Search results for 'Ethics 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: 417.0
     
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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: 360.0
    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 development and (...)
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  3. S. Parsons, P. J. Barker & A. E. Armstrong (2001). The Teaching of Health Care Ethics to Students of Nursing in the UK: A Pilot Study. Nursing Ethics 8 (1):45-56.score: 333.0
    Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and (...)
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  4. Deni Elliott (2007). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Rowman & Littlefield Publishers.score: 318.0
    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.
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  5. Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.score: 318.0
    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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  6. 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: 288.0
    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 (...)
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  7. Michael J. Collins (ed.) (1983). Teaching Values and Ethics in College. Jossey-Bass.score: 282.0
     
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  8. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..score: 282.0
     
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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.score: 282.0
     
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  10. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.score: 282.0
     
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  11. 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: 279.0
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  12. 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: 270.0
    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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  13. 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: 270.0
    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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  14. 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: 270.0
    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. This article (...)
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  15. 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: 270.0
    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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  16. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 270.0
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  17. 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: 253.0
    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 (...) drawing on their workplace experiences to illustrate ethical principles. The assignment requires students to describe an ethical situation they encountered in the workplace, their relevant value systems, sources of information consulted, their role in the organization, and how they resolved the ethical situation, considering how their experiences since the time of the situation might influence analogous decision making today. To assess student learning, we used thematic analysis to evaluate the content of the case studies, and descriptive statistics to analyze responses to a post-assignment survey. Based on our analysis of the content of the case studies and student responses, this appears to be an effective learning tool to actively engage students in a consideration of, and discussion about, ethical issues in management, and to learn from the experiences of others. (shrink)
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  18. Cecilia Martell (2006). “Not a Source but a Re-Source”: The Ethics of Reading, Teaching, and Interpreting Beyond the Boundaries. [REVIEW] Journal of Academic Ethics 4 (1-4):101-122.score: 252.0
    Critical interest in Aboriginal and other non-mainstream works challenges established notions of literariness and canonicity, spilling over into the classroom and curriculum development, where instructors of various disciplines must make decisions about what they will teach, and how and why they will teach it. The ramifications of such decisions are multifaceted and often compounded by fear, raising concerns regarding the scope and the ways in which teachers or post-secondary instructors are accountable for the ethical treatment of texts by so-called minority (...)
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  19. Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.score: 252.0
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  20. S. Banks (2009). From Professional Ethics to Ethics in Professional Life: Implications for Learning, Teaching and Study. Ethics and Social Welfare 3 (1):55-63.score: 252.0
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  21. Christoph Flüeler (2008). Teaching Ethics at the University of Vienna : The Making of a Commentary at the Faculty of Arts (a Case Study). In István Pieter Bejczy (ed.), Virtue Ethics in the Middle Ages: Commentaries on Aristotle's Nicomachean Ethics, 1200 -1500. Brill.score: 252.0
     
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  22. 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: 249.0
    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 (...)
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  23. George Clarke Cox (1913). The Case Method in the Study and Teaching of Ethics. Journal of Philosophy, Psychology and Scientific Methods 10 (13):337-347.score: 243.0
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  24. Gaye Kyle (2008). Using Anonymized Reflection To Teach Ethics: A Pilot Study. Nursing Ethics 15 (1):6-16.score: 243.0
    Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a `Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of (...)
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  25. Timothy N. Atkinson (2008). Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses. Journal of Academic Ethics 6 (1):33-50.score: 240.0
    The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.
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  26. 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: 237.0
    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 (...)
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  27. Michael Davis (1999). Ethics and the University. Routledge.score: 237.0
    Ethics and the University brings together two closely related topics, the practice of ethics in the university ("academic ethics") and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * (...)
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  28. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 231.0
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. (...)
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  29. Howard B. Radest (1989). Can We Teach Ethics? Praeger.score: 228.0
     
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  30. Vidya N. Awasthi (2008). Managerial Decision-Making on Moral Issues and the Effects of Teaching Ethics. Journal of Business Ethics 78 (1-2):207 - 223.score: 225.0
    This study uses judgment and decision-making (JDM) perspective with the help of framing and schema literature from cognitive psychology to evaluate how managers behave when problems with unethical overtones are presented to them in a managerial frame rather than an ethical frame. In the proposed managerial model, moral judgment of the situation is one of the inputs to managerial judgment, among several other inputs regarding costs and benefits of various alternatives. Managerial judgment results in managerial intent leading to managerial (...)
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  31. 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: 225.0
    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 (...)
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  32. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 219.0
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, (...)
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  33. Chris Beckett (2005). Values & Ethics in Social Work: An Introduction. Sage.score: 219.0
    In social work there is seldom an uncontroversial `right way' of doing things. So how will you deal with the value questions and ethical dilemmas that you will be faced with as a professional social worker? This lively and readable introductory text is designed to equip students with a sound understanding of the principles of values and ethics which no social worker should be without. Bridging the gap between theory and practice, this book successfully explores the complexities of ethical (...)
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  34. 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: 216.0
    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 (...)
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  35. Taylor Martin, Karen Rayne, Nate J. Kemp, Jack Hart & Kenneth R. Diller (2005). Teaching for Adaptive Expertise in Biomedical Engineering Ethics. Science and Engineering Ethics 11 (2):257-276.score: 216.0
    This paper considers an approach to teaching ethics in bioengineering based on the How People Learn (HPL) framework. Curricula based on this framework have been effective in mathematics and science instruction from the kindergarten to the college levels. This framework is well suited to teaching bioengineering ethics because it helps learners develop “adaptive expertise”. Adaptive expertise refers to the ability to use knowledge and experience in a domain to learn in unanticipated situations. It differs from routine (...)
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  36. Archie J. Bahm (1982). Teaching Ethics Without Ethics to Teach. Journal of Business Ethics 1 (1):43 - 47.score: 210.0
    Changes in American society have brought both increased concern for solving practical problems and decreased concern for whether foundational ethical theory can be, or needs to be, understood when solving them. A systematic study of newly established institutes of applied ethics reveals that the directors of all of them claim that ethical theory, or knowledge of the ultimate bases for moral appeals inherent in human nature, is not necessary for proposing solutions. Quotations from claims of directors of five (...)
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  37. Andrea Frolic, Sandra Andreychuk, Wendy Seidlitz, Angela Djuric-Paulin, Barb Flaherty, Barb Jennings & Donna Peace (2013). Implementing a Clinical Ethics Needs Assessment Survey: Results of a Pilot Study (Part 2 of 2). [REVIEW] HEC Forum 25 (1):61-78.score: 207.0
    This paper details the implementation of the Clinical Ethics Needs Assessment Survey (CENAS) through a pilot study in five units within Hamilton Health Sciences. We describe how these pilot sites were selected, how we implemented the survey, the significant results and our interpretation of the findings. The primary goal of this paper is to share our experiences using this tool, specifically the challenges we encountered conducting a staff ethics needs assessment across different units in a large (...) hospital, and the facilitators to our success. We conclude with a discussion of the limitations of this study, our plans for using the results to develop a proactive ethics education strategy, and suggestions for other organizations wishing to adapt the CENAS to assess their staff ethics needs. Our secondary goal is to advance the “quality agenda” for ethics programs by demonstrating how a tool like the CENAS can be used to design more effective educational interventions, and to support strategic planning and proactive priority-setting for ethics programs. (shrink)
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  38. Julija Kiršienė & Charles F. Szymanski (2012). A Value-Based Approach to Teaching Legal Ethics. Jurisprudence 19 (4):1327-1342.score: 207.0
    Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society (...)
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  39. Stephen Platten (2013). Studying Christian Ethics: The Birth of the Society for the Study of Christian Ethics and the Context Out of Which It Grew. Studies in Christian Ethics 26 (2):205-223.score: 207.0
    This article traces the history of the foundation of the Society for the Study of Christian Ethics. It glances back to the birth of the Church of England during the Reformation era and then proceeds to examine the development of Christian ethics and moral theology in the twentieth century. It places Anglican developments within the wider ecumenical context. Drawing on personal correspondence and the author’s own involvement in the Society the article is the first account of the (...)
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  40. Rafe Esquith (2007). Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56. Viking.score: 201.0
    From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher (...)
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  41. Muriel Crouch (1977). Imparting Ethics to Medical Students. Christian Medical Fellowship.score: 201.0
     
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  42. J. T. K. Daniel & Nirmal Selvamony (eds.) (1990). Value Education Today: Explorations in Social Ethics. All-India Association for Christian Higher Education.score: 201.0
     
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  43. C. E. Huber (1979). The Promise and Perils of Business Ethics: A Resource for Curriculum Development. Association of American Colleges.score: 201.0
     
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  44. Carol K. Ingall (2000). A Leader's Guide to the Study of the Jewish Moral Virtues. Jewish Publication Society.score: 201.0
     
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  45. C. David Lisman (1996). The Curricular Integration of Ethics: Theory and Practice. Praeger.score: 201.0
     
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  46. Edwin R. Micewski & Hubert Annen (eds.) (2005). Military Ethics in Professional Military Education--Revisited. Peter Lang.score: 201.0
     
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  47. Bernard Rosen (1980). Ethics in the Undergraduate Curriculum. The Hastings Center.score: 201.0
     
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  48. Yassin Sankar (1992). Education, Human Values, and Ethics: Imperatives for the Information Society. Canadian Scholars' Press.score: 201.0
     
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  49. Jerry P. Trammell (1975). Ethics Instruction in Kentucky Higher Education. Legislative Research Commission.score: 201.0
     
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  50. John R. Williams (1986). Biomedical Ethics in Canada. E. Mellen Press.score: 201.0
     
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