Ethical empowerment: Examining the impact of business education in Indian universities through the lens of international standards and CIPP model

Abstract

This study assessed the effectiveness of Indian postgraduate business education in addressing ethical challenges, integrating International Education Standards (IES) and the Context, Input, Process, and Product (CIPP) model. Using a positivist approach, a cross-sectional survey was conducted, focusing on 233 postgraduate business students through various sampling methods. Data analysis employed descriptive (frequency, percentage, mean, and standard deviation) and inferential (multiple linear regression) statistics. Findings revealed a significant 75% alignment with IES 4 in surveyed universities' business programs. Participative teaching methods were found to be used often in ethics instruction, particularly in accounting courses. Students perceived the program as highly effective in meeting ethical requirements, influenced by age, religiosity, and to a lesser extent, gender. Future research should explore components affecting ethical preparedness, considering content, teaching methods, case studies, long-term impacts, and cultural variations. The study, which was constrained by self-reported data and student perspectives, highlights the need for diverse viewpoints and methods in future cross-cultural research.