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 54 (4):399 - 409 (2005)
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. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplines-based approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice.
|Keywords||content business ethics experiential facilitation integration learning phronesis process teaching|
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Citations of this work BETA
Victoria McWilliams & Afsaneh Nahavandi (2006). Using Live Cases to Teach Ethics. Journal of Business Ethics 67 (4):421 - 433.
Ming Lim (2007). The Ethics of Alterity and the Teaching of Otherness. Business Ethics 16 (3):251–263.
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.
Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics 125 (3):1-17.
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