethics has been increasingly recognized. This is evident from the large number of frameworks for IS ethics education proposed by scholars (e.g., Kallman & Grillo, 1996; Maner, 1980; Martin & Huff, 1997; Tavani, 2001; Siponen and Vartiainen 2002; Vartiainen and Siponen 2010) and professional organizations such as ACM and IEEE. One of the main elements of these frameworks is the utilization of relevant theories of ethics. Although it is worthwhile to construct conceptual-analytical IS ethics frameworks (cf. Hare, 1981), there is an equal need for empirical research, specifically on the effects and implications of ethics theory when used in an IS context. In particular, it would be useful to know how students experience such theories, and what effect they have on their thinking and the development of their moral reasoning. This should confirm the practical value of the frameworks, which of course should be the ultimate goal of the training programs. Unfortunately, we find no IS studies that have studied the effects of theories of ethics on students' thinking. As a step towards remedying this gap in the literature, we test the effects of an education program based on the universality thesis. By teaching the universality thesis, we aim to encourage students to acquire more diverse viewpoints on ethical issues and thereby to develop them in reasoning in moral conflicts. Therefore, we assess the effects of three versions of the universality thesis on students' thinking in terms of integrative complexity (Suedfeld, Tetlock & Streufert, 1992), which represents individuals' cognitive styles and different ways of processing information. Integrative complexity is an established social science measurement tool, used to measure the effect of education in social and personality psychology, in addition to attitude change (e.g., Conway et al. 2008; Winter, 2007). In our study, we assess whether students progress in terms of integrative complexity during the educational intervention. Our study is a continuation of our efforts to develop ethics teaching in IS education using the approach of empirical research (e.g., Vartiainen and Siponen 2010 on students' intention to use theories of ethics). This paper is organized as follows. The second section presents the theoretical framework, and the third considers the research methods used. The results are presented in the fourth section, and their limitations and significance are discussed in the fifth. The final section reiterates the key findings. 2. THEORETICAL FRAMEWORK The theoretical framework of this study is twofold. First, given that in one study we are only able to test a limited number of theories, we first discuss the rationalizations as to why we selected the universality thesis to constitute the substance of the teaching intervention. To be more precise, we introduced three versions of this thesis to students during an IS ethics educational intervention program. Second, we applied the theory of integrative complexity in order to assess whether IS ethics teaching based on the three universality theories positively modified complexity of thought. The three theories are discussed next. 2.1 Three aspects of the universality thesis There are several alternative theories of ethics, including utilitarianism (Bentham, 1876; Mill, 1895), universal prescriptivism (Hare, 1981), Kant's theory (1993), intuitionism (Moore, 1966; Ross, 1930), and the theory of information ethics (Floridi, 1999). A common element is the so-called universality thesis. Hare (1981) defines this doctrine as follows: If one judges that one's action in a particular situation is right, one must then acknowledge that a similar act by anybody else in a similar situation would also be right. The different versions of the universality thesis form the core element in Confucianism (Hansen, 1991), Judeo-Christian ethics (Outga, 1972), Kant's theory (1993), Mackie's theory (1981), Rawls' theory of justice (Rawls, 1971; Kukathas & Pettit, 1990), and universal prescriptivism (Hare, 1981), for example. …" @default.
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• W48941674 date "2011-06-01" @default.
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• W48941674 title "The Effects of Teaching the Universality Thesis on Students’ Integrative Complexity of Thought" @default.
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