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.score: 138.0
     
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  2. 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:1-17.score: 120.0
    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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  3. Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.score: 105.0
    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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  4. Peter Hayward (2008). Developing Wisdom: How Foresight Develops in Individuals and Groups. Vdm Verlag Dr. Müller.score: 100.5
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  5. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..score: 93.0
     
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  6. Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.score: 93.0
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  7. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.score: 93.0
     
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  8. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.score: 93.0
     
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  9. 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.score: 90.0
    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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  10. Álvaro Pezoa Bissières & María Paz Riumalló Herl (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.score: 90.0
    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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  11. Álvaro Pezoa Bissières & María Paz Riumalló Herl (2011). Survey of Teaching, Training, and Research in the Field of Economic and Business Ethics in Latin America. Journal of Business Ethics 104 (1):43 - 50.score: 90.0
    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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  12. O. Ike (2011). Business Ethics as a Field of Teaching, Training and Research in West Africa. African Journal of Business Ethics 5 (2):89.score: 90.0
    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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  13. M. Smurthwaite (2011). Business Ethics as Field of Training, Teaching and Research in Southern Africa. African Journal of Business Ethics 5 (2):81.score: 80.0
    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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  14. Ronald R. Sims & Edward L. Felton (2006). Designing and Delivering Business Ethics Teaching and Learning. Journal of Business Ethics 63 (3):297 - 312.score: 78.0
    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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  15. Edward L. Felton & Ronald R. Sims (2005). Teaching Business Ethics: Targeted Outputs. [REVIEW] Journal of Business Ethics 60 (4):377 - 391.score: 75.0
    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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  16. 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. [REVIEW] Journal of Business Ethics 74 (1):73 - 87.score: 75.0
    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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  17. Nhung T. Nguyen, M. Tom Basuray, William P. Smith, Donald Kopka & Donald McCulloh (2008). Moral Issues and Gender Differences in Ethical Judgment Using Reidenbach and Robin's (1990) Multidimensional Ethics Scale: Implications in Teaching of Business Ethics. [REVIEW] Journal of Business Ethics 77 (4):417 - 430.score: 75.0
    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 (...)
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  18. 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.score: 75.0
    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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  19. 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.score: 75.0
    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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  20. Carolyn Erdener (2011). Business Ethics as a Field of Teaching, Training, and Research in Central Asia. Journal of Business Ethics 104 (S1):7-18.score: 75.0
    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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  21. 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.score: 75.0
    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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  22. L. Kagabo (2011). Business Ethics as Field of Training, Teaching and Research in Francophone Africa. African Journal of Business Ethics 5 (2):74.score: 75.0
    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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  23. 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.score: 75.0
    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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  24. Alesia Slocum, Sylvia Rohlfer & Cesar Gonzalez-Canton (2013). Teaching Business Ethics Through Strategically Integrated Micro-Insertions. Journal of Business Ethics:1-14.score: 75.0
    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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  25. [author unknown] (2011). The Sub-Sahara African Survey of Business Ethics as Field of Teaching, Training and Research. African Journal of Business Ethics 5 (2):61.score: 75.0
    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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  26. 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.score: 75.0
    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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  27. Donna Fletcher-Brown, Anthony F. Buono, Robert Frederick, Gregory Hall & Jahangir Sultan (2012). A Longitudinal Study of the Effectiveness of Business Ethics Education: Establishing the Baseline. [REVIEW] Journal of Academic Ethics 10 (1):45-56.score: 72.0
    This paper is the first phase of a longitudinal study of the class of 2014 on the effectiveness of ethics education at a business university. This phase of the project establishes the baseline attributes of incoming college freshmen with a pretest of the students’ ethical proclivity as measured by Defining Issues Test (DIT-2) scores. The relationship between the students’ ethical reasoning and their behavior in experimental stock trading sessions is then examined. In the trading simulations, randomly selected students (...)
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  28. 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.score: 72.0
    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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  29. 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.score: 72.0
    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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  30. Luc Van Liedekerke & Geert Demuijnck (2012). Business Ethics as a Field of Training, Teaching and Research in Europe. Journal of Business Ethics 104 (S1):29-41.score: 69.0
    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 (...)
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  31. Sarah B. Laditka & Margaret M. Houck (2006). Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management. [REVIEW] Journal of Business Ethics 64 (2):157 - 167.score: 66.0
    To prepare for ethically challenging situations in the workplace, it is useful for students to explore their attitudes toward ethical issues and their own value systems. An experiential assignment to teach ethics in business programs is presented. This method allows instructors to incorporate a “stand alone” assignment in ethics into a course that focuses on another area in management. The assignment, student-developed case studies of ethical situations in the workplace, requires students to develop individual case studies in ethics drawing (...)
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  32. Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.score: 66.0
    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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  33. 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.score: 66.0
    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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  34. 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.score: 66.0
    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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  35. 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.score: 66.0
    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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  36. Todd Bridgman (2010). Beyond the Manager's Moral Dilemma: Rethinking the 'Ideal-Type' Business Ethics Case. [REVIEW] Journal of Business Ethics 94 (2):311 - 322.score: 66.0
    Case teaching occupies a central place in the history of business education and in recognition of its significance, the Journal of Business Ethics recently created a new section for cases. Typically, business ethics cases are used to teach moral reasoning by exposing students to real-life situations which puts them in the position of a decision-maker faced with a moral dilemma. Drawing on a critical management studies' (CMS) critique of mainstream business ethics, this article argues that (...)
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  37. C. E. Huber (1979). The Promise and Perils of Business Ethics: A Resource for Curriculum Development. Association of American Colleges.score: 66.0
     
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  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.score: 63.0
    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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  39. Gael M. McDonald (2005). A Case Example: Integrating Ethics Into the Academic Business Curriculum. [REVIEW] Journal of Business Ethics 54 (4):371 - 384.score: 63.0
    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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  40. Jun Gu & Cristina Neesham (forthcoming). Moral Identity as Leverage Point in Teaching Business Ethics. Journal of Business Ethics.score: 63.0
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  41. Edward J. O'Boyle & Luca Sandonà (forthcoming). Teaching Business Ethics Through Popular Feature Films: An Experiential Approach. Journal of Business Ethics.score: 63.0
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  42. Mark C. Baetz & David J. Sharp (2004). Integrating Ethics Content Into the Core Business Curriculum: Do Core Teaching Materials Do the Job? [REVIEW] Journal of Business Ethics 51 (1):53-62.score: 62.0
    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 (...)
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  43. Antonino Vaccaro & Alejo José G. Sison (2011). Transparency in Business: The Perspective of Catholic Social Teaching and the “Caritas in Veritate”. [REVIEW] Journal of Business Ethics 100 (S1):17-27.score: 62.0
    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 (...)
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  44. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 60.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  45. 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.score: 57.0
    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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  46. Randi L. Sims & A. Ercan Gegez (2004). Attitudes Towards Business Ethics: A Five Nation Comparative Study. [REVIEW] Journal of Business Ethics 50 (3):253-265.score: 57.0
    Increasingly the business environment is tending toward a global economy. The current study compares the results of the Attitudes Towards Business Ethics Questionnaire (ATBEQ) reported in the literature for samples from the United States of America, Israel, Western Australia, and South Africa to a new sample (n = 125) from Turkey. The results indicate that while there are some shared views towards business ethics across countries, significant differences do exist between Turkey and each of the other (...)
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  47. Nelarine Cornelius, James Wallace & Rana Tassabehji (2007). An Analysis of Corporate Social Responsibility, Corporate Identity and Ethics Teaching in Business Schools. Journal of Business Ethics 76 (1):117 - 135.score: 57.0
    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 (...)
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  48. Christine Wanjiru Gichure (2006). Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa. Journal of Business Ethics 63 (1):39 - 52.score: 57.0
    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 (...)
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  49. Gael M. McDonald & Gabriel D. Donleavy (1995). Objections to the Teaching of Business Ethics. Journal of Business Ethics 14 (10):839 - 853.score: 57.0
    To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and (...)
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  50. Kam-hon Lee, Dennis P. McCann & MaryAnn Ching (2003). Christ and Business Culture: A Study of Christian Executives in Hong Kong. [REVIEW] Journal of Business Ethics 43 (1-2):103 - 110.score: 57.0
    Does Christian faith matter in business? If so, how does it affect the way executives handle managerial issues, especially the ones that are ethically controversial? This paper reports a study of Chinese Christian executives in Hong Kong. The researchers followed an approach known as the Critical Incident Technique and conducted in-depth interviews with 119 Chinese Christian executives over a two year period from 1999 to 2001. Each interview covered four broad areas consisting of the interviewee''s description of (...)
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