MGMT29005 Data and Ethics

Framing Data and Ethics: Business and Society

Week 1 - Term 1, 2023

Unit Coordinator: Kemal Taruc
MGMT29005 Data and Ethics

How do we interact?

Since a virtual class is basically a substitute to our physical presence in the

classroom then to make a better communication among class participants,
please make your camera always in an “on” mode, and “unmute” your
microphone unless you need to speak or to interrupt for Q&A.

CQU requires us to record students’ attendance by taking a print screen of

our zoom meeting room showing the face of the students. Should the
students fail to turn on their cameras without a reasonable excuse during
the attendance taking, they will be considered absent.
Zoom Etiquette
• Although we have been consistently using Zoom for
several years now, it is worth stating a set of guidelines
to consider when communicating via Zoom.
• When joining the meeting, remember to mute your
microphone. Background noises make it difficult for the
person speaking to be heard.
• If possible, please do not turn your camera off
(especially if engaged in a group discussion). Building
relationships and establishing rapport is attainable
within an online environment, but it is a little more
challenging because much of what you communicate is
conveyed through your non-verbal message -- so we
need to see each other to communicate effectively. If
you cannot keep your camera on all the time, then Zoom Etiquette
please try to do so if you are speaking.
• If you choose to send a private Chat Message, the
• You can post questions in the Chat Menu. This is a message content must be related to the instructional
fantastic way to ask a question so that the lecturer/ content. If you receive a private chat message that makes
workshop facilitator can see and respond to the
question during lectures and workshops. you feel uncomfortable then: ask the person to stop
sending private messages to you; and/or, forward the
• At CQUniversity, professional courtesy is not optional – it message to the lecturer, or take a screenshot/photograph
is imperative.
of the message and forward the image to the lecturer.
MGMT29005 Data and Ethics

Week – 1 AGENDA

Time Activities Participants

Brief introduction of class participants, @5’ – 10’ minutes:

your name, background education, current professional
30’ Individual students
position. Have you taken a course on ethics in the past?
What do you think about ethics in general?
Framing of the unit’s learning process: review of the unit Lecturer
30’
outline and assessment requirements Q&A

5’-10’ Break
Lecturer
50’ Unit lecturing and presentation
Q&A
5’-10’ Break
50’ Unit lecturing and presentation
Lecturer &
10’-20’ Wrap up and feedback
students
CLASS DISCUSSIONS AND YOUR
ACTIVE PARTICIPATIONS ARE
APPRECIATED TO MAKE THIS
UNIT MORE LIVELY AND FUN
 ?!#?
@$+!…

Brief introduction of class participants, @5’ – 10’

minutes: your name, background education,
current professional position.
Have you taken a course on ethics in the past?
What do you think about ethics in general?
MGMT29005 Data and Ethics

REFLECTIVE LEARNING APPROACH

• Assessment criteria
• Preparing your first reflective practice assessment
• Frameworks for reflective learning

Reference:
• Ramsey, C. (2016). Introducing reflective learning. Open University.
• Kolb, D. (1984). Experiential Learning. Prentice Hall.
MGMT29005 Data and Ethics

ASSESSMENT CRITERIA

• Demonstration of reflective writing through the inclusion of

20% description, interpretation, and evaluation in appropriate proportions.

• Demonstration of candid and critical reflection on specific key

40% incidents relating to data and ethics in students’ personal
organisational experience.

• Clear conclusion demonstrating application of learning for managerial

20% practices or to a future career.

10% • Professional quality of writing format.

• Quality and appropriateness of references, and accuracy of

10% referencing.
 FRAMING OUR
LEARNING PROCESS
MGMT29005 Data and Ethics

REFLECTIVE &
EXPERIENTIAL
LEARNING

https://www.open.edu/openlearncreate/pluginfile.php/159274/mod_resource/content/3/Introducing%20Reflective%20learning%20Ramsey%2C%202006.pdf
 REFLECTIVE & EXPERIENTIAL LEARNING

CYCLES OF INQUIRY KOLB’s EXPERIENTIAL LEARNING CYCLE

ACTION CONCRETE
EXPERIENCE

REFLECTION
ACTION REFLECTION

IMPROVED
ACTION
GENERALISATION

https://www.deakin.edu.au/students/studying/study-support/academic-skills/reflective-learning. Based on Boud, D, Keogh, R & Walker, D (1985),

Reflection: turning experience into learning, Routledge.
Kolb, D. (1984). Experiential Learning, Englewood Cliffs, NJ, Prentice Hall. Quoted in Ramsey, C. (2006). Introducing reflective learning. Open University.
 REFLECTIVE & EXPERIENTIAL LEARNING

There are components involved in

reflective learning
1. Our feeling
2. Our thoughts and ideas:
• assumptions, beliefs, values
3. Our action-tendencies
4. Our goals

#1 and #2 tend to be missing in our

communication, hidden, or disguised.

Adapted from Ramsey, C. (2006). Introducing reflective learning. Open University.

 KOLB’S EXPERIENTIAL LEARNING CYCLE

Actual, concrete experience:

• A sequence of events or some situation; something
CONCRETE that you would consider a critical incident.
EXPERIENCE
• You are encouraged to answer the questions:
who, what, where, when.

Reflection:
• Finding out what the really significant actions and
REFLECTION words were.
• Answering the questions ‘why’ and ‘how’ did those
things happen.

Quoted from Ramsey, C. (2006). Introducing reflective learning. Open University.

 KOLB’S EXPERIENTIAL LEARNING CYCLE

Generalisation (theorising):
• What learning you can take to answer the questions: ‘so what?’
GENERALISATION Then, ‘now what?’
• Your goal will be to identify those aspects of a critical incident
to gain knowledge or having better understanding of the
situation. You could ask and try to find: consistency (pattern),
content, and concepts.

• Consistency: to understand where there are consistencies or patterns to certain events and
trends that will affect future actions.
• Content: focus on what the events tell you about yourself, the other people involved and
the problems that you are all facing.
• Concepts: to theorise about what caused things to happen, assumptions or reasons that lie
behind the actions. and generalise them into advice for the future.

Adapted from Ramsey, C. (2006). Introducing reflective learning. Open University.

 KOLB’S EXPERIENTIAL LEARNING CYCLE

Action:
• What learning you can take from your reflection and
ACTION apply in other situations.
• Your goal will be to identify those aspects of a critical
consequences that are likely to be significant to your
future actions.
• Consequences: changes that you will need to make,
or changes that you will need to persuade others to
make.

Adapted from Ramsey, C. (2006). Introducing reflective learning. Open University.

PREPARING YOUR RELECTIVE
PRACTICE ASSESSEMENT
 § CONNECT (i.e., REFLECT) to your past
experience, events that stay in your mind and
made strong impression, not easy to forget.
§ IDENTIFY the event related to any ethical
issues or your moral questions.

Five Keys § ILLUSTRATE by giving examples from real

your conversations, the situation or
to a Good Reflection circumstances of the happening.
§ EXPLAIN or FIND your feeling, assumptions,
values or belief
§ CONCLUDE by offering your opinion,
recommendations or your ethical INQUIRY
Adapted from https://www.youtube.com/watch?v=UH5W0iaayRo
https://www.youtube.com/watch?v=UH5W0iaayRo
FRAMING WHAT AND WHERE SOCIAL (BUSINESS) NORMS
POTENTIAL CHALLENGES ARE
**
VALUES
IDENTIFY THESE ELEMENTS FOR
YOUR REFLECTIVE ANALYSIS
EMPLOYEE COMPANY
ETHICS

Roles, tasks, functions, responsibilities, Structures, processes, tasks, functions,

ambitions, career goals, etc rules, missions, etc.

Group Culture Corporate Culture

Personal Values Shareholder’s Values

Potential Conflicts & Dilemmas

 A BROADER FRAMING
** HISTORY, CULTURE
SOCIETAL&NORMS
SOCIETAL NORMS

IDENTIFY THESE ELEMENTS FOR

YOUR REFLECTIVE ANALYSIS VALUES

EMPLOYEE
SOCIETY COMPANY
ETHICS
EMPLOYEE

Roles, tasks, functions, responsibilities,

Structures, processes, functions, beliefs, Structures, processes, tasks, functions,
ambitions, career goals, etc
norms, conventions, laws, etc. rules, missions, etc.

Group Contract
Social Culture Corporate Culture
Group Culture
Personal Values
Societal Values
Personal Shareholder’s Values

Technology Technology
Potential Conflicts & Dilemmas

Corporate Data Ethics