David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Business Ethics 61 (2):101 - 110 (2005)
This paper presents four different contexts in which students practiced implementing business ethics. Students were required to develop Codes of Conduct/Codes of Ethics as a classroom exercise. By developing these codes, students can improve their understanding of how and why codes of conduct are developed, designed, and implemented in the workplace. Using the three-phase content analysis process (McCabe et al.: 1999, The Journal of Higher Education 70(2), 211–234), we identify a framework consisting of 10 classifications that can be used to assess learning outcomes in embedded ethics education. By analyzing the different content within each classification, instructors were able to gain a better understanding of differing application of ethical principles. This analysis indicates that there needs to be more research on codes of conduct for smaller units within an organization and more integration of work group codes of conduct into the business curriculum.
|Keywords||business education codes of conduct codes of ethics ethics education group work|
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Citations of this work BETA
Lucia Zivcakova, Eileen Wood, Gail Forsyth, Navinder Dhillon, Danielle Ball, Brittany Corolis, Amanda Coulas, Stephen Daniels, Joshua Hill, Anja Krstic, Amy Linseman & Marjan Petkovski (2012). Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives. [REVIEW] Journal of Academic Ethics 10 (2):137-150.
Montgomery Van Wart, David Baker & Anna Ni (2014). Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade. Journal of Business Ethics 122 (4):571-585.
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