Suchergebnisse

The pace and scale of change within the fields of data and cyber technology are so large that practitioners in these fields are focused on mission accomplishment over reflection on the ethical ramifications of evolving policies and procedures. As a consequence of the COVID-19 global pandemic, practitioners are scrambling to provide services over virtual platforms without pausing to reflect on the ethical implications and moral consequences of their increased virtual behavior. The escalation of data and cyber use without an ethical consciousness of that virtual technology makes us blind to unintended consequences and vulnerable to attacks by perpetrators and nation states exploiting our limitations. This paper examines the pertinent and timely need to reconsider cyber ethics, ethical cyber theories, and the limited and inequitable cyber ethics education happening in the United States. The authors then present a model for creating a comprehensive data and cyber ethics educational model and examine the leading role higher education and the military can play in advancing the model. The paper concludes with a call to collective action by professionals, educators, and leaders in the data and cyber technology sector and presents recommendations.

Researchers at the Command and General Staff College (CGSC) conducted a mixed methods examination of the effect of introducing the experiential learning practice of playing an ethics game on student grasp of ethics information indicated through personal growth/self-awareness. The literature examined for this study established that ethics instruction can be challenging and sometimes viewed as overly scholarly rather than practical and applicable in daily life. Therefore, the purpose of this study was to measure participants personal growth/self-awareness if they played an ethics game versus received ethics instruction through a case study methodology. The test group consisted of 62 students with the control group of 63 totaling hundred and twenty-five participants. The test group played an ethics game where they used ethical concepts to solve four moral dilemmas whereas the control group used one case study to gain a deeper understanding of the ethical concepts. Although both methods of instruction were shown to be effective, findings established to a statistically significant level that the test group experienced a greater level of personal growth/selfawareness than the control group under certain conditions as a result of the treatment. These findings may be applicable not only to military but other contexts where leaders endeavor to choose appropriate ethical solutions to morally ambiguous problems.

Researchers at the Command and General Staff College (CGSC) conducted a mixed methods examination of the effect of introducing the experiential learning practice of playing an ethics game on student grasp of ethics information indicated through personal growth/self-awareness. The literature examined for this study established that ethics instruction can be challenging and sometimes viewed as overly scholarly rather than practical and applicable in daily life. Therefore, the purpose of this study was to measure participants personal growth/self-awareness if they played an ethics game versus received ethics instruction through a case study methodology. The test group consisted of 62 students with the control group of 63 totaling hundred and twenty-five participants. The test group played an ethics game where they used ethical concepts to solve four moral dilemmas whereas the control group used one case study to gain a deeper understanding of the ethical concepts. Although both methods of instruction were shown to be effective, findings established to a statistically significant level that the test group experienced a greater level of personal growth/selfawareness than the control group under certain conditions as a result of the treatment. These findings may be applicable not only to military but other contexts where leaders endeavor to choose appropriate ethical solutions to morally ambiguous problems.

Researchers at the Command and General Staff College (CGSC) conducted a mixed methods examination of the effect playing simple role playing board games might have on participants planning skills.