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Why Not Mow

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While Earley and Kelley (2004) emphasized Enron during their post-Enron semester, the film Enron: The Smartest Guys in the Room was not used. We felt that the use of the film would engage students in learning about business ethics and increase the saliency and vividness of ethical issues; thus increasing ethical awareness. Our reasoning follows Gautschi, III and Jones (1998) findings that the use of case study and discussion can increase the vividness of moral issues, thereby enhancing the ability of students to recognize ethical issues. Using a highly interesting and engaging film will increase the vividness of moral issues; thus, heightening student awareness of ethical issues in the workplace. Vividness of information is its capacity “to attract and hold attention and to excite imagination” (Nisbett & Ross, 1980, p. 45). Information is vivid “to the extent that it is (a) emotionally interesting, (b) concrete and imagery-provoking, and
(c) proximate in a sensory, temporal, or spatial way” (Nisbett & Ross, 1980, p. 45). The researchers also maintain that vivid information has more judgmental impact than pallid information. There is some evidence that visual images can enhance retention of learned information (Blanchard & Thacker, 2005; Honeycutt et al, 1993), because visual images are more readily coded symbolically and recalled. The Enron film, with its creative use of popular music, cartoons like the Simpsons, news clips, and candid interviews, is emotionally interesting, imagery-provoking, and proximate in a sensory way. We hypothesize that the film will attract and hold the attention of students more substantially than less vivid methods of conveying information like, for example, lecturing. Increased attention should lead to increased awareness of ethical issues. Increased awareness of ethical issues will in turn result in a change in student attitudes towards business ethics.

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