David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Business Ethics 9 (1):31 - 38 (1990)
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 classroom learning to the business context? 3. Is it appropriate to consider complementary models in the teaching of business ethics? The last question is approached from the perspective of virtues-based ethics, from the insights of feminist ethics, and from a culturally grounded orientation to moral values and norms.
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Citations of this work BETA
Ignacio Ferrero & Alejo José G. Sison (2014). A Quantitative Analysis of Authors, Schools and Themes in Virtue Ethics Articles in Business Ethics and Management Journals. [REVIEW] Business Ethics: A European Review 23 (4):375-400.
James M. Bloodgood, William H. Turnley & Peter Mudrack (2008). The Influence of Ethics Instruction, Religiosity, and Intelligence on Cheating Behavior. Journal of Business Ethics 82 (3):557 - 571.
Gael M. McDonald & Gabriel D. Donleavy (1995). Objections to the Teaching of Business Ethics. Journal of Business Ethics 14 (10):839 - 853.
Patrick Maclagan (1992). Management Development and Business Ethics: A View From the U.K. [REVIEW] Journal of Business Ethics 11 (4):321 - 328.
Andrew Crane & Dirk Matten (2005). Questioning the Domain of the Business Ethics Curriculum. Journal of Business Ethics 54 (4):357 - 369.
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