Abstract
This study shows how an experiential exercise can be used to better introduce students to ethical issues in marketing research or other technique-based courses whose structure does not lend itself well to a discussion of ethics. Students who participated in an experiential exercise in marketing research ethics tended to (1) show more substantial changes in attitudes toward ethics and (2) demonstrate a more realistic understanding of the complexity involved in resolving ethical issues than did students not able to participate in such an exercise.
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