Lesson title
Navigating Ethical Dilemmas in Marketing
Subject area
Marketing
Learner description
Learners are undergraduate students majoring in marketing. These students have a foundational understanding of marketing principles and strategies, acquired through previous coursework. They have diverse backgrounds, learning preferences, and career aspirations. They are generally tech-savvy and motivated to learn practical skills that can be applied in real-world business scenarios.
Lesson summary
This lesson aims to engage students in an exploration of ethics in marketing. Through in-class group work and use of online discussion boards, students will examine real-life cases, discuss the ethical concerns involved, and brainstorm solutions. The goal is to help students understand the importance of ethics in marketing decisions and to consider different cultural viewpoints.
Content and technology standards
Not applicable.
Learning objectives
Students will be able to understand how different cultures impact ethical decision-making in marketing. (Understand)
Students will be able to analyze ethical dilemmas in marketing by considering global and cultural factors. (Analyze)
Students will be able to apply the American Marketing Association’s ethical guidelines to real-world marketing scenarios. (Apply)
Students will be able to actively discuss and share perspectives on ethical decision-making in global marketing context and propose viable solutions to ethical dilemmas in marketing. (Evaluate)
Prerequisites for teacher/trainer and learners
The instructor should have an in-depth understanding of marketing principles and be well-versed in ethics in marketing practices. They must be experienced in moderating face-to-face discussions and adept at encouraging inclusive and respectful dialogue among students from diverse backgrounds. Proficiency with use of the Canvas discussion board platform is also necessary. The instructor must be ready to provide additional resources and offer support to meet varied learner needs and preferences.
Learners should have foundational knowledge of marketing concepts, obtained from prior coursework in marketing. They should be comfortable engaging with technology, particularly in communicating through online discussion boards. Skills in critical thinking and ethical reasoning should have been developed in previous classes, as these will be crucial in analyzing case studies. Additionally, learners need to be open-minded and ready to engage in multicultural dialogue, sharing insights and respectfully considering different viewpoints.
Resources
Chapter 1, Introduction to Marketing Ethics, from “Marketing Ethics & Society” by Lynne Eagle and Stephan Dahl will be assigned for pre-reading to give students foundational knowledge about marketing ethics
American Marketing Association Code of Ethics handout: Printed reference sheet of guidelines that marketers are expected to follow
Marketing dilemmas: Printed scenarios that challenge students to think through ethical problems in marketing
Whiteboards and markers to jot down notes among students
Technology tool(s) used by teacher/trainer and learners for the lesson
Learning Management System (e.g., Canvas): Digital resources will be uploaded to Canvas for easy student access. Students will access Canvas to view and download these resources, as well as participate in discussion forums. These forums will provide a platform for students to engage with each other and with the instructor on a variety of topics related to the course material. For example, students will use the forums to discuss key concepts, analyze case studies, and share their perspectives on ethical dilemmas. The instructor will monitor the forums and participate in discussions to provide guidance and facilitate learning.
PowerPoint: PowerPoint will be used by the instructor to present lesson objectives, guidelines, and key points. While students won’t directly use PowerPoint in this lesson, they will engage with the content presented by the instructor.
Assistive technology
Screen reader software, such as JAWS (Job Access With Speech), is an assistive technology designed to make computers accessible to persons who are visually impaired. The software reads aloud the text displayed on the screen, including PowerPoint slides, making it easier for both the instructor/trainer and learners with special needs to engage with the lesson content. Screen reader software is considered high-tech assistive technology because it involves complex software algorithms and functionalities to convert digital text into synthesized speech.
JAWS can be procured from the Freedom Scientific website (https://www.freedomscientific.com/products/software/jaws/).
That said, the Director of Disability Resources would be the primary point of consultation, as she is qualified to provide expert advice on the most suitable assistive technologies based on the specific needs of the student. She has a dedicated budget for such technologies and can either approve the purchase directly or guide the process of securing additional funding. Collaboration with Information Technology Services (ITS) would be essential for the installation of the software and to ensure compatibility with existing systems and applications.
Grouping
This lesson incorporates a variety of grouping strategies to promote student engagement and learning. For the think-share-pair used at the beginning of the lesson to help students activate their prior knowledge and begin to think about the ethical considerations in marketing, students are paired up and asked to discuss their thoughts on the topic. Next, learners will be organized into small, heterogeneous groups to maximize the breadth of skills, knowledge levels, and learning styles. This structure promotes collaborative learning by leveraging the unique strengths of each group member. Each group will work together to analyze a different ethical scenario in marketing. To encourage participation and an equal distribution of responsibilities, students will take on specific roles. To facilitate their work, each group will have a whiteboard and markers so students can document their ideas in shared space. Students will also use Canvas for accessing resources, as well as Box for Microsoft Office coauthoring, which enables autosaving edits and real-time collaboration for Office files stored in Box. Lastly, learners are split into two groups to brainstorm and propose viable solutions to the dilemma. The entire class is brought together to discuss a hypothetical ethical dilemma in marketing. This strategy allows students to learn from the perspectives of their classmates and to develop a more nuanced understanding of the ethical issues involved.
Methods for teaching social, ethical, and legal issues surrounding the responsible use of technology used in this lesson plan
The lesson could include a discussion about the ethical use of technology within the context of marketing. A separate thread on the discussion board could prompt students to reflect on and articulate what responsible technology use looks like in marketing, drawing parallels to the broader concept of digital citizenship. For example, students might discuss the importance of respecting consumer privacy, being transparent in digital advertising, and the legalities of data collection.
As students engage with the marketing dilemmas on the discussion boards, the instructor can integrate questions that specifically address ethical considerations in the use of technology. This might involve probing the legality of certain marketing tactics or the social impact of marketing strategies that leverage big data. The discussion could be enriched by including recent research or legal cases that highlight the consequences of irresponsible technology use.
Moreover, as students collaborate on the discussion boards, they can be reminded of proper netiquette to foster a respectful online learning environment. This includes being mindful of the tone in written communication, giving constructive feedback, and being considerate of different perspectives.
Learner Assessment
The learner assessment for this lesson will be conducted through a Canvas discussion board post. Students will be asked to respond to a prompt related to the ethical dilemma shared in class. Their responses will be evaluated based on the following criteria: thoughtfulness of response, relevance to the prompt, and engagement with peers.
Learning activities
The lesson will take place in an active learning classroom equipped with small, movable tables and chairs on wheels, multiple flat screen displays mounted to the walls, charging ports for electronics, and movable whiteboards. The classroom also has a resident computer housed in a podium with a touchscreen panel to control the projector and screen. The lesson will take 90 minutes.
The lesson begins with an introduction (about 10 minutes) asking students what they think of when they hear the word “ethics.” The instructor will explain that ethics in marketing is the application of moral principles to the practice of marketing and discuss why ethics is important in marketing, and how unethical marketing practices can harm consumers, businesses, and society as a whole.
Next, the instructor will pair up students for a think-pair-share activity, prompting them to contemplate and discuss with their partner the most pressing ethical considerations in marketing. After a few minutes, select students will be invited to share their thoughts with the entire class.
The American Marketing Association Statement of Ethics will be displayed. The instructor will explore this statement with the students, addressing any questions or misunderstandings they might have about the ethics statement and the assigned reading on ethics in marketing. This ensures that students have a fundamental grasp of the subject matter and are prepared to apply the concepts to real-world marketing cases in the subsequent activity.
Students will then be divided into small groups, with each group member adopting a specific role. These roles include the Case Analyst (who leads the group’s examination of each ethical case), the Solutions Strategist (who guides the brainstorming of potential solutions for the ethical dilemmas), the Cultural Ambassador (who integrates various cultural perspectives, ensuring a global viewpoint), and the Case Communicator (who presents the group’s findings to the rest of the class, ensuring that key points are effectively communicated). Each group will spend 25-30 minutes analyzing a real-world marketing case that presents ethical concerns, identifying the ethical issues involved, and formulating recommendations to address these issues. The Case Communicator from each group will then present their analysis to the class, followed by a brief discussion to encourage broader insights and perspectives.
Next, the entire class must consider a hypothetical ethical dilemma in marketing (“A company engages in greenwashing practices by exaggerating the environmental benefits of its products to exploit the growing market of environmentally conscious consumers.”) and divided into two groups: one representing the company’s perspective and the other representing the public’s perspective. Both groups must brainstorm and propose viable solutions to the dilemma.
To further promote engagement and interaction, students will be directed to the Canvas discussion board, where they must reply to a follow-up prompt (“Explore the cultural and global dimensions of the ethical dilemma. How might cultural factors or international differences impact the ethical decision-making process? Share examples or insights from the AMA Statement of Ethics that address cultural considerations in marketing.”) Students are also expected to actively engage in discussions with at least two other peers.
Teaching-learning methods
This lesson employs a problem-based learning approach. Students navigate through complex, real-world ethical dilemmas in marketing, collaboratively dissect case studies, analyze cultural implications, and brainstorm ethical solutions using their diverse skills and knowledge. This method emphasizes student-centered learning, critical thinking, and practical application of ethical theories.
Support learner-centered strategies
This lesson is learner-centered, integrating problem-based learning, role-playing, and collaborative strategies facilitated by technology. Students explore ethical issues in marketing through a series of structured activities using Canvas discussion boards and other digital resources. The use of technology throughout the lesson promotes interactive learning, critical thinking, and cross-cultural understanding.
Modifications for instruction
To ensure that all students can access the lesson content, alternative formats can be provided. For instance, lecture notes and instructions can be made available in both text and audio formats. Closed-captioning can be provided for any video content, and screen-readable options can be provided for students with visual impairments. Additionally, the active classroom will be arranged to accommodate students with mobility issues. Online resources, including any supplemental materials, will be compatible with screen readers and other assistive technologies to ensure equitable use.
Improve instructional practice and maximize learning
Canvas is the primary tool for collecting and analyzing learner achievement data. Canvas provides analytics that shows levels of engagement, submission rates, and performance trends. These insights will help in identifying learners who are excelling or struggling, allowing for timely interventions.
The use of rubrics in Canvas will streamline the evaluation process. Rubrics provide clear criteria for performance and make it easier to score student work consistently. The data collected will be vital in assessing student achievement and understanding of the lesson objectives. The instructor will use Speedgrader to grade the discussion posts. After grading, students can access their individualized feedback and grades through Canvas.
The instructor will also use Qualtrics to gather feedback about the lesson. The survey can include questions about the clarity of content, the effectiveness of the activities, and the usefulness of the technology tools used. This feedback will be invaluable for continuous improvement of instructional practices.