This study was conducted to investigate the moral development of one hundred Kuwaiti high school teachers. They ranged in age from 23 to 48 years with a mean of 28.6 years and a standard deviation of 8.3 years. The teachers' individual moral judgment levels were assessed by the Defining Issues Test (DIT)--an objective test designed by James Rest…

Faculty tasked with revising the accounting curriculum to incorporate an ethics component may benefit from the experiences reported in the literature. We construct and describe a framework for the pedagogy of accounting ethics based upon extant literature. Our purpose is to present the cumulative contributions to the literature in a fashion that…

Teachers tasked with developing moral character in future physicians face an array of pedagogic challenges, among them identifying tools to measure progress in instilling the requisite skill set. One validated instrument for assessing moral judgment is the Defining Issues Test (DIT-2). Based on the work of Lawrence Kohlberg, the test's main…

This paper reports the results of a ten-year effort to establish ethics as a learning objective for all business students, to assess the effectiveness in achieving that learning objective and to incorporate ethical conduct as a part of the school's organizational culture. First, it addresses the importance of ethics instruction for all business…

Reviews the Defining Issues Test studies (n=172) to investigate the moral development of undergraduate college students. Provides an organizational framework for analyzing educational contexts in higher education. Suggests that there are dramatic gains in moral judgment development and changes in moral reasoning during the college years. (CAJ)

Empirically weighted scores for Rest's Defining Issues Test were found to be more reliable than the simple sum of scores theoretically weighted sum, or Rest's p scores. They also had slightly higher correlations with Kohlberg's interview scores. Empirically weighted scores also showed more significant change in two longitudinal studies. (CTM)

The document discusses the nature of moral judgment, reviews previous studies which link higher education to moral judgment, and presents results of a longitudinal study comparing college and non-college subjects. This project report from the Higher Education and Cognitive-Social Development Project at the University of Minnesota is presented in…