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  1. Developing Students’ Competence for Ethical Reflection While Attending Business School.Heidi von Weltzien Hoivik - 2009 - Journal of Business Ethics 88 (1):5-9.
    Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...)
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  • Challenging the ‘Million Zeros’: The Importance of Imagination for Business Ethics Education.Cécile Rozuel - 2016 - Journal of Business Ethics 138 (1):39-51.
    Despite increasing the presence of ‘ethics talk’ in business and management curricula, the ability of business ethics educators to question the system and support the development of morally responsible agents is debatable. This is not because of a lack of care or competence; rather, this situation points towards a more general tendency of education to become focused on economic growth, as Nussbaum claims. Revisiting the nature of ethics education, I argue that much moral learning occurs through the imagination, and not (...)
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  • “Moral Distance” in Organizations: An Inquiry into Ethical Violence in the Works of Kafka.Christian Huber & Iain Munro - 2014 - Journal of Business Ethics 124 (2):259-269.
    In this paper, we demonstrate that the works of Franz Kafka provide an exemplary resource for the investigation of “moral distance” in organizational ethics. We accomplish this in two ways, first by drawing on Kafka’s work to navigate the complexities of the debate over the ethics of bureaucracy, using his work to expand and enrich the concept of “moral distance.” Second, Kafka’s work is used to investigate the existence of “ethical violence” within organizations which entails acts of condemnation and cruelty (...)
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  • Developing Students' Competence for Ethical Reflection while Attending Business School.Heidi von Weltzien Hoivik - 2009 - Journal of Business Ethics 88 (1):5 - 9.
    Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...)
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  • X-Men Ethics: Using Comic Books to Teach Business Ethics.Virginia W. Gerde & R. Spencer Foster - 2008 - 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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