Search results for 'Business forecasting Study and teaching' (try it on Scholar)

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  1. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  2.  5
    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  3.  5
    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.
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty (...)
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  4. E. F. Brattseva & P. Kovalev (2015). The Power of Case Study Method in Developing Academic Skills in Teaching Business English. Liberal Arts in Russiaроссийский Гуманитарный Журналrossijskij Gumanitarnyj Žurnalrossijskij Gumanitaryj Zhurnalrossiiskii Gumanitarnyi Zhurnal 4 (3):234.
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  5. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.
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  6.  15
    Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.
    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 ...
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  7. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..
     
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  8. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.
     
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  9. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  10. O. Ike (2011). Business Ethics as a Field of Teaching, Training and Research in West Africa. African Journal of Business Ethics 5 (2):89.
    Business Ethics as a field of teaching, training and research has appeared on the scene, as a panacea after several negative incidents of unethical global business practices, to offer sound principles and elucidate on the fact that the increase in corporate and individual corruption leads to a general decay of society. It is indeed in the interest of all to have a balanced society founded on business practices which are alongside other factors, ethical and therefore sustainable. (...)
     
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  11.  14
    Zucheng Zhou, Chiaki Nakano & Ben Nanfeng Luo (2011). Business Ethics as Field of Training, Teaching, and Research in East Asia. Journal of Business Ethics 104 (S1):19-27.
    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 (...)
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  12.  14
    Pezoa Bissières Álvaro & Riumalló Herl María Paz (2011). Survey of Teaching, Training, and Research in the Field of Economic and Business Ethics in Latin America. Journal of Business Ethics 104 (S1):43-50.
    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 (...)
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  13.  37
    Barbara A. Ritter (2006). Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students. Journal of Business Ethics 68 (2):153-164.
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not (...)
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  14.  43
    David E. Desplaces, David E. Melchar, Laura L. Beauvais & Susan M. Bosco (2007). The Impact of Business Education on Moral Judgment Competence: An Empirical Study. Journal of Business Ethics 74 (1):73-87.
    This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral (...)
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  15.  17
    LaRue Tone Hosmer (1999). Somebody Out There Doesn't Like Us: A Study of the Position and Respect of Business Ethics at Schools of Business Administration. Journal of Business Ethics 22 (2):91 - 106.
    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 Business Ethics (...)
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  16.  24
    Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.
    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 (...)
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  17.  24
    Scot Burton, Mark W. Johnston & Elizabeth J. Wilson (1991). An Experimental Assessment of Alternative Teaching Approaches for Introducing Business Ethics to Undergraduate Business Students. Journal of Business Ethics 10 (7):507 - 517.
    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 (...)
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  18.  14
    Johannes Brinkmann & Ann-Mari Henriksen (2008). Vocational Ethics as a Subspecialty of Business Ethics – Structuring a Research and Teaching Field. Journal of Business Ethics 81 (3):623 - 634.
    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 (...)
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  19.  5
    Gregorio Guitián (2015). Service as a Bridge Between Ethical Principles and Business Practice: A Catholic Social Teaching Perspective. Journal of Business Ethics 128 (1):59-72.
    This article presents the ethical concept of service as a way of specifying higher ethical principles in business practice. We set out from the work of a number of scholars who have found some shared ethical principles for doing business in a context of cultural diversity. Love, benevolence, consideration, and other related concepts are considered to be important guiding concepts for business but it is not clear how they are to be operationalized. We argue that the ethical (...)
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  20.  82
    Mohamed M. Ahmed, Kun Young Chung & John W. Eichenseher (2003). Business Students' Perception of Ethics and Moral Judgment: A Cross-Cultural Study. [REVIEW] Journal of Business Ethics 43 (1-2):89 - 102.
    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 (...)
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  21.  55
    T. Nguyen Nhung, Basuray M. Tom, P. Smith William, Kopka Donald & McCulloh Donald (2008). Moral Issues and Gender Differences in Ethical Judgment Using Reidenbach and Robin's (1990) Multidimensional Ethics Scale: Implications in Teaching of Business Ethics. Journal of Business Ethics 77 (4):417-430.
    In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin's [Journal of Business Ethics 9 639) multidimensional ethics scale . 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 (...)
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  22.  28
    Susanna Cahn & Victor Glass (2011). Teaching Business Ethics with Cases: The Effect of Personal Experience. Journal of Business Ethics Education 8 (1):7-12.
    As a final project for a business and society course, students presented analyses of ethical dilemmas in business settings; each dilemma was different, chosen either from the student’s personal business experience or from a recent business news event. Students identified multiple decision criteria relevant to the dilemma and then recommended a decision, reflecting a prioritizing of the multiple decision criteria. The goal of this research was to learn whether personal experience led to different decision priorities. Analyses (...)
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  23.  11
    Michelle Greenwood (2000). The Study of Business Ethics: A Case for Dr Seuss. Business Ethics 9 (3):155–162.
    This paper provides an example of how narrative literature can be used to teach management ethics within management education. The place of narrative literature in the study of organisations generally is considered, and it is suggested that such material can provide non‐traditional cases for teaching purposes. Dr. Seuss’s The Lorax is chosen as an example of a story with which students can empathise. The ‘case’ is analysed using an ethical decision‐making framework. As part of this analysis a number (...)
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  24.  13
    Linda L. Brennan & Robert D. Perkins (2012). Can Virtual Mentors Add Value to Business Ethics Education? A Case-Based Exploratory Study. Journal of Business Ethics Education 9:165-192.
    We examine the educational benefits of a virtual mentor program used to supplement classroom teaching of ethics, by connecting students with business practitioners through computer-mediated communications. Virtual mentoring can be a valuable and inexpensive way to extend the classroom lectures and discussion with real-world perspectives. In addition, it can serve additional purposes for students, such as learning how to develop a relationship with a mentor, and improving application of ethical concepts in practical situations. Is this potential realistic for (...)
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  25.  15
    Jeffrey Nesteruk & David T. Risser (1992). Teaching Ethics in Business Law Courses. In Joshua Laverson (ed.), Teaching Resource Bulletin, no. 2. American Bar Association (Commission on College and University Nonprofessional Legal Studies)
    The article begins with a view of recent developments in the discipline of business law. A model useful in the study of business ethics is presented. Business ethics is the philosophical examination of the body of values and conceptions that influence business decision making as well as being pervasive components of the social environment in which businesses operate. Our model is a four-part framework for approaching business ethics which is sensitive to its implications for (...)
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  26.  3
    Throstur Olaf Sigurjonsson, Audur Arna Arnardottir, Vlad Vaiman & Pall Rikhardsson (2015). Managers’ Views on Ethics Education in Business Schools: An Empirical Study. Journal of Business Ethics 130 (1):1-13.
    More and more scholars are expressing their apprehensions regarding the current state of management education. The increased number of corporate scandals has fueled their concerns that training students to have sound business ethics upon graduation has failed. Consequently, research is emerging that focuses on the lack of impact that business ethics teaching has had on students in recent years. Remarkably, the voice of managers has barely been heard in this area, even though they are the ones who (...)
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  27.  5
    Jennifer Jackson (1994). FOCUS: Coping with Scepticism: About the Philosopher's Role in Teaching Ethical Business. Business Ethics 3 (3):171–173.
    A philosopher looks at the scepticism of some of her colleagues about just what the study of ethics can contribute to ethical business, and argues that its main purpose is to help business people to engage in constructive ethical dialogue in society as well as in their corporation. The author is a regular contributor to this Review, and Director of the Centre for Business and Professional Ethics, University of Leeds, Leeds LS2 9JT.
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  28.  30
    Joseph R. DesJardins & Ernest Diedrich (2003). Learning What It Really Costs: Teaching Business Ethics with Life-Cycle Case Studies. [REVIEW] Journal of Business Ethics 48 (1):33-42.
    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 (...)
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  29.  31
    Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces (2010). Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence. Ethics and Education 5 (3):263 - 280.
    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 (...)
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  30.  8
    Mohammad J. Abdolmohammadi & M. Francis Reeves (2000). Effects of Education and Intervention on Business Students' Ethical Cognition: A Cross Sectional and Longitudinal Study. Teaching Business Ethics 4 (3):269-284.
  31. C. E. Huber (1979). The Promise and Perils of Business Ethics: A Resource for Curriculum Development. Association of American Colleges.
     
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  32.  4
    Victor E. Sower, Roger D. Abshire & Neil A. Shankman (1997). A Cross-Cultural Study of the Ethical Orientations of Senior-Level Business Students. Teaching Business Ethics 1 (4):379-397.
  33.  6
    Michael W. Small & Laurence Dickie (2003). Conjoining Ethical Theory and Practice: An Australian Study of Business, Accounting, and Police Service Organizations. Teaching Business Ethics 7 (4):379-393.
  34.  29
    Gael M. McDonald (2005). A Case Example: Integrating Ethics Into the Academic Business Curriculum. [REVIEW] Journal of Business Ethics 54 (4):371 - 384.
    This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the (...)
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  35.  59
    Ronald R. Sims & Edward L. Felton (2006). Designing and Delivering Business Ethics Teaching and Learning. Journal of Business Ethics 63 (3):297-312.
    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 (...)
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  36.  38
    Andrew V. Abela (2001). Profit and More: Catholic Social Teaching and the Purpose of the Firm. [REVIEW] Journal of Business Ethics 31 (2):107 - 116.
    The empirical findings in Collins and Porras'' study of visionary companies, Built to Last, and the normative claims about the purpose of the business firm in Centesimus Annus are found to be complementary in understanding the purpose of the business firm. A summary of the methodology and findings of Built to Lastand a short overview of Catholic Social Teaching are provided. It is shown that Centesimus Annus'' claim that the purpose of the firm is broader than (...)
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  37.  17
    Gedeon Josua Rossouw (2011). Business Ethics as Field of Teaching, Training and Research in Sub-Saharan Africa. Journal of Business Ethics 104 (S1):83-92.
    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 (...)
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  38.  8
    Carolyn Erdener (2011). Business Ethics as a Field of Teaching, Training, and Research in Central Asia. Journal of Business Ethics 104 (S1):7-18.
    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 (...)
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  39.  84
    Edward L. Felton & Ronald R. Sims (2005). Teaching Business Ethics: Targeted Outputs. Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching (...) ethics and when in the curriculum business ethics should be taught. (shrink)
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  40.  18
    Gedeon Josua Rossouw (2011). The Global Survey of Business Ethics as Field of Training, Teaching and Research: Objectives and Methodology. [REVIEW] Journal of Business Ethics 104 (S1):1-6.
    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 (...)
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  41.  15
    Jacob Dahl Rendtorff (2015). An Interactive Method for Teaching Business Ethics, Stakeholder Management and Corporate Social Responsibility. Journal of Business Ethics Education 12:93-106.
    This paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching ofcorporate social responsibility, stakeholder management and (...)
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  42. M. Mawa & J. Adams (2011). Business Ethics as Field of Teaching, Training and Research in East Africa. African Journal of Business Ethics 5 (2):66.
    The increase in corporate malfeasance has lead to a rising interest in Business Ethics in general and a particular focus on Business Ethics as an academic field, but the proliferation of Business Ethics as an academic field on a global scale is not yet as well known. This paper forms part of the global survey of Business Ethics that has been commissioned to gain a better understanding of the prevalence and scope of teaching, training and (...)
     
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  43. M. Smurthwaite (2011). Business Ethics as Field of Training, Teaching and Research in Southern Africa. African Journal of Business Ethics 5 (2):81.
    Few studies have been done on Business Ethics as field of training, teaching and research in Southern Africa. This article details the methodology and findings of the survey of Business Ethics in Southern Africa. Findings, among others, indicate the preferred terminology used to refer to the field of Business Ethics. It also shows that most expertise in the field is found in South Africa, centered mainly at the meso-economic level, with most research being done on CSR, (...)
     
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  44. L. Kagabo (2011). Business Ethics as Field of Training, Teaching and Research in Francophone Africa. African Journal of Business Ethics 5 (2):74.
    This article has been written within the framework of the Global Survey of Business Ethics 2010. It is seemingly the first attempt to investigate Business Ethics as academic field in Francophone Africa. After a discussion of methodological considerations, the article provides an overview of how Business Ethics is distributed in Francophone Africa. Even though, it is not well established in that part of Africa, some interesting data have been found in some countries like Burundi, Democratic Republic of (...)
     
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  45.  11
    Kristian Høyer Toft (2015). Teaching Business Ethics to Critical Students—Adopting the Stance of Political CSR. Journal of Business Ethics Education 12:77-92.
    This paper provides ways of responding to critical students when teaching business ethics and corporate social responsibility. A common premise of teaching pedagogy is to approach students from their “zone of proximal development”. To get an understanding of students’ critical prior conceptions, the ideal type of the “liberal communist” is invoked as suggestive of how students might think about business ethics and CSR. Two pedagogical approaches are suggested to address students’ a priori scepticism of business (...)
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  46.  5
    Alesia Slocum, Sylvia Rohlfer & Cesar Gonzalez-Canton (2013). Teaching Business Ethics Through Strategically Integrated Micro-Insertions. Journal of Business Ethics 125 (1):1-14.
    This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding the (...)
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  47.  1
    Daniel Vázquez (2014). Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK. Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  48.  4
    Gedeon Josua Rossouw (2011). The State of Business Ethics as Field of Teaching, Training and Research in Sub-Saharan Africa. African Journal of Business Ethics 5 (2):96.
    This article provides a comparative summary of the findings of the survey of Business Ethics as field of Teaching, Training and Research across the four sub-regions in Sub-Saharan Africa (Western Africa, Southern Africa, Eastern Africa and Francophone Africa). The article 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 (...), 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 five 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)
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  49. Gj Rossouw (2011). The Sub-Sahara African Survey of Business Ethics as Field of Teaching, Training and Research. African Journal of Business Ethics 5 (2):61.
    This article introduces the Global Survey of Business Ethics as field of Teaching, Training and Research. For the purpose of the survey the world was divided into nine regions that cover all countries of the world. This special edition of the African Journal of Business Ethics only focuses on the findings of the Global Survey in one of the nine world regions, viz., Sub-Saharan Africa. This introductory article provides an overview of the Sub-Sahara African region and the (...)
     
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  50.  33
    Deborah C. Poff (2007). Duties Owed in Serving Students: The Importance of Teaching Moral Reasoning and Theories of Ethical Leadership in Educating Business Students. [REVIEW] Journal of Academic Ethics 5 (1):25-31.
    This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.
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