Online research in philosophy

A sensible, workable approach to the teaching of business ethics, based on an understanding of how people actually learn and on the need to start with a clear ...

Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, (...) we first draft a conceptual frame of reference and then report results and experiences from a scenario-based pilot study at one of the biggest vocational schools in the country. As a third step such a preliminary situation analysis inspires a number of suggestions for how one could start with developing this field, practically, empirically and theoretically. (shrink)

This article is the result of a survey taken to determine the respect and position of Business Ethics as a field of study within Schools of Business Administration. 379 questionnaires were delivered to individual, not institutional, subscribers to Business Ethics Quarterly. 158 were filled out and returned, for a response rate of 41.6%. The general finding from an analysis of those responses is that many persons active in the teaching and research of (...) class='Hi'>Business Ethics at large (over 10000 students) and very large (over 30000 students) universities, both public and private, believe that neither their teaching nor their research "count" for merit salary increases and promotion/tenure decisions at their institutions, and that few enjoy high levels of support from deans, faculty, or students. (shrink)

While Economic and Business Ethics has already attracted increasing attention in East Asia, a comprehensive survey of Economic and Business Ethics has never been done in this region. This study investigates the current status of Economic and Business Ethics as field of teaching, training and research in the East Asia region, particularly in China, Japan, and Korea. Based on multiple approaches that include questionnaire surveys, desktop analysis, and personal observation, this article reports (...) on the current state of training, teaching, and research in the field of Economic and Business Ethics in the three countries. It also discusses similarities and differences with regard to these themes among the countries studied. (shrink)

The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear (...) that the field of BE remains clearly underdeveloped in the region. BE is addressed by only a few business schools in each country and a small number of NGOs in LA. In addition, until now little rigorous research has been conducted and publications in prestigious academic journals have been scarce. Studies in BE are still relatively rare and very locally focussed. From another perspective, there is a great difference in the level of activity across countries in the LA region. When looking at the future, corruption appears as the major concern, almost certainly due to the political, social, and ethical context that many of the nations in the region are experiencing. There is a strong need for more business schools and NGOs to join the task of researching, teaching and training in the broad spectrum of areas that fall within the scope of the field of business and economic ethics. In this respect, the need is glaring and the opportunities are enormous. (shrink)

This paper starts off from what seems to be a difficulty of ethics in African Business today. For several years now Transparency International has placed some African countries high on its list of most corrupt countries of the world. The conclusion one draws from this assessment is that either African culture has no regard or concern for ethics, or that there has been a gradual loss of the concept of the ethical and the moral in contemporary African (...) society. Equally problematic is the teaching and promotion of Business ethics in organizations. Western philosophical theories and systems alone have not succeeded in providing access to ethical life of people in modern Africa. This paper is an attempt to inject an orientation that takes into account African manners and customs, their religious convictions and their understanding of the world as a whole, in the teaching of Business Ethics. East and Central Africa have been selected due to their common lingua franca, Kiswahili, and the fact that the author has more teaching experience within that region. (shrink)

There is growing recognition that good ethics can have a positive economic impact on the performance of firms. Many statistics support the premise that ethics, values, integrity and responsibility are required in the modern workplace. For consumer groups and society at large, research has shown that good ethics is good business. This study defines and traces the emergence and evolution within the business literature of the concepts of values, business ethics and corporate (...) social responsibility to illustrate the increased emphasis that has been placed on these issues over time. Two organizations that have successfully dealt with these issues were analyzed to identify the links among values, ethics, and corporate social responsibility as they are incorporated into the culture and management of a firm. This study identified the presence and implementation of values, business ethics, and CSR actions within the two organizations studied. (shrink)

The prevailing pedagogical approach in business ethics generally underestimates or even ignores the powerful influences of situational factors on ethical analysis and decision-making. This is due largely to the predominance of philosophy-oriented teaching materials. Social psychology offers relevant concepts and experiments that can broaden pedagogy to help students understand more fully the influence of situational contexts and role expectations in ethical analysis. Zimbardo's Stanford Prison Experiment is used to illustrate the relevance of social psychology experiments for (...) class='Hi'>business ethics instruction. (shrink)

Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a (...) course in business ethics. However, the authors hold that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. (shrink)

In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin’s [Journal of Business Ethics 9 (1990) 639) multidimensional ethics scale (MES). A total of 340 undergraduate students were asked to provide ethical judgment by rating three moral issues in the MES labeled: ‚sales’, ‚auto’, and ‚retail’ using three ethics theories: moral equity, relativism, and contractualism. We found that female students’ ratings of ethical judgment were consistently higher than that (...) of male students across two out of three moral issues examined (i.e., sales and retails) and ethics theories; providing support for Eagly’s [1987, Sex Differences in Social Behavior: A Social-role Interpretation. (Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, England)] social role theory. After controlling for moral issues, women’s higher ratings of ethical judgment over men’s became statistically non-significant. Theoretical and practical implications based on the study’s findings are provided. (shrink)

The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the (...) class='Hi'>ethics of doing, however, constitute just one dimension of ethics. A second has to do with what we see and how we see it; a third with who we or what I describe as the ethics of being. Of these three dimensions, the first and the third have been most carefully explored by philosophers and are most frequently the focus of attention when teaching business ethics is being discussed. I argue that this focus is unfortunate in as much as it is the second dimension which falls most naturally into the ambit of modern secular educational institutions. It is here that moral education is most obviously unavoidable, and most clearly justifiable in modern secular teaching environments. I conclude by describing the importance of this second dimension for the modern world of business. (shrink)

This paper discusses how to use cognitive developmental psychology to create a business ethics course that has philosophical integrity. It begins with the pedagogical problem to be overcome when students are not philosophy majors. To provide a context for the practical recommendations, Kohlberg's cognitive developmental theory is summarized and then the relationship between Kohlberg's theory, normative philosophy, and teaching is analyzed. The conclusion recommends strategies that should help overcome some of the vexing pedagogical problems mentioned in the (...) first section. In particular, the approach is designed to teach an appreciation for the practical necessity of philosophy in a pluralistic society. (shrink)

Research on the relationship between religious commitment and business ethics has produced widely varying results and made the impact of such commitment unclear. This study presents an empirical investigation based on a questionnaire survey of business managers and professionals in the United States yielding a database of 1234 respondents. Respondents evaluated the ethical acceptability of 16 business decisions. Findings varied with the way in which the religion variable was measured. Little relationship between religious commitment and (...) ethical judgment was found when responses were compared on the basis of broad faith categories – Catholic, Protestant, Jewish, other religions, and no religion. However, respondents who indicated that religious interests were of high or moderate importance to them demonstrated a higher level of ethical judgment (less accepting of unethical decisions) than others in their evaluations. Evangelical Christians also showed a higher level of ethical judgment. (shrink)

In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin’s [ Journal of Business Ethics 9 (1990) 639) multidimensional ethics scale (MES). A total of 340 undergraduate students were asked to provide ethical judgment by rating three moral issues in the MES labeled: ‚sales’, ‚auto’, and ‚retail’ using three ethics theories: moral equity, relativism, and contractualism. We found that female students’ ratings of ethical judgment were consistently higher than (...) that of male students across two out of three moral issues examined (i.e., sales and retails) and ethics theories; providing support for Eagly’s [1987, Sex Differences in Social Behavior: A Social-role Interpretation . (Lawrence Erlbaum Associates, Inc, Hillsdale, NJ, England)] social role theory. After controlling for moral issues, women’s higher ratings of ethical judgment over men’s became statistically non-significant. Theoretical and practical implications based on the study’s findings are provided. (shrink)

This study conducted an empirical survey of 126 Business Ethics students in business and management departments within two universities across the Taiwan Strait to evaluate the impact on these managers-to-be of receiving an education in Business Ethics. The results show that, after receiving that Business Ethics education, students in both universities demonstrated significant improvements in the ethical weighting of their individual values, their recognition of ethical issues and their performance as ethical decision-makers. (...) However, in respect of ethical decision-making, the behavior of these students is still sub-optimal, indicating a need for further improvements in the ethical education of managers-to-be across the Taiwan Strait. (shrink)

The study explores the traits and influences on global business ethics practiced by Taiwanese enterprises in East Asia in order to provide those enterprises with a ready guide to contemporaneous standards of ethical management overseas and, in particular, in East Asia. The study randomly sampled 1496 Taiwanese enterprises in Mainland China, Vietnam and Indonesia. One questionnaire per enterprise was answered by Taiwanese owners or senior administrators. Some 375 valid responses, or 25% of the sample, were returned. (...) Taiwanese enterprises in East Asia were found to be ethically inclined in respect of their local environments and generic human rights, though one-third of participants identified themselves as "ethically lax". The study identified various influences on global business ethics viz. personnel localization, employment partnership, marketing ethics and the competitiveness of Taiwanese enterprises. (shrink)

Audio-visual material is extremely useful in the teaching of Business Ethics, yet no bibliography of the commercially available films and videotapes seems to be available. We have prepared a formal listing, complete with titles, descriptions, sources, prices and a brief evaluation, and have explained our selection and use of this material.

Central Asia presents a unique configuration of historical experience and societal responses that have been interacting and evolving for thousands of years. The current era of economic, political, and societal transformation in Central Asia began with the peaceful devolution of the Soviet Union and transition to the Commonwealth of Independent States in December 1991. Expectations about the natural social order based on western beliefs and experience may not apply in this part of the world, for—like all transitional and emerging market (...) economies—Central Asia has inherited another social order that predates recent history. The field of Business Ethics provides an arena in which these issues can be explored. In this article, an overview of the current standing of Business Ethics as a field for teaching, training, and research in Central Asia is provided. Suggestions for further consideration and future research are presented in the concluding section. (shrink)

The article provides an overview of the Sub-Sahara African region and the four sub-regions in which the 44 countries of Sub-Saharan Africa were divided for the purpose of the Sub-Saharan survey of Business Ethics as field of teaching, training and research. A brief overview of existing literature that reflects on training, teaching and research in the field of Business Ethics in the Sub-Sahara African region is given, after which the research process and methods that (...) were used in the survey are introduced. Then a comparative summary of the findings across the four sub-regions (Western Africa, Southern Africa, Eastern Africa and Francophone Africa) in the region is presented. The discussion of the findings commences with a discussion on the terminology that is used to refer to Business and Economic Ethics in Sub-Saharan Africa. It then provides an overview of the prevalence and distribution of Business Ethics as field of teaching, training and research in Sub-Saharan Africa that demonstrates the substantial growth in the field of Business Ethics since 2000 when an earlier survey was conducted. The focus areas in the field of Business Ethics are identified as well as the major themes that were found with regard to teaching, training and research in Business Ethics. Also the major challenges that are foreseen in the field of Business Ethics over the next 5 year are discussed. Finally, a number of concluding remarks are made that highlight unique features and challenges in the current state of Business Ethics in Sub-Saharan Africa. (shrink)

This article introduces the Global Survey of Business and Economic Ethics as field of training, teaching and research. For the purpose of the survey the world was divided in nine regions that cover all countries of the world. This special issue of the Journal of Business Ethics presents the findings of the global survey across eight of the nine world regions, viz. Central Asia, East Asia, Europe, Latin America, North America, Oceania, South & South-East Asia, (...) and Sub-Saharan Africa. This introductory article starts with an overview of previous attempts that were made to survey Business Ethics as field of training, teaching and research on a global scale. A description will then be given of the regions in which the world was divided for the purpose of this survey as well as of the countries included in each of the nine regions. Finally the research process and methods that were used in the survey are introduced. (shrink)

Business relations rely on shared perceptions of what is acceptable/expected norms of behavior. Immense expansion in transnational business made rudimentary consensus on acceptable business practices across cultural boundaries particularly important. Nonetheless, as more and more nations with different cultural and historical experiences interact in the global economy, the potential for misunderstandings based on different expectations is magnified. Such misunderstandings emerge in a growing literature on "improper" business practices – articulated from a narrow cultural perspective. This paper (...) reports an ongoing research on the cultural and contextual aspects of business ethics. The objective is to investigate how the perception/attitudes of business students towards the ethical dimension of doing business varies in different countries; Whether there are socio-cultural factors that influence the perception of ethicality in business practices. Research findings among business students in six countries: China, Egypt, Finland, Korea, Russia, and the U.S.A. are reported. While all groups had basic agreement on what constitutes ethical business practices, differences are found in the respondents'' tolerance to damage resulting from "unethical" behavior. Without underestimating the role of national culture, variations in research results also point to the importance of current socio-political developments in the relevant countries. Implications for business teaching and management development are discussed. (shrink)

Recent events have raised concerns about the ethical standards of public and private organisations, with some attention falling on business schools as providers of education and training to managers and senior executives. This paper investigates the nature of, motivation and commitment to, ethics tuition provided by the business schools. Using content analysis of their institutional and home websites, we appraise their corporate identity, level of engagement in socially responsible programmes, degree of social inclusion, and the relationship to (...) their ethics teaching. Based on published research, a schema is developed with corporate identity forming an integral part, to represent the macro-environment, parent institution, the business school and their relationships to ethics education provision. This is validated by our findings. (shrink)

In this survey of business ethics in Europe, we compare the present state of business ethics in Europe with the situation as described by Enderle (BEER 5(1):33–46, 1996 ). At that time, business ethics was still dominated by a mainly philosophical, normative analysis of business issues with a maximum of 25 chairs in business ethics all over Europe. It has since expanded dramatically in numbers as well as diversified into many different (...) domains. We find this rich diversity in the conception of business ethics back in the answers of our respondents to every single question. The concepts they propose, the courses they teach, the subjects under research as well as the training and consultancy offered to clients and even the challenges for the future all reflect this diversity. Decisive for the expansion of business ethics in Europe has been the advance of CSR and the official backing of CSR by the European Commission. We further argue that the prevalence and importance of business ethics and CSR differs throughout Europe. A rough approximation based on our survey results and literature review is that it is more important and more developed in core and Nordic European countries and somewhat less in Southern and Eastern European countries. The real East with countries like Belarus and Bulgaria remains a challenge. (shrink)

Ethics education and training are especially important in post-socialist countries where an understanding of ethical and responsible leadership is not yet fully developed. In such countries planning for the short term still dominates, and organisations focus their attention mainly on earning profit. In this article we show why the need has emerged to improve the general awareness of ethical issues in Estonia and teach ethical reasoning skills to business and government leaders. We describe the activities we have pursued (...) at our ethics centre, officially founded at Estonian Business School at the end of 2001, and the research we have conducted over the last seven years. (shrink)

Guanxi, or social networks common in Confucian cultures, has long been recognized as one of the major factors for success when doing business in China. However, insider networks in business are certainly not confined to Asian cultures, nor is the attendant possibility for corruption. This study obtained original data to investigate current Taiwanese perceptions of (1) how guanxi is established and cultivated; (2) how guanxi actually is practiced now and people's acceptance of it; and (3) the effects (...) of guanxi on business operations, employment/promotion, and social justice and fairness. The researchers also hope to (4) verify some arguments made by pioneering researchers. The authors speculate on how these attitudes may affect behavior in business transactions in hopes of making readers more aware of differing cultural values that may create unexpected ethical dilemmas. They suggest that professional ethical codes should provide guidance on the practice of guanxi in a Confucian society and that special emphasis or training in interpreting those codes may be required. (shrink)

Since manager's decisions impact organizational goals and organizational ethical behavior, this researcher investigated the degree to which there are differences in the moral reasoning ability of business managers of selected industries and whether there are significant differences between top, middle, and first-line management levels. To determine the relationship between managers' locus of control and their moral reasoning ability, this study considered three independent variables: reported organizational ethical climate, locus of control, and selected demographic and institutional variables. For a (...) foundation, this researcher relied on Kohlberg's theory of moral development, Victor and Cullen's ethical work climate theory, and Rotter's theory of internal—external locus of control (which evolved from Carl Jung). The short form of Rest's DIT instrument measured the moral reasoning abilities of the participants. The selected demographic and institutional variables (age, work tenure, education, gender, management level and industry category) provided the useful information to investigate these relationships of moral reasoning ability of individual managers. A survey questionnaire was sent to 400 managerial and executive level employees at a random sample of Fortune 500 firms throughout the United States: Dun and Bradstreet provided the researcher with a proportional stratified random sample of these 400 managerial and executive level employees at a variety of organizations. Interestingly, women in this study exhibited slightly higher (more external) mean I—E scores and (more principled) higher mean “P” score than men. While both of these results were anticipated, neither was significant. However, one major finding of this study was the statistically significant relationship between age and perceived organizational ethical climate types (Caring, Law and Code, Rule, Instrument, and Independence). Another major finding revealed a statistically significant relationship between management levels and organizational ethical climate. (shrink)

The article suggests that in a modern context, where value pluralism is a prevailing and possibly, even ethically desirable interaction condition, institutional economics provides a more viable business ethics than behavioural business ethics, such as Kantianism or religious ethics. The article explains how the institutional economic approach to business ethics analyses morality with regard to an interaction process, and favours non-behavioural, situational intervention with incentive structures and with capital exchange. The article argues that (...) this approach may have to be prioritised over behavioural business ethics, which tends to analyse morality at the level of the individual and favours behavioural intervention with the individual’s value, norm and belief system, e.g. through ethical pedagogy, communicative techniques, etc. Quaker ethics is taken as an example of behavioural ethics. The article concludes that through the conceptual grounding of behavioural ethics in the economic approach, theoretical and practical limitations of behavioural ethics, as encountered in a modern context, can be relaxed. Probably only then can behavioural ethics still contribute to raising moral standards in interactions amongst the members (stakeholders) of a single firm, and equally, amongst (the stakeholders of) different firms. (shrink)

In light of the continued erosion of business ethics in America, the ongoing question is what are the nation's business schools doing to prepare ethically responsible future leaders of industry and government? This paper reports the findings of a survey mailed to every program accredited by the American Assembly of Collegiate Schools of Business. The curriculum treatment of business ethics is identified at the undergraduate and the graduate levels in public as well as in (...) private colleges and universities. In addition, the paper presents the status (required versus elective), credits, and enrollment patterns associated with institutions offering a special course whose primary focus is the ethical or moral component of business decisions. Depending on one's perspective, the results range from encouraging to disappointing and suggest that more can and should be done within the curriculum of American post-secondary higher education. (shrink)

Oceania is a diverse region consisting of 29 countries, all of which are islands; its total population is approximately 379 million people. Business Ethics is firmly established as an academic field in the region’s two OECD countries, Australia and New Zealand, and in Singapore, is still developing in a dozen other countries, but no development at all has been found in half of the region’s countries, including each of those that has no higher education institutions. A major task (...) for Business Ethics in this region is to seed the development of the field in countries in which development has not yet begun, and to assist development where it is nascent. The key change to the focus of academic business ethics in this region over the past 15 years has been a shift in focus from the organisation and its employees, to business’ impact on the natural environment and external stakeholders. (shrink)

In recent years there have been ever-growing concerns regarding environmental decline, causing some companies to focus on the implementation of environmentally friendly supply, production and distribution systems. Such concern may stem either from the set of beliefs and values of the company’s management or from certain pressure exerted by the market – consumers and institutions – in the belief that an environmentally respectful management policy will contribute to the transmission of a positive image of the company and its products. Sometimes, (...) however, ethics and market rules are not enough to deal with this situation and specific laws must be considered. This is the case when companies base their activity on the ‹ethics of self-interest’ concentrating their efforts on projecting an adequate image – e.g. environmental respect – rather than fundamentally behaving in environmentally respectful ways. This article, taking as reference the SME context, discusses the reasons for implementing environmentally friendly systems. Both ethics and business seem to be relevant and, therefore, a certain balance between market and interventionism seems to be necessary. (shrink)

This paper reports the findings of a survey of business deans from AACSB International member universities to determine attitudes regarding the teaching ofbusiness ethics in schools of business.

Although family business comprises the majority of global business, it is significantly under-researched. Yet it is considered to have unique ethical values compared to non-family corporations. This is attributable to its family orientation. Therefore, it is worthwhile to identify and define dominant family business ethics values. The authors compare a sample of the U.S. family business, U.S. corporate entities, and international family business mission statements for frequency of ethics values. The data reveals three (...) primary findings: (1) generally, the U.S. family business expressed a higher frequency of ethical values than its non-family corporate and international counterpart, (2) U.S. family business has a strong lead in “integrity” and “honesty” whereas international family business leads in “environmentalism,” “globalism,” and “social responsibility,” and (3) generally, the frequency of ethics values for all family business globally has increased over time. The family business mission statement continues to provide ethical direction for the majority of global business. The emerging family business values identified in our sample will further impact global business success and promote ethical sustainability world-wide. (shrink)

The present survey was voluntarily and anonymously completed by 2,196 students enrolled in business courses at the University of Southern Mississippi. The intent of the survey was to determine whether or not age or gender played a role in a person''s perception of proper ethical conduct.The findings suggests that gender is a significant factor in the determination of ethical conduct and that females are more ethical than males in their perception of business ethical situations.

Ethical leadership in any organisation is expected to come from the top. With business leaders taking a real stand on ethics, it is imperative that business schools instil strong values into their students. Deans of business schools must exhibit these ethical values to provide an example for faculty, students and staff to emulate. This study is an investigation of the ethical values of deans and associate deans in ten business schools in Canada. The results (...) portray the ethical inclination of business school leaders even with substantial monetary gains to be made. The moral climate as a result is discussed to provide further insight into the implications of the ethical values of these deans. Results indicate that although deans in Canadian business schools generally frown upon unethical behaviour, there are some fuzzy instances that still lead to questionable decisions and inconsistencies across the group. (shrink)

The purpose of this paper is to explore job performance, mergers and acquisitions (M&A) from an ethical perceptive. A great number of studies have extensively discussed the link between M&A and performance; however, most focused on the financial functions and strategy selections. Although ethical issues emerge in the M&A process, it is a less studied area. This study adopted the structural equation modeling approach to empirically test our hypotheses. Based on 264 samples from financial companies, data analyses indicated that (...) ethical conduct in M&A is significantly correlated with employee job performance. Ensuring employment security and caring practices can significantly explain organizational commitment. Organizational commitment also plays a significant mediating role between a company’s ethical conduct and employee job performance. Managerial implications are also provided. (shrink)

Influential or frequently cited business ethics research does not appear in a vacuum; our study reveals its predominant sources and contributors by discipline. By examining citations from articles published in three top business ethics journals (Journal of Business Ethics, Business Ethics Quarterly and Business Ethics: A European Review) over the period 2004–2008, we document that the preponderance of influential business ethics research comes primarily from the management faculty. (...) In addition, management journals and management books are the predominant sources for influential business ethics research. Further, among the management fields, organizational behavior and organizational structure predominate leadership and strategy as the major subject areas for influential business ethics research, suggesting that this influential body of research is focused on a micro rather than on a macro context. These empirical results lend credence to the perception that there is a silo effect in influential business ethics research and suggest that business ethics research in a micro context might have permeated to the teaching of business ethics. (shrink)

A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South (...) Australia as part of the undergraduate management degree in Australia, Singapore and Hong Kong. As a result of student and teaching staff responses, and course evaluations, the course design, teaching and assessment has moved steadily toward an aim which explicitly refers to behaviour, without losing the significant conceptual base. Ways in which opportunities can be provided to enhance the development of a reflective capability are considered, including narrative, role models, ethical reflection, journal-keeping and practice. The changes required a change in assessment practice. The difficulties of assessing intention and commitment to ethical action, whether in an individual course or across the curriculum, are discussed. (shrink)

This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material. Results on a variety of perceptual and attitudinal measures are compared across three groups of students — one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion (...) pertaining to business ethics. Results showed some significant differences across the three groups and demonstrated that for a single lecture, the method used to teach ethics can differentially impact ethical attitudes and perceptions. Various demographic and background variables did not moderate the relationship between the teaching method and the dependent variables, but the sex of the student was strongly associated with the ethical attitude and perception measures. (shrink)

Within a supportive learning environment, dialogue can allow for the identification and testing of assumptions and tacit beliefs. It can also illustrate the inadequacies in superficial thinking about ethical problems. Internal dialogue allows us to examine our beliefs, and to prepare and evaluate arguments. Each of these elements is important in the study of business ethics. This paper outlines one teaching technique based on Socratic dialogue, and shows how it can be applied to develop business (...) students' thinking about ethics. After justifying the suitability of this technique, and detailing its key elements, the paper offers for consideration an illustration of how the technique may be applied in a classroom setting, using structured role play. The paper concludes with a teaching agenda, offering suggestions for how this technique can be applied to teaching business ethics in an undergraduate, or postgraduate module, where it can examine language, structures and practices. (shrink)

Engineering, as a profession and business, is at the sharp end of the ethical practice. Far from being a bolt on extra to the ‘real work’ of the engineer it is at the heart of how he or she relates to the many different stakeholders in the engineering project. Engineering, Business and Professional Ethics highlights the ethical dimension of engineering and shows how values and responsibility relate to everyday practice. Looking at the underlying value systems that inform (...) practical thinking the book offers a framework for ethical decision-making. Covering global corporate responsibility to the increasing concern for the environment within the engineering business, the book offers ways in which value conflict can be handled. Integrating practice, value and diversity the book helps to prepare the engineer for the ethical challenges of the 21st century. This book is essential reading for all students on courses accredited by the Engineering Council e.g. Civil, Chemical, Mechanical and Environmental Engineering who need to be aware of ethics. Also of interest to practicing engineers and professionals such as Sustainability Managers and Community Workers involved in engineering projects. The authors have worked together in the area of engineering, professional and business ethics for many years and are all members of the National Centre for Applied Ethics at the University of Leeds. •Integrates ethical considerations into everyday decision-making •Shows how to review and overcome professional ethical problems •Practical case studies and examples throughout. (shrink)

In this lively undergraduate textbook, Kevin Gibson explores the relationship between ethics and the world of business, and how we can serve the interests of both. He builds a philosophical groundwork that can be applied to a wide range of issues in ethics and business, and shows readers how to assess dilemmas critically and work to resolve them on a principled basis. Using case studies drawn from around the world, he examines topics including stakeholder responsibilities, sustainability, (...) corporate social responsibility, and women and business. Because business can no longer be isolated from its effects on communities and the environment, these concerns are brought to the forefront. The book also captures the dynamic nature of business ethics in the era of globalization where jobs can be outsourced, products are made of components from scores of countries and sweatshops often provide the cheap goods the public demands. (shrink)

New standards adopted by the Association to Advance Collegiate Schools of Business International (AACSB) stress business curriculum-wide learning objectives, of which ethics is a critical part. “Knowledge and skills” in ethical responsibilities are required as part of institutionalaccreditation. An exploratory study offers insight into ethics integration, perceived comfort in teaching ethics, and methods used. The main tension presented balances calls for ethics across business curricula with the assertion that ethics instruction, (...) in the hands of an untrained professor, may do more damage than good. Results suggest that while faculty include ethics in their courses, only slightly more than half have received some kind of ethics training. We also explore ethics pedagogies and found differences between methods respondents used in the classroom and desired learning methods for themselves. We offer insights about and possible explanations for the gaps we found in our study, contextualizing them in new literature. We finish with a brief discussion of how our findings impact accreditation assessment. (shrink)

The topic of the article is how moral development theory can enlighten the understanding of ethical behaviour in business. It discusses previous research on the subject, and reports an empirical study of academics (engineers and business economists with a master degree) working in the private sector in Norway.Moral development theory is based on a long research tradition, and many researchers within business ethics have assumed the importance of moral reasoning in business environments. However, the (...) truth of these assumptions has not been confirmed by previous empirical research. (shrink)

This research article analyses the influence of micro-enterprise (ME) managers’ perception of their relationship to their environment on the nature of their ethics. We carried out a survey with the head managers of 125 French MEs, providing a large set of primary data. Two types of variables were defined: (1) variables related to the nature and intensity of the relationships between ME managers and their social environment, and (2) variables related to the ethical framework that the managers used. The (...) results of univariate and bivariate analyses show significant statistical relationships between the variables that indicated perceived embeddedness in the community and ethical variables. This result underlines the idea that “communities of ethics” may have an important influence in MEs. (shrink)

The construct of Cognitive Moral Development (CMD) has drawn much attention in the study of business ethics for over two decades. The Defining Issues Test (DIT) has made a significant contribution to the literature as an easy-to-administer CMD instrument, and the Moral Judgment Test (MJT), an alternative scale, has also been used widely especially in Europe. The two scales differ in their approaches to measuring CMD, focusing on stage preference (DIT) and stage consistency (MJT), yet empirical comparisons (...) have been scarce. The present research empirically compares the two scales in terms of their correspondence with ethical ideology as a reference scale, and it demonstrates a clear distinction between the DIT and the MJT. Although they both aim to measure CMD, their dissimilar approaches lead to distinctly different implications. (shrink)

This paper explores the relationship between organizational size, structure and the strength of organization members'' ethical predispositions. It is hypothesized that individuals in smaller, more flexible, organic organizations will display stronger ethical predispositions. Survey results from 209 individuals across eleven organizations indicate that contrary to expectations, larger, more rigid, mechanistic structures were associated with higher levels of ethical formalism and utilitarianism. Implications of these findings are discussed.

This latest book in the Ruffin Series in Business Ethics is the first work to analyze the significance of gender in the ethical management of business organizations. Scholars from the fields of business ethics and women's studies come together in this book to offer fresh new perspectives on business ethics. The contributors examine the value of feminist theory and scholarship for business ethics, and from this examination four overarching themes emerge. The (...) first theme is that corporations are socially constructed organizations that assume, in their practice and ideology, that men are the standard of measurement. Secondly, this work highlights the power of feminist critiques to bring gender into focus as a central organizing principle of economic life. The third theme explores the existence of "frames," unexamined habits of mind that are taken for granted and prevent alternative ways of thinking, especially about the role of women at the periphery of organizations. The fourth theme is that business ethics itself has been feminized in its subordinate position relative to the dominant fields in the hierarchy of business management, such as finance and strategy. Women's Studies and Business Ethics brings together some of the most important thinkers on organizations and gender issues today. The confluence of experts in these hitherto disparate fields, and the rich and lively dialogue it produces, results in a book that will be fascinating reading for scholars, students, and professionals involved in all aspects of business and management. (shrink)

Business, Institutions, and Ethics: A Text with Cases and Readings is the first text to use the analysis of social institutions to examine business ethics. It explains fundamental concepts in ethics and how to apply them to business and economics. The author shows how social institutions are constituted by an integrated set of ethical, economic, and legal principles, and then uses these principles to study the ethics of commerce at the individual, organizational, (...) and market levels. This unique work features thirty-four cases and articles that are organized into economic categories, providing a conceptual unity and flexibility not found in similar texts. The first half of the text focuses on theory, beginning with a case study that illustrates and unifies the theoretical discussions that follow. It examines market institutions, organizational structure, and individual decision making; interprets moral development as a process within institutional settings; and explains egoism, care, utilitarianism, right, and pluralistic ethical theories. It also discusses how economic analyses of markets and firms incorporate ethical principles, and argues that law reinforces ethical and economic aspects of social institutions important to the continued existence and well-being of society. The second half of the text consists of cases and articles organized by the economic categories of property, risk-reward relationships, information, and competition. Topics covered include corporate control, workplace dangers, marketing, and manufacturing relocation. Applicable in both business schools and philosophy departments, Business, Institutions, and Ethics shows how ethical principles can help us gather, sort, and interpret information necessary for making sound business decisions. Ideal for courses in business ethics and business and society, it is also a valuable reference for business professionals and philosophers. (shrink)

This is the first study of business ethics to take into consideration the plethora of issues raised by the Information Age.

Abstract Widespread cheating among business students has been a great concern for educators and business managers in the West, but this issue is largely unexamined in Eastern cultures. This study explores the relationship between cheating at school and cheating in the real world in an international context by investigating Chinese business students’ perception of ethicality and practicality of common business practice. The results show that many Chinese students have engaged in academic dishonesty at school. It (...) was further found that Chinese students have a good understanding of what constitutes ethical behaviors in the real business world and the need for such behaviors. They also believe that business people fail to act in an ethical manner, yet they are unwilling to compromise their ethical standards in order to get ahead in their future career, except when they have a strong need for competitive success. The findings show that Chinese business students view the ethicality of an action as being more important than its practicality in the real business world even though they hold a completely opposite view in their classrooms. Concern arises when self-centered values like competitive success become more accepted in modern Chinese society. Content Type Journal Article Category Original Paper Pages 1-14 DOI 10.1007/s13520-011-0012-2 Authors Zhenzhong Ma, Odette School of Business, University of Windsor, 401 Sunset Ave, Windsor, ON, Canada N9B 3P4 Journal Asian Journal of Business Ethics Online ISSN 2210-6731 Print ISSN 2210-6723. (shrink)

This text provides an introduction to some of the major challenges facing anyone concerned with standards of behaviour in organizations. It starts from a consideration of the resources provided by philosophical ethics and moves on to consider the challenges inherent in working in a competitive business environment.

Ethics and the University brings together the practice of ethics in the university (academic ethics) and the teaching of practical or applied ethics in the university. The book offers an explanation of practical ethics' recent emergence as a university subject, discusses research ethics, and explores the teaching of practical ethics, including sexual ethics. Michael Davis situates the subject of ethics within the university into a wider social and historical context (...) that will be helpful in sorting out the complex issues. (shrink)

This essay was written for the 1984 General Motors Intercollegiate Business Understanding Program. It consists of three sections, each responding to a separate issue posed by General Motors. The opinions expressed are not those of the General Motors management.The first section attempts to document, through the use of Harvard Business Review articles, a shift in the notion of managerial responsibility from a narrowly focused role responsibility to a more widely focused moral responsibility.

The present study examined how ethical beliefs and external factors affecting ethical beliefs are related to age and gender of business professionals. The results indicated that business professionals in the younger age group exhibited a lower standard of ethical beliefs. In the younger age groups, the females demonstrated a higher level of ethical beliefs, while in the older age group, the results suggested that the males had a slightly higher level of ethical beliefs. With regards to the (...) influence of external factors on ethical beliefs, the results yielded a significant interaction between age and gender. The younger age groups, males in particular, were more susceptible to external factors. People at home had the most influence on beliefs about ethics, while the individual''s supervisor had the least impact. The results were discussed in terms of theories of moral development. (shrink)

The aim of this work is to analyse the effect of gender and ethical training received on the sensitivity of university teachers towards the inclusion of ethics in graduate business studies. To this end, a study has been carried out that uses four ethical sensitivity indicators for teachers: their opinion about the need to include ethics in the world of business, their opinion about the need to include ethics in University education involving business (...) studies, the current integration of ethics by teachers in the subjects they teach, and whether they intend to increase the time set aside for ethics in those subjects in the future. Results suggest that the ethical training received by teachers has a significant influence on their sensitivity towards the inclusion of ethics in graduate studies and the introduction of ethical aspects in their classes. Conversely, the results do not enable us to draw the conclusion that gender is a significant variable in terms of sensitivity towards the inclusion of ethics in the university education of business students. This work is of special relevance because it adds to the extremely limited amount of literature available on variables that may explain the attitude of teachers towards the integration of ethics in higher education, by supporting the thesis defended by many authors of the positive effect of ethical training on an improvement in sensitivity and ethical judgement. (shrink)

Businesses that produce bioscience products—gene tests and therapies, pharmaceuticals, vaccines, and medical devices—are regularly confronted with ethical issues concerning these technologies. Conflicts exist between those who support advancements in bioscience and those who fear the consequences of unfettered scientific license. As the debate surrounding bioscience grows, it will be increasingly important for business managers to consider the larger consequences of their work. This groundbreaking book follows industry research, development, and marketing of medical and bioscience products across a variety of (...) fields, including biotechnology, pharmaceuticals, and bio-agriculture. Compelling and current case studies highlight the ethical decisions business managers frequently face. With the increasing visibility and public expectation placed on businesses in this sector, managers need to understand the ethical and social issues. This book addresses that need and provides a framework for incorporating ethical analysis in business decision making. (shrink)

By deliberately placing ethics under the category of communication, Kierkegaard intended to show that it is like no other science. He distinguished betweendirect communication and indirect communication. Direct communication concerns objectivity and knowledge; indirect communication, on the other hand, has to do with subjectivity (“becoming-subject”). In this paper, the author presents Kierkegaard’s philosophy of communication and ethics with special emphasis on his irony and pseudonymous authorship. He also examines the possibility of a discourse in business ethics, (...) focusing on the educational perspective. He discusses Kierkegaard’s aspects of communication—the communicator, the receiver, and the object—with particular reference to applied ethics. He argues that the Kierkegaardian notion of indirect communication can contribute to renewing business ethics teaching—which in his view is more art than science—in two important ways: (1) when the ethics teacher changes his position in the teacher/learner relationship; and (2) when the relationship between communicator/receiver is strengthened at the expense of the object. (shrink)

This essential business ethics text touches on many themes important to future leaders of business. Broad in its scope, the book presents the business aspects of philosophy, law, politics, government policy, and education. The material is designed to heighten the reader's sensitivity to the moral domain existing in business. As the culture of American "big business" has clouded the view of society towards business professionals, Ethics, Law, and Business realizes a need (...) to prepare business students for leadership roles in the communities, as well as in business. This text discusses the basics of free speech, violence, affirmative action, and public education. Filling an important gap, this textbook presents imminently readable information on several business topics. In the past, there was not one or even any combination of books that provided the necessary coverage in a usable format. This book is appropriate for a semester course on business ethics in any graduate or undergraduate program. This textbook will be accompanied by an Instructor's Manual written by Wines and Nancy L. Bodie, Boise State University. It will feature PowerPoint slides, discussion problems, test items, and teaching suggestions. (shrink)

Like politics, all ethics is local. The key to understanding the most difficult ethical issues is in the relationships of neighbors. Consequently, in studying and teaching business ethics, we rightly begin with the micro-setting of the neighborhood and work outward and upward in complexity and challenge. The author has found the operations of a small, imaginary pizzeria on his real street an ideal (in both senses) entry to all the issues of hiring, liability, environment and so (...) on. The method of proceeding is Socratic inasmuch as it proceeds by conversation and takes for granted an elemental understanding on the part of all conversants. It is Cartesian inasmuch as it moves carefully from the simple situations to the most intricate organizational puzzles without ever forgetting the insights garnered at the outset. (shrink)

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an (...) analysis of these materials. We find that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics. (shrink)

This paper builds on a number of ideas concerning the nature, management and representation in case studies, of moral issues and dilemmas as experienced by people in organisations. Drawing on some cases used in teaching business ethics, and utilising a checklist of questions derived from the more general theoretical analysis, suggestions are offered regarding the contributions which such cases can make in developing students' understanding and potential for performative competence in real life situations. The distinction between issues (...) and dilemmas is emphasised, and different types of issue are identified. The status of self-interest as an issue, and as contributory to personal dilemmas, is given particular attention. The paper also addresses the distinction between cognitive and non-cognitive attributes required by individuals if they are to deal with such situations. Within the cognitive category attention is paid to the contribution of ethical and other theory, and to the need for moral imagination and judgement. (shrink)

This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine (...) the effectiveness of these methods, moral judgment competence levels for undergraduate and graduate students from three institutions were measured and compared based upon the pedagogical method used in a business class. Significant differences were found for moral reasoning and moral competence scores depending on the method used for ethics instruction. Students in classes with more highly integrated ethics coverage scored higher in moral reasoning and moral competence. (shrink)

The study explored the contribution of a business ethics course at Nkumba University, Uganda to the readiness of MBA students to manage enterprises ethically. A purposely designed questionnaire was distributed to 42 students who had completed the course. The major finding was that these MBA students had 30% readiness to manage ethically. To establish whether this readiness was a function of the business ethics course, a path analysis was done to develop a hypothesised model. This (...) model revealed that the readiness of 87% of the MBA students to manage ethically was dependent upon participation in a business ethics course. (shrink)

Introduction -- Ethical preliminaries -- Economics -- Justice -- Business ethics -- Conclusion.

This third edition offers increased coverage of sustainability and more chances for illustration and discussion of ethics in the messy day to day practicalities ...

Sustainability informs the framework for a seminar that we teach for junior and senior undergraduates entitled "The Ethics and Economics of Sustainable Societies." One of the class requirements has each student research and write a life-cycle case study, an exercise in which they trace the full, or partial, life-cycle of some product with which they are familiar. Students are expected to examine the economic, ethical, and ecological implications along each step in the life-cycle of the product. We believe (...) that life-cycle cases in general are very helpful in revealing the full economic, ethical, and ecological consequences of product development, marketing, use, and disposal. We also believe that asking students to research the product themselves provides additional pedagogical benefits. After a brief review of the philosophical case for our alternative view of corporate social responsibility, we will describe the life-cycle case method, offer several examples from our own classes, and make the case for the pedagogical benefits of this approach. (shrink)

This paper reports the results of a pilot study of differences in ethical evaluations between business faculty and students at a Southern university. Data were collected from 137 business students (46 freshmen and 67 seniors) and 34 business faculty members. Significant differences were found in 7 of the 30 situations between freshmen and faculty and four situations between seniors and faculty. When the combined means for each group were tested, there was no significant difference in the (...) means at the 0.05 level of significance. A trend was revealed, however, in that the majority of the time faculty members were the most ethically oriented followed by seniors and then freshmen. (shrink)

This paper takes a critical look at the empirical studies assessing the effectiveness of teaching courses in business and society and business ethics. It is generally found that students' ethical awareness or reasoning skills improve after taking the courses, yet this improvement appears to be short-lived. The generalizability of these findings is limited due to the lack of extensive empirical research and the inconsistencies in research design, empirical measures, and statistical analysis across studies. Thus, recommendations are (...) presented and discussed for improving the generalizability and sophistication of future research efforts in this area. (shrink)

Transparency in business and society is one of the challenges raised in the encyclical Caritas in Veritate by Benedict XVI. This paper focuses on the issue by extending the literature on business ethics, corporate social responsibility, and corporate transparency in two dimensions. First, it reviews the understanding and framing of the transparency issue in Caritas in Veritate and in a selection of relevant Catholic Social Teaching (CST) publications. Second, this paper provides normative indications for corporate transparency (...) decisions which reflect four permanent principles of CST, that is, the common good, solidarity, subsidiarity, and respect for the human being. Inasmuch as human beings are worthy of love for their own sakes, the dimension of gift should always be present in relationships among them. This paper also provides insights for further studies on corporate transparency and the impact of religion on business ethics and corporate social responsibility. (shrink)

Business ethics has been described as a prime academic growth industry. This paper reports the findings of a survey aimed at establishing the status of ethics in the curricula of Canadian Schools of Management and Administrative Studies. It was found that twenty-three of the forty-two responding schools offer courses in business ethics and that they offer a total of twenty-five ethics courses, twenty of which are offered as electives. Forty-two percent of the schools not (...) offering a course in business ethics plan to offer such a course by 1989. This means that by 1989 seventy-four percent of the responding schools should have a business ethics component in their curricula. (shrink)

We live in a 'bimoral' society, in which people govern their lives by two contrasting sets of principles. On the one hand there are the principles associated with traditional morality. Although these allow a modicum of self-interest, their emphasis is on our duties and obligations to others: to treat people honestly and with respect, to treat them fairly and without prejudice, to help and are for them when needed, and ultimately, to put their needs above their own. On the other (...) hand there are the principles associated with the entrepreneurial self-interest. These also impose obligations, but of a much more limited kind. Their emphasis is competitive rather than cooperative: to advance our own interests rather than to meet the needs of others. Both sets of principles have always been present in society but in recent years, traditional moral authorities have lost much of their force and the morality of self-interest has acquired a much greater social legitimacy, over a much wider field of behavior, than ever before. The result of this is that in many situations it is no longer at all apparent which set of principles should take precedence. In this book, John Hendry traces the cultural and historical origins of the 'bimoral' society have also led to new, more flexible forms of organizing, which have released people's entrepreneurial energies and significantly enhanced the creative capacities of business. Working within these organizations, however is fraught with moral tensions as obligations and self-interest conflict and managers are pulled in all sorts of different directions. Managing them successfully poses major new challenges of leadership, and 'moral' management, as the technical problem-solving that previously characterized managerial work is increasingly accomplished by technology and market mechanisms. The key role of management becomes the political and moral one of determining purposes and priorities, reconciling divergent interests, and nurturing trust in interpersonal relationships. Exploring these tensions and challenges, Hendry identifies new issues of contemporary management and puts recognized issues into context. He also explores the challenges posed for a post-traditional society as it seeks to regulate and govern an increasingly powerful and global business sector. (shrink)

This article analyzes the impact of the rights-oriented business ethics course on student's ethical orientation. This approach, which is predominant in business schools, excludes the care-oriented approach used by a majority of women as well as some men and minorities. The results of this study showed that although students did not shift significantly in their ethical orientation, a majority of the men and an even greater majority of the women were care-oriented before and after a course (...) in business ethics. If business schools are to address society's increasing diversity then the perspective of women and others who are care-oriented must be assimilated into the curriculum. This can only be done by rethinking how the business ethics course (and the entire business curriculum) are taught to include a care-oriented approach. (shrink)

Religion is an important cultural and individual difference variable. Yet, despite its obvious importance in consumers’ lives, religion in the United States has been under-researched. This study addresses that gap in the literature and investigates the influence of consumer religion in the buyer–seller dyad. Specifically, this study examines the influence of consumer religious commitment and a Christian consumer’s conservative beliefs in the United States on store loyalty when retailers make business decisions which are potentially reli- gious objectionable. (...) This study uses structural equation modeling and applies Anderson and Gerbing’s (Psychol Bull 103(3):411–423, 1988 ) two-step approach to exam- ine data obtained from a national sample of 531 consumers. The results from this study suggest that consumers evaluate seller’s actions and form ethical judgments. These judgments are a major explanatory variable in consumer store loyalty intentions. (shrink)

Classroom cases and decision making models used in the teaching of business ethics may be inconsistent with the actual needs of practicing manager students. Three summary cases written by practicing manager students are included in this paper as well as evidence that concerns a focus more on interpersonal dilemmas rather than top management decisions. As well, the relevancy of philosophical perspectives of ethical decision models is questioned. More practical, hands-on models for ethical decisions are provided. Finally, conclusions (...) of relevancy for the field are drawn. (shrink)

Business ethics, which grew out of religion's interest in ethics in business and management education's concern with social issues, has become an interdisciplinary academic field. Thus far it has centered on teaching undergraduates. The easy work has now been done and the field has reached a plateau. To develop further it requires development on the MBA level, high quality research on new questions, positive models, better interdisciplinary integration, and attention to international business. Ultimately the (...) field will stand or fall on the quality of research those in it produce. (shrink)

Business Ethics is designed to serve as a textbook for first year students of MBA and diploma students of management courses. The book provides a deep insight into the crucial role played by ethical choices in managerial decision making within an organization as well as the impact of such decisions on the world at large. Starting with a broad overview of the meaning and scope of ethics and the development of ethical thought, the book puts forward the (...) applications of ethical standards to business areas such as corporate governance, marketing and brand management, advertising, and finance. The discussion shifts to a more human level with the various issues of workplace ethics as well as consumer rights. Special focus is given to ethical choices related to the environment, cyber space and criminal intimidation. Contemporary issues like corporate code of ethics, political correctness and the role played by NPO and NGO in upholding moral values are discussed in detail. Finally, several open-ended issues like Intellectual Property. The book follows a debate-based approach where both for and against views are presented, followed by concept analysis and logical deductions. This approach is well aided with a number of caselets, case studies and end chapter review questions. This book will also serve as a useful reference for BBA faculty and professionals. (shrink)

This study provides a general overview of contemporary business ethics research of the last 10 years (1997–2006) and discusses potential future research directions in business ethics based on the overview. Using citation and co-citation analysis, this study examined the citation data of journal articles, books, and other publications collected in the Social Sciences Citation Index (SSCI), wherein key research themes in business ethics studies in 1997–2006 and correlations between these themes were explored. (...) The results show that major research themes in business ethics have shifted in the last decade from research on ethical decision making and on the relationship between corporate social responsibility and corporate performance to research on stakeholder theory in business ethics and on the relationship between consumer behavior and corporate social responsibility. The results of this study help map the invisible network of knowledge production in business ethics research and provide important insights on future business ethics research. (shrink)

Debate exists as to the timing of student exposure to business ethics modules, and the degree to which business ethics education is integrated throughout business school curricula. The argument for an integrated model of business ethics education is well documented, however, such arguments do not stem from an empirical basis. Much of the debate about when and how business ethics should be taught rests on assumptions regarding the stage of moral awareness (...) of business students. The research reported here adds to this debate by attempting to empirically gauge students'' levels of moral awareness in order to explore the implications for the teaching of business ethics, specifically in terms of presenting the case for the importance of an integrated business ethics curriculum. (shrink)

In 1988 the Journal of Business Ethics published a paper by David Mathison entitled Business Ethics Cases and Decision Models: A Call for Relevancy in the Classroom. Mathison argued that the present methods of teaching business ethics may be inappropriate for MBA students. He believes that faculty are teaching at one decision-making level and that students are and will be functioning on another (lower) level. The purpose of this paper is to respond (...) to Mathison's arguments and offer support for the present methods and materials used to teach Master level ethics classes. The support includes suggested class discussion ideas and assignments. (shrink)

The main purpose of this study is to explore and map the intellectual structure of business ethics studies during 1997–2006 by analyzing 85,000 cited references of 3,059 articles from three business ethics related journals in SSCI and SCI databases. In this article, co-citation analysis and social network analysis techniques are used to research intellectual structure of the business ethics literature. We are able to identify the important publications and the influential scholars as well (...) as the correlations among these publications by analyzing citation and co-citation. Three factors emerged in this study are: (1) ethical/unethical decision making, (2) corporate governance and firm performance, and (3) ethical principles and code of conduct. (shrink)

The American Antitrust Institute, a Washington, D.C. think tank, recently completed a study that concludes that competition law and policy plays little if any role in business ethics courses taught in U.S. business schools. To fill this intellectual void, this article makes a case for the development of a business ethics sub-field of antitrust ethics that is synonymous with the ethics of competitive strategy. After reviewing Paine''s Five Principles of Positive Competition and (...) Boatright''s and Hendry''s views on the Moral Manager Model and Moral Market Model, the need for ethical decision-making in a dynamic, innovative environment is explained through a Federal Trade Commission antitrust case involving the Dell Computer Corporation. The author argues that the contributions of Paine, Boatright, and Hendry provide an initial foundation for further research concerning the moral theories, principles, and rules pertaining to antitrust ethics, especially as it pertains to dynamic competition and "fair and competitive" executive behavior. (shrink)

The study of decision making has multiple implications for business ethics. This paper outlines some commonly used frameworks for understanding choice in business. It characterises the dominant model for business decision making as rational choice theory (RCT) and contrasts this with a more recent, naturalistic theory of decision-making, image theory. The implications of using RCT and image theory to model decision making are discussed with reference to three ethical systems. RCT is shown to be consistent (...) with Utilitarian ethics, but not with Kantian or Virtue-based ethics. Image theory is shown to be consistent with each. The paper identifies a number of implications following from this analysis. (shrink)