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 14 (1):71 - 81 (1995)
Much has been written recently about both the urgency and efficacy of teaching business ethics. The results of our survey of AACSB member schools confirm prior reports of similar surveys: The teaching of business ethics is indiscriminate, unorganized, and undisciplined in most North American schools of business. If universities are to be taken seriously in their efforts to create more ethical awareness and better moral decision-making skills among their graduates, they must provide a rigorous and well-developed system in which students can live ethics instead of merely learn ethics. A system must be devised to allow students to discover and refine their own values rather than simply learning ethical theories from an intellectual point of view.After reviewing the literature on business ethics in undergraduate curricula, we make a series of recommendations to deliver experiential ethical education for business students. The recommendations include student and faculty written codes of ethics, emphasis on ethical theory within the existing required legal environment course, applied ethics in the functional area capstones using alternative learning, a discussion of employee (and employer) rights and responsibilities during the curriculum capstone course, and a public service requirement for graduation. These recommendations may be implemented without substantive additional cost or programming requirements.
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References found in this work BETA
James Weber (1990). Measuring the Impact of Teaching Ethics to Future Managers: A Review, Assessment, and Recommendations. [REVIEW] Journal of Business Ethics 9 (3):183 - 190.
Peter Arlow (1991). Personal Characteristics in College Students' Evaluations of Business Ethics and Corporate Social Responsibility. Journal of Business Ethics 10 (1):63 - 69.
James R. Davis & Ralph E. Welton (1991). Professional Ethics: Business Students' Perceptions. [REVIEW] Journal of Business Ethics 10 (6):451 - 463.
James R. Glenn (1992). Can a Business and Society Course Affect the Ethical Judgment of Future Managers? Journal of Business Ethics 11 (3):217 - 223.
John Thomas Delaney & Donna Sockell (1992). Do Company Ethics Training Programs Make a Difference? An Empirical Analysis. Journal of Business Ethics 11 (9):719 - 727.
Citations of this work BETA
Laura L. Beauvais, David E. Desplaces, David E. Melchar & Susan M. Bosco (2007). Business Faculty Perceptions and Actions Regarding Ethics Education. Journal of Academic Ethics 5 (1):121-136.
Carmel Herington & Scott Weaven (2008). Improving Consistency for Dit Results Using Cluster Analysis. Journal of Business Ethics 80 (3):499 - 514.
Cheryl L. Buff & Virginia Yonkers (2005). Using Student Generated Codes of Conduct in the Classroom to Reinforce Business Ethics Education. Journal of Business Ethics 61 (2):101 - 110.
Joan Marques (forthcoming). Shaping Morally Responsible Leaders: Infusing Civic Engagement Into Business Ethics Courses. Journal of Business Ethics.
David J. Burns (2012). Exploring the Effects of Using Consumer Culture as a Unifying Pedagogical Framework on the Ethical Perceptions of MBA Students. Business Ethics 21 (1):1-14.
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