Ethics sensitivity and awareness within organizations in kuwait: An empirical exploration of epoused theory and theory-in-use
Journal of Business Ethics 17 (9-10):965-977 (1998)
| Abstract | This paper highlights the potential harms in the current state of business ethics education and presents an alternative new model of business ethics education. Such potential harms in business ethics education is due largely to restricted cognitive level of reasoning, a limited level of ethical conduct which remains only responsive and adaptive, and the estrangement between strategic thinking and ethical thinking. As a remedy for business ethics education, denatured by these potential harms, a new dynamic model of business ethics education is proposed. The new model is composed of a basic foundation for business ethics education and three practical components of business ethics education. The basic foundation comprises of ethical reasoning, moral sentiments, and ethical praxis. Three practical components of business ethics education are, respectively, to intensify moral imagination, to develop ethical wisdom and courage, and to enhance meta-strategic competences. The ultimate purpose of these practical components is to help moral subjects to conduct ethical leadership, to actualize integrity between individuals and organization, and to fulfill the social responsibility of business firms. This new model is expected to attract attention to the effective business ethics education both in college and in industry, and to be used as a benchmark for new curriculum designs and development of teaching methods. Finally, some teaching methodologies and pedagogical experiments are introduced and discussed according to this new model of business ethics educaiton. | |||||||||
| Keywords | No keywords specified (fix it) | |||||||||
| Categories | ||||||||||
| Options |
|
|||||||||
Download options| PhilPapers Archive |
Upload a copy of this paper Check publisher's policy on self-archival Papers currently archived: 5,653 |
| External links |
 |
| Through your library | Configure |
Similar books and articlesPatrick Primeaux & John Stieber (1994). Profit Maximization: The Ethical Mandate of Business. Journal of Business Ethics 13 (4):287 - 294.
Barry Castro (1989). Business Ethics and Business Education: A Report From a Regional State University. Journal of Business Ethics 8 (6):479 - 486.
Gael M. McDonald (2005). A Case Example: Integrating Ethics Into the Academic Business Curriculum. Journal of Business Ethics 54 (4):371 - 384.
Kate M. Brown (1994). Using Role Play to Integrate Ethics Into the Business Curriculum a Financial Management Example. Journal of Business Ethics 13 (2):105 - 110.
Linda Klebe Trevino (1992). Moral Reasoning and Business Ethics: Implications for Research, Education, and Management. Journal of Business Ethics 11 (5-6):445 - 459.
Cubie L. L. Lau (2010). A Step Forward: Ethics Education Matters! Journal of Business Ethics 92 (4).
Diannah Lowry (2003). An Investigation of Student Moral Awareness and Associated Factors in Two Cohorts of an Undergraduate Business Degree in a British University: Implications for Business Ethics Curriculum Design. Journal of Business Ethics 48 (1):7-19.
Ali A. Al-Kazemi & Gary Zajac (1999). Ethics Sensitivity and Awareness Within Organizations in Kuwait: An Empirical Exploration of Epoused Theory and Theory-in-Use. Journal of Business Ethics 20 (4):353 - 361.
W. Michael Hoffman (1984). Ethics in Business Education: Working Toward a Meaningful Reciprocity. Journal of Business Ethics 3 (4):259 - 268.
Hun-Joon Park (1998). Can Business Ethics Be Taught?: A New Model of Business Ethics Education. Journal of Business Ethics 17 (9/10):965 - 977.
Analytics
Monthly downloads |
Added to index2009-01-28Total downloads6 ( #145,458 of 548,984 )Recent downloads (6 months)1 ( #63,327 of 548,984 )How can I increase my downloads? |
My notes
Discussion
