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  1. Mohammad J. Abdolmohammadi, David R. L. Gabhart & M. Francis Reeves (1997). Ethical Cognition of Business Students Individually and in Groups. Journal of Business Ethics 16 (16):1717-1725.
    This study provides evidence regarding the level of ethical cognition of business students at the entry to college as compared to a national norm. It also provides comparative evidence on the effects of group versus individual ethical cognition upon completion of a business ethics course. The Principled Score (P-score) from the Defining Issues Test (DIT) was used to measure the ethical cognition of a total sample of 301 business students (273 entering students plus 28 students in a business ethics course). (...)
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  2. Janet S. Adams, Claudia Harris & Susan S. Carley (1998). Challenges in Teaching Business Ethics: Using Role Set Analysis of Early Career Dilemmas. [REVIEW] Journal of Business Ethics 17 (12):1325-1335.
    Emphasis in business ethics texts and courses has generally focused on corporate and other relatively high-level ethical issues. However, business school graduates in early career stages report ethical dilemmas involving individual-level decisions, often including influence attempts from one or more members of their work role sets. This paper proposes the use of role set analysis as a pedagogical technique for helping individuals to anticipate and deal with early-career ethical issues.
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  3. Vidya N. Awasthi (2008). Managerial Decision-Making on Moral Issues and the Effects of Teaching Ethics. Journal of Business Ethics 78 (1-2):207 - 223.
    This study uses judgment and decision-making (JDM) perspective with the help of framing and schema literature from cognitive psychology to evaluate how managers behave when problems with unethical overtones are presented to them in a managerial frame rather than an ethical frame. In the proposed managerial model, moral judgment of the situation is one of the inputs to managerial judgment, among several other inputs regarding costs and benefits of various alternatives. Managerial judgment results in managerial intent leading to managerial action. (...)
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  4. Terrence R. Bishop (1992). Integrating Business Ethics Into an Undergraduate Curriculum. Journal of Business Ethics 11 (4):291 - 299.
    The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University''s College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.
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  5. Walter Block & Paul F. Cwik (2007). Teaching Business Ethics: A 'Classificationist' Approach. Business Ethics 16 (2):98–106.
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  6. Charles D. Bodkin & Thomas H. Stevenson (2007). University Students' Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques. [REVIEW] Journal of Business Ethics 72 (3):207 - 228.
    Many believe that colleges of business have a role to play in improving the level of marketing ethics practiced in the business world, while others believe that by the time students reach the level of university education, their ethical beliefs are so ingrained as to be virtually unalterable. The purpose of this study is to add to the literature regarding university students’ ethical value judgments. It utilizes scenario studies to assess base line ethical values of junior level undergraduate business administration (...)
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  7. Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces (2010). Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence. Ethics and Education 5 (3):263 - 280.
    This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine the effectiveness of these methods, moral judgment competence levels (...)
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  8. F. Neil Brady & Jeanne M. Logsdon (1988). Zimbardo's “Stanford Prison Experiment” and the Relevance of Social Psychology for Teaching Business Ethics. Journal of Business Ethics 7 (9):703 - 710.
    The prevailing pedagogical approach in business ethics generally underestimates or even ignores the powerful influences of situational factors on ethical analysis and decision-making. This is due largely to the predominance of philosophy-oriented teaching materials. Social psychology offers relevant concepts and experiments that can broaden pedagogy to help students understand more fully the influence of situational contexts and role expectations in ethical analysis. Zimbardo's Stanford Prison Experiment is used to illustrate the relevance of social psychology experiments for business ethics instruction.
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  9. Johannes Brinkmann (2009). Using Ibsen in Business Ethics. Journal of Business Ethics 84 (1):11 - 24.
    To celebrate the 100th anniversary of Norwegian playwright Henrik Ibsen's death, during 2006 quite a number of cultural events were launched (cf. http://www.ibsen.net/). The article suggests celebrating Ibsen as a potentially useful resource for business ethics teaching. Departing from a short presentation of Ibsen's plays An enemy of the people and A doll's house the main focus of this paper is on two selected scenes from the latter piece -both as raw material for developing scenarios for moral maturity assessment (one (...)
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  10. Johannes Brinkmann & Ann-Mari Henriksen (2008). Vocational Ethics as a Subspecialty of Business Ethics – Structuring a Research and Teaching Field. Journal of Business Ethics 81 (3):623 - 634.
    Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first draft a conceptual frame of (...)
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  11. Johannes Brinkmann & Knut J. Ims (2004). A Conflict Case Approach to Business Ethics. Journal of Business Ethics 53 (1-2):123-136.
    Departing from frequent use of moral conflict cases in business ethics teaching and research, the paper suggests an elaboration of a moral conflict approach within business ethics, both conceptually and philosophically. The conceptual elaboration borrows from social science conflict research terminology, while the philosophical elaboration presents casuistry as a kind of practical, inductive argumentation with a focus on paradigmatic examples.
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  12. Scot Burton, Mark W. Johnston & Elizabeth J. Wilson (1991). An Experimental Assessment of Alternative Teaching Approaches for Introducing Business Ethics to Undergraduate Business Students. Journal of Business Ethics 10 (7):507 - 517.
    This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material. Results on a variety of perceptual and attitudinal measures are compared across three groups of students — one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion pertaining to business ethics. Results showed (...)
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  13. David E. Cooper (1985). Cognitive Development and Teaching Business Ethics. Journal of Business Ethics 4 (4):313 - 329.
    This paper discusses how to use cognitive developmental psychology to create a business ethics course that has philosophical integrity. It begins with the pedagogical problem to be overcome when students are not philosophy majors. To provide a context for the practical recommendations, Kohlberg's cognitive developmental theory is summarized and then the relationship between Kohlberg's theory, normative philosophy, and teaching is analyzed. The conclusion recommends strategies that should help overcome some of the vexing pedagogical problems mentioned in the first section. In (...)
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  14. Christopher J. Cowton & Thomas W. Dunfee (1995). Internationalizing the Business Ethics Curriculum: A Survey. [REVIEW] Journal of Business Ethics 14 (5):331 - 338.
    This article reports on a telephone survey of business school faculty in the United Kingdom, Asia and North America concerning efforts to internationalize the teaching of business ethics. International dimensions of business ethics are currently given only limited coverage in the business school curriculum with over half of the faculty surveyed indicating that less then 10% of their ethics teaching focuses on global issues. Teaching objectives vary widely with some faculty emphasizing a relativistic, diversity oriented perspective while others stress the (...)
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  15. Wesley Cragg (1997). Teaching Business Ethics: The Role of Ethics in Business and in Business Education. [REVIEW] Journal of Business Ethics 16 (3):231-245.
    The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the ethics of doing, however, constitute (...)
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  16. Robbin Derry & Ronald M. Green (1989). Ethical Theory in Business Ethics: A Critical Assessment. [REVIEW] Journal of Business Ethics 8 (7):521 - 533.
    How is ethical theory used in contemporary teaching in business ethics? To answer this question, we undertook a survey of twenty-five of the leading business ethics texts. Our purpose was to examine the ways in which normative moral theory is introduced and applied to cases and issues. We focused especially on the authors' views of the conflicts and tensions posed by basic theoretical debates. How can these theories be made useful if fundamental tensions are acknowledged? Our analysis resulted in a (...)
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  17. Joseph R. DesJardins & Ernest Diedrich (2003). Learning What It Really Costs: Teaching Business Ethics with Life-Cycle Case Studies. [REVIEW] Journal of Business Ethics 48 (1):33-42.
    Sustainability informs the framework for a seminar that we teach for junior and senior undergraduates entitled "The Ethics and Economics of Sustainable Societies." One of the class requirements has each student research and write a life-cycle case study, an exercise in which they trace the full, or partial, life-cycle of some product with which they are familiar. Students are expected to examine the economic, ethical, and ecological implications along each step in the life-cycle of the product. We believe that life-cycle (...)
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  18. Michael Devaney (2007). MBA Education, Business Ethics and the Case for Shareholder Value. Journal of Academic Ethics 5 (2-4):199-205.
    The appropriate MBA curriculum has been debated for nearly a half century. More recently, critics contend that the emphasis on functional fields in MBA education has incorrectly elevated the importance of shareholder value resulting in unethical behavior. Although some criticism of MBA programs has merit, shareholder wealth maximization should remain the dominant management objective because it is relatively easy to implement and generally consistent with the interests of stakeholders.
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  19. Ann C. Dzuranin, Rebecca Toppe Shortridge & Pamela A. Smith (2013). Building Ethical Leaders: A Way to Integrate and Assess Ethics Education. [REVIEW] Journal of Business Ethics 115 (1):101-114.
    The Building Ethical Leaders using an Integrated Ethics Framework (BELIEF) Program was introduced in 2006 at the Northern Illinois University College of Business. The Program was developed to support two learning objectives: (1) increase students’ awareness of ethical issues and (2) strengthen their decision-making abilities regarding these ethical issues. This article provides an overview of the development and integration of this Program. We also provide assessment data on our two learning objectives. The assessment measures improvement from 2005, before the implementation (...)
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  20. Loren Falkenberg & Jaana Woiceshyn (2008). Enhancing Business Ethics: Using Cases to Teach Moral Reasoning. [REVIEW] Journal of Business Ethics 79 (3):213 - 217.
    The growing trend of required ethics instruction in the business school curriculum has created a need for relevant teaching materials. In response to this need the Journal of Business Ethics is introducing a new case section. This section provides a forum for publishing and accessing a range of materials that can be used in teaching business ethics. This article discusses how business ethics cases can facilitate the development of deductive, inductive and critical reasoning skills.
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  21. Edward L. Felton & Ronald R. Sims (2005). Teaching Business Ethics: Targeted Outputs. [REVIEW] Journal of Business Ethics 60 (4):377 - 391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...)
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  22. Stewart D. Friedman (1996). Community Involvement Projects in Wharton's MBA Curriculum. Journal of Business Ethics 15 (1):95 - 101.
    This article describes the evolution of extra-mural team projects in the Wharton School's new MBA curriculum, emphasizing both the benefits of doing community service and the value these projects have in providing real work opportunities for learning teams; five- or six-person student groups that do collective tasks in Foundations of Leadership and other required courses throughout the first of a two-year program.
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  23. Frida Kerner Furman (1990). Teaching Business Ethics: Questioning the Assumptions, Seeking New Directions. [REVIEW] Journal of Business Ethics 9 (1):31 - 38.
    An examination of leading textbooks suggests the predominance of a principle-based model in the teaching of business ethics. The model assumes that by teaching students the rudiments of ethical reasoning and ethical theory, we can hope to create rational, independent, autonomous managers who will apply such theory to the many quandary situations of the corporate world. This paper challenges these assumptions by asking the following questions: 1. Is the acquisition of principle-based ethical theory unproblematic? 2. What is the transferability of (...)
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  24. Jeffrey Gandz & Nadine Hayes (1988). Teaching Business Ethics. Journal of Business Ethics 7 (9):657 - 669.
    Business ethics should be taught in business schools as an integrated part of core curricula in MBA programs with a dual focus on both analytical frameworks and their applications to the business disciplines. To overcome the reluctance of many faculty to handle ethical issues, a critical mass of faculty must develop suitable materials, educate their peers in its use, and take the lead by introducing it in their own courses and on senior management programs.
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  25. Richard J. George (1987). Teaching Business Ethics: Is There a Gap Between Rhetoric and Reality? [REVIEW] Journal of Business Ethics 6 (7):513 - 518.
    In light of the continued erosion of business ethics in America, the ongoing question is what are the nation's business schools doing to prepare ethically responsible future leaders of industry and government? This paper reports the findings of a survey mailed to every program accredited by the American Assembly of Collegiate Schools of Business. The curriculum treatment of business ethics is identified at the undergraduate and the graduate levels in public as well as in private colleges and universities. In addition, (...)
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  26. Richard T. George (1987). The Status of Business Ethics: Past and Future. [REVIEW] Journal of Business Ethics 6 (3):201 - 211.
    Business ethics, which grew out of religion's interest in ethics in business and management education's concern with social issues, has become an interdisciplinary academic field. Thus far it has centered on teaching undergraduates. The easy work has now been done and the field has reached a plateau. To develop further it requires development on the MBA level, high quality research on new questions, positive models, better interdisciplinary integration, and attention to international business. Ultimately the field will stand or fall on (...)
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  27. Virginia W. Gerde & R. Spencer Foster (2008). X-Men Ethics: Using Comic Books to Teach Business Ethics. [REVIEW] Journal of Business Ethics 77 (3):245 - 258.
    A modern form of narrative, comic books are used to communicate, discuss, and critique issues in business ethics and social issues in management. A description of comic books as a legitimate medium is followed by a discussion of the pedagogical uses of comic books and assessment techniques. The strengths of the pedagogy include crossing cultural barriers, understanding the complexity of individual decision-making and organizational influences, and the universality of dilemmas and values. We provide an initial source for educators on the (...)
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  28. Kevin Gibson (2003). Games Students Play: Incorporating the Prisoner's Dilemma in Teaching Business Ethics. [REVIEW] Journal of Business Ethics 48 (1):53-64.
    The so-called "Prisoner''s Dilemma" is often referred to in business ethics, but probably not well understood. This article has three parts: (1) I claim that models derived from game theory are significant in the field for discussions of prudential ethics and the practical decisions managers make; (2) I discuss using them as a practical pedagogical exercise and some of the lessons generated; (3) more speculatively, I suggest that they are useful in discussions of corporate personhood.
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  29. Christine Wanjiru Gichure (2006). Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa. Journal of Business Ethics 63 (1):39 - 52.
    This paper starts off from what seems to be a difficulty of ethics in African Business today. For several years now Transparency International has placed some African countries high on its list of most corrupt countries of the world. The conclusion one draws from this assessment is that either African culture has no regard or concern for ethics, or that there has been a gradual loss of the concept of the ethical and the moral in contemporary African society. Equally problematic (...)
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  30. Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.
    A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South Australia as part of the undergraduate management (...)
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  31. Mary Hartog & Philip Frame (2005). Business Ethics in the Curriculum: Integrating Ethics Through Work Experience. [REVIEW] Journal of Business Ethics 54 (4):399 - 409.
    In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at undergraduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. (...)
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  32. Richard Higginson & Geoff Moore (1994). FOCUS: Using a Computerised Game in Teaching Business Ethics. Business Ethics 3 (3):160–164.
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  33. LaRue Tone Hosmer (1999). Somebody Out There Doesn't Like Us: A Study of the Position and Respect of Business Ethics at Schools of Business Administration. Journal of Business Ethics 22 (2):91 - 106.
    This article is the result of a survey taken to determine the respect and position of Business Ethics as a field of study within Schools of Business Administration. 379 questionnaires were delivered to individual, not institutional, subscribers to Business Ethics Quarterly. 158 were filled out and returned, for a response rate of 41.6%. The general finding from an analysis of those responses is that many persons active in the teaching and research of Business Ethics at large (over 10000 students) and (...)
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  34. LaRue Tone Hosmer & Nicholas H. Steneck (1989). Teaching Business Ethics: The Use of Films and Videota. [REVIEW] Journal of Business Ethics 8 (12):929 - 936.
    Audio-visual material is extremely useful in the teaching of Business Ethics, yet no bibliography of the commercially available films and videotapes seems to be available. We have prepared a formal listing, complete with titles, descriptions, sources, prices and a brief evaluation, and have explained our selection and use of this material.
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  35. Ellen J. Kennedy & Leigh Lawton (1992). Business Ethics in Fiction. Journal of Business Ethics 11 (3):187 - 195.
    Interest in teaching business ethics classes on college campuses has increased dramatically during the past decade. In the United States, virtually all graduate and undergraduate business programs teach business ethics in some form. While current pedagogy relies primarily on factual recounting of actual workplace incidents and actual and hypothetical case studies, calls for multidisciplinary approaches to teaching business ethics have not yet produced significant pedagogical change. We propose the use of fiction (novels, dramas, and short stories) to enrich current teaching (...)
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  36. Michael J. Kerlin (1997). From Kerlin's Pizzeria to MJK Reynolds: A Socratic and Cartesian Approach to Business Ethics. [REVIEW] Journal of Business Ethics 16 (3):275-278.
    Like politics, all ethics is local. The key to understanding the most difficult ethical issues is in the relationships of neighbors. Consequently, in studying and teaching business ethics, we rightly begin with the micro-setting of the neighborhood and work outward and upward in complexity and challenge. The author has found the operations of a small, imaginary pizzeria on his real street an ideal (in both senses) entry to all the issues of hiring, liability, environment and so on. The method of (...)
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  37. Paul G. La Forge (1997). Teaching Business Ethics Through Meditation. Journal of Business Ethics 16 (12-13):1283-1295.
    The purpose of this article is to show how meditation can be used to help a student to become an ethical person. Discursive and non-discursive meditation give the student an awareness of ethical issues and lead to the discovery and application of models of ethical conduct. In part one, the student is led through non-discursive meditation to discover him/her self as an ethical person. The student is also given the tools to explore ethical issues. Part two discusses (...)
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  38. Diannah Lowry (2003). An Investigation of Student Moral Awareness and Associated Factors in Two Cohorts of an Undergraduate Business Degree in a British University: Implications for Business Ethics Curriculum Design. [REVIEW] Journal of Business Ethics 48 (1):7-19.
    Debate exists as to the timing of student exposure to business ethics modules, and the degree to which business ethics education is integrated throughout business school curricula. The argument for an integrated model of business ethics education is well documented, however, such arguments do not stem from an empirical basis. Much of the debate about when and how business ethics should be taught rests on assumptions regarding the stage of moral awareness of business students. The research reported here adds to (...)
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  39. Patrick Maclagan (2003). Varieties of Moral Issue and Dilemma: A Framework for the Analysis of Case Material in Business Ethics Education. [REVIEW] Journal of Business Ethics 48 (1):21 - 32.
    This paper builds on a number of ideas concerning the nature, management and representation in case studies, of moral issues and dilemmas as experienced by people in organisations. Drawing on some cases used in teaching business ethics, and utilising a checklist of questions derived from the more general theoretical analysis, suggestions are offered regarding the contributions which such cases can make in developing students' understanding and potential for performative competence in real life situations. The distinction between issues and dilemmas is (...)
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  40. David L. Mathison (1988). Business Ethics Cases and Decision Models: A Call for Relevancy in the Classroom. [REVIEW] Journal of Business Ethics 7 (10):777 - 782.
    Classroom cases and decision making models used in the teaching of business ethics may be inconsistent with the actual needs of practicing manager students. Three summary cases written by practicing manager students are included in this paper as well as evidence that concerns a focus more on interpersonal dilemmas rather than top management decisions. As well, the relevancy of philosophical perspectives of ethical decision models is questioned. More practical, hands-on models for ethical decisions are provided. Finally, conclusions of relevancy for (...)
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  41. Gael M. McDonald & Gabriel D. Donleavy (1995). Objections to the Teaching of Business Ethics. Journal of Business Ethics 14 (10):839 - 853.
    To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; Reeves, (...)
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  42. Christopher Michaelson (2005). Dealing with Swindlers and Devils: Literature and Business Ethics. [REVIEW] Journal of Business Ethics 58 (4):359 - 373.
    Part of the value of stories is moral, in that understanding them, and the characters within them, is one way in which we seek to make moral sense of life. Arguably, it has become quite common to use stories in order to make moral sense of business life. Case method is the standard teaching method in top business schools, and so-called “war stories” are customary for on-the-job training. Shakespeare is a trendy purveyor of leadership education. Several books and articles have (...)
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  43. Jeffrey Moriarty (2009). Teaching & Learning Guide for Business Ethics: An Overview. Philosophy Compass 4 (5):873-876.
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  44. Kevin Morrell (2004). Socratic Dialogue as a Tool for Teaching Business Ethics. Journal of Business Ethics 53 (4):383-392.
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  45. Lidmila Něemcová (1993). Who's Who in Business Ethics Teaching Business Ethics in Post-Communist Prague. Business Ethics 2 (2):101–102.
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  46. Jeffrey Nesteruk & David T. Risser (1992). Teaching Ethics in Business Law Courses. In Joshua Laverson (ed.), Teaching Resource Bulletin, no. 2. American Bar Association (Commission on College and University Nonprofessional Legal Studies).
    The article begins with a view of recent developments in the discipline of business law. A model useful in the study of business ethics is presented. Business ethics is the philosophical examination of the body of values and conceptions that influence business decision making as well as being pervasive components of the social environment in which businesses operate. Our model is a four-part framework for approaching business ethics which is sensitive to its implications for business law. The model's four parts (...)
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  47. Alfonso R. Oddo (1997). A Framework for Teaching Business Ethics. Journal of Business Ethics 16 (3):293-297.
    What ethical framework should be used as a basis for teaching business ethics? Should business ethics be taught by ethicists in a separate course, by business faculty in business courses, or perhaps by both? These are some of the issues this paper will address. The paper begins with a review of the literature concerning approaches to teaching business ethics. Next, some ethical frameworks for teaching business ethics are considered. Finally, the paper proposes that students should apply their own personal values (...)
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  48. Mollie Painter-Morland, Juan Fontrodona, W. Michael Hoffman & Mark Rowe (2003). Conversations Across Continents: Teaching Business Ethics Online. [REVIEW] Journal of Business Ethics 48 (1):75-88.
    The paper focuses on an online business ethics course that three professors (Painter-Morland, Fontrodona and Hoffman) taught together, and in which the fourth author (Rowe) participated as a student, from their respective locations on three continents. The course was conducted using Centra software, which allowed for synchronous online interaction. The class included students from Europe, South Africa and the United States. In order to assess the value of synchronous online teaching for ethics training, the paper identifies certain knowledge, skills and (...)
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  49. Lucia E. Peek, George S. Peek & Mary Horras (1994). Enhancing Arthur Andersen Business Ethics Vignettes: Group Discussions Using Cooperative/Collaborative Learning Techniques. Journal of Business Ethics 13 (3):189 - 196.
    Arthur Anderson & Co. has made a significant contribution to assist and encourage the teaching of business ethics. They provided assistance initially through workshops and curriculum materials; currently they are using campus coordinators to disseminate information and materials. The curriculum materials can be used by the instructor to assist students in practicing their moral reasoning skills and cover four academic areas: Accounting, Finance, Marketing, and Management. These materials include business ethics video vignettes, suggestions on presentation methods, guidelines for implementing a (...)
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  50. Michelle Rabouin (1997). Lyin' T(*)Gers, and 'Cares' Oh My: The Case for Feminist Integration of Business Ethics. [REVIEW] Journal of Business Ethics 16 (3):247 - 261.
    In this re-visioning, business ethics would integrate feminist theories and pedagogy which include the diversity of women in terms of race/ethnicity, class and sexual orientation, thereby expanding its coverage to include issues of power, gender, cultural and theoretical conceptualizations, both in the conceptualization of morality, as well as in ethical constructs of analysis. My research indicates that the integration of feminist scholarship, ethics and pedagogy would make it possible to teach ethical decision making, and ultimately increase the likelihood of ethical (...)
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