The writer discussed Drucker's ongoing denial of the relevance of business ethics in a paper presented to the Third Annual International Vincentian Conference. Later, in a paper presented to the Sixth Annual International Vincentian Conference, the writer argued that Collingwood's methodology would facilitate the advancement of an historical thesis which might explain the origins of Drucker's antipathy for business ethics. This latter aim is explored in the current paper. The paper asserts that it was Drucker's experiences of Weimar society and (...) of the Weimar economy that led Drucker to seek a new socio-economic reality. This latter reality Drucker sought through management. The paper thus describes how the past led Drucker to seek management as, following Drucker, "a means to a bigger end"; and yet, simultaneously, not as an end in itself. (shrink)

This paper speculates upon the reasons for Peter Drucker's ongoing and vigorous denial of the relevance of business ethics. It contemplates whether Drucker consciously, or even perhaps subconsciously, associates the aims of business ethics with the aims of those associated with the Arbeitsfreude movement in Germany prior to the outbreak of the second world war. If this is the case the paper questions whether Drucker's distaste for some of the more notorious outcomes of that movement in Germany are reflected in (...) his hostility to business ethics. Drucker's reflections regarding the social responsibilities of business are discussed, as are the limitations which he imposes upon such corporate social responsibility. Drucker's distinction between societal ethics and individual ethics are also discussed. (shrink)

Leo Tolstoy was on to behavioral ethics before there was such as a thing as behavioral ethics. Three scenes from his magnum opus, War and Peace, demonstrate that Tolstoy diagnosed some of the same problems that occupy modern behavioral ethics: confirmation bias, slippery-slope reasoning, and illusions of control. However, whereas modern behavioral ethics has done more to diagnose problems than to prescribe solutions, Tolstoy’s theories of moral psychology and leadership provide direction for human moral self-cultivation. This analysis of War and (...) Peace also suggests that literary fiction can depict worlds at least as fertile as the real world for studying business ethics. Building upon this example, in an age and field which seems too often to prioritize scientific wisdom over that of the humanities, I speculate about how literary fiction can expand our research into more diverse actors and worlds of modern capitalism. (shrink)

Our paper addresses the question of what exactly the contribution of the humanities to management education could or should be, suggesting the concept of Literacy as both this contribution’s goal and method. Though there seems to emerge a consensus in the debate about the future of management education that the humanities should be involved with shaping it, some misconceptions about the humanities obscure the understanding of the why and how of it, most notably as to the manner in which they (...) are to provide for ethical values. Our paper in a first step endeavours to clear those misconceptions up drawing on some historical aspects of their development. It then proceeds to introducing the concept of Literacy and, based on it, the teaching framework of Critical Management Literacy we designed to operationalize the concept towards management students` needs. Our leading hypothesis is that the contribution of the humanities should focus on the cultivation of the capacity for epistemological doubt in order to prepare students for the complexity and indeterminacy of reality, thus at the same time laying the groundwork for ethical reflectivity. (shrink)

Abstract:In this paper I explore the topic of moral compromise in institutional settings and highlight how moral compromise may affirm, rather than undermine, personal integrity. Central to this relationship between moral compromise and integrity is a view of the self that is responsive to multiple commitments and grounded in an ethic of responsibility. I elaborate a number of virtues that are related to this notion of the self and highlight how these virtues may support the development of individuals who are (...) responsive and reasonable in moral discourse and discerning in establishing moral limits on compromise. I look at how moral regret is closely connected to moral compromise and emphasize its significance for reinforcing personal integrity. The paper closes with a discussion of the relevance of these topics to the field of business ethics. (shrink)

Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...) instructor’s views. To answer our question on what is a good answer to an ethical question, we asked three master teachers of business ethics to share their perspectives on a good answer. Their answers revealed stark differences—regarding the starting point of business ethics, the purpose of business, prioritization of analytical disciplines, and research methods—but also a common thread demanding that a good answer articulates a student's own moral voice. Moral voice is a genuine expression of an individual’s considered moral judgment that is reflective of personal values and cognizant of professional expectations. Cultivating the expression of moral voice goes beyond formal and theoretical proficiency to overcome human tendencies toward idealism, insincerity, and rationalization. Moral voice does not by itself fill the gap in business ethics pedagogy on the content of a good answer, but it demands that students support an answer that they can genuinely believe in while encouraging instructors to cultivate in their students sincerity and engagement, conscience, and a sense of self that are indispensable to genuine ethical commitment. (shrink)

The author of this major study compares the significantly different approaches to business ethics on both sides of the Atlantic and considers what they have to learn from each other. He has considerable experience of business ethics in both Europe and North America, having taught and researched the subject at the University of St Gallen in his native Switzerland before his appointment as Professor of International Business Ethics in the College of Business Administration, University of Notre Dame, Indiana 46556, USA. (...) Professor Enderle was also the founding Honorary Treasurer of the European Business Ethics Network and is an Associate Editor of this Review. (shrink)