Summary

Teaching ethics in Business Administration involves numerous methods and perspectives. Ethical actions have been underpinned by stable dispositions of character: the virtues. The aim of this article is to to discuss how to teach virtues in Administration, considering the case of postgraduate students in an elective doctoral course.

Theoretical framework: the perspective of virtue ethics developed in business ethics forms the theoretical framework of this study, offering teaching and learning methods for cultivating moral and intellectual virtues.

Methods: using a qualitative case study approach, participant observation and focus group interviews were carried out with doctoral students, providing data that was coded and interpreted with the support of Atlas.ti.

Results: The results show that theoretical discussions linked to experiential activities – such as adventure-based learning in a natural environment and film analysis – allow students to express a repertoire of virtues, as well as to experience virtues in the activities carried out. The importance of theoretical knowledge, leadership and methods for conducting the practices is highlighted.

Conclusion: The articulation between methods, involving theory and practical experience, contributes to students’ sensitivity to ethical issues, adding knowledge, decisions and real actions that demand certain virtues, such as courage and prudence.

Contribution: the research brings together teaching-learning methods for ethics in Administration, indicating that the articulation between methods contributes to enriching knowledge, reflection and perception about virtues.

Keywords: teaching ethics in administration; virtue ethics; teaching and learning; experiential methodologies.

Link to the magazine and full article: /https://www.periodicosibepes.org.br/index.php/recadm/article/view/3723