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  1. John Thomas Delaney & Donna Sockell (1992). Do Company Ethics Training Programs Make a Difference? An Empirical Analysis. Journal of Business Ethics 11 (9):719 - 727.
    The authors analyze results of a survey of members of the Columbia University Graduate School of Business classes of 1953–1987 in order to assess the potential effectiveness of firms' ethics training programs. Results suggest that such training has a positive effect, but that relatively few firms provide such programs (about one-third of the respondents worked for firms with such programs). Although the sample is not representative of American employees and managers generally, the results suggest that it may be worthwhile for (...)
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  2. Gail Eynon, Nancy Thorley Hills & Kevin T. Stevens (1997). Factors That Influence the Moral Reasoning Abilities of Accountants: Implications for Universities and the Profession. [REVIEW] Journal of Business Ethics 16 (12-13):1297-1309.
    The need to maintain the public trust in the integrity of the accounting profession has led to increased interest in research that examines the moral reasoning abilities (MRA) of Certified Public Accountants (CPAs). This study examines the MRA of CPAs practicing in small firms or as sole practitioners and the factors that affect MRA throughout their working careers.The results indicate that small-firm accounting practitioners exhibit lower MRA than expected for professionals and that age, gender and socio-political beliefs affect the moral (...)
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  3. Warren French (2006). Business Ethics Training: Face-to-Face and at a Distance. [REVIEW] Journal of Business Ethics 66 (1):117 - 126.
    An 11-week hybrid distance learning/personal contact ethics training program, customized for a leading information technology firm, is described in the format of a sequential process. The process is grounded on discourse ethics and the ethics training guidelines premised by the Hastings Institute. Indications from the firm and from the program’s participants are that the training has been beneficial.
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  4. Harvey S. James Jr & Jeffrey P. Cohen (2004). Does Ethics Training Neutralize the Incentives of the Prisoner's Dilemma? Evidence From a Classroom Experiment. Journal of Business Ethics 50 (1):53 - 61.
    Teaching economics has been shown to encourage students to defect in a prisoner's dilemma game. However, can ethics training reverse that effect and promote cooperation? We conducted an experiment to answer this question. We found that students who had the ethics module had higher rates of cooperation than students without the ethics module, even after controlling for communication and other factors expected to affect cooperation. We conclude that the teaching of ethics can mitigate the possible adverse incentives of the prisoner's (...)
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  5. David Allen Jones (2009). A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks. [REVIEW] Journal of Business Ethics 88 (2):367 - 379.
    I assessed change in students’ moral reasoning following five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n = 114) and control (n = 76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed that, controlling for pre-training levels (...)
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  6. Debbie Thorne LeClair & Linda Ferrell (2000). Innovation in Experiential Business Ethics Training. Journal of Business Ethics 23 (3):313 - 322.
    Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce (...)
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  7. Daniel E. Palmer & Abe Zakhem (2001). Bridging the Gap Between Theory and Practice: Using the 1991 Federal Sentencing Guidelines as a Paradigm for Ethics Training. [REVIEW] Journal of Business Ethics 29 (1-2):77 - 84.
    Although Business Ethics has become a topic of wide discussion in both academia and the corporate world, questions remain as how to present ethical issues in a manner that will effectively influence the decisions and behavior of business employees. In this paper we argue that the Federal Sentencing Guidelines (FSG) offer a unique opportunity for bridging the gap between the theory and practice of business ethics. We first explain what the FSG are and how they apply to organizations. We then (...)
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  8. Barbara A. Ritter (2006). Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students. Journal of Business Ethics 68 (2):153 - 164.
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not exposed (control). For (...)
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  9. Sean Valentine & Gary Fleischman (2004). Ethics Training and Businesspersons' Perceptions of Organizational Ethics. Journal of Business Ethics 52 (4):381 - 390.
    Ethics training is commonly cited as a primary method for increasing employees ethical decision making and conduct. However, little is known about how the presence of ethics training can enhance other components of an organization's ethical environment such as employees perception of company ethical values. Using a national sample of 313 business professionals employed in the United States, the relationship between ethics training and perceived organizational ethics was explored. The results of the analysis provide significant statistical support for the notion (...)
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  10. John A. Weber (2007). Business Ethics Training: Insights From Learning Theory. [REVIEW] Journal of Business Ethics 70 (1):61 - 85.
    This paper explores research in educational psychology and learning theory in a search for insights to enhance business ethics training Useful educational principles uncovered are then applied to the development of an ethics training initiative for sales professionals. The paper concludes with suggestions for future research to help enrich business ethics training.
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