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: 139.0
     
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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 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: 111.0
    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: 106.0
    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: 106.0
    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. 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: 99.0
    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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  7. 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: 96.0
    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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  8. Michael J. Collins (ed.) (1983). Teaching Values and Ethics in College. Jossey-Bass.score: 94.0
     
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  9. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age Pub..score: 94.0
     
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  10. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.score: 94.0
     
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  11. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.score: 94.0
     
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  12. 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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  13. 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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  14. 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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  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: 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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  16. 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. This article (...)
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  17. Gregory Pence (1995). Case Study in the Ethics of Teaching Philosophy. Teaching Philosophy 18 (2):165-166.score: 90.0
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  18. Patricia Keith-Spiegel (ed.) (2002). The Ethics of Teaching: A Casebook. Lawrence Erlbaum.score: 84.0
    The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting (...)
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  19. 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: 84.0
    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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  20. Robert Makus (1996). Response to Gregory Pence's Case Study in the Teaching of Ethics. Teaching Philosophy 19 (3):280-282.score: 84.0
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  21. 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: 84.0
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  22. 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: 84.0
     
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  23. 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: 83.0
    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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  24. Shirley T. Fleischmann (2006). Teaching Ethics: More Than an Honor Code. [REVIEW] Science and Engineering Ethics 12 (2):381-389.score: 82.0
    An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance. In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military Academy at West Point. For our students this involves an introduction to the Honor Code as part (...)
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  25. 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: 81.0
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  26. Gaye Kyle (2008). Using Anonymized Reflection To Teach Ethics: A Pilot Study. Nursing Ethics 15 (1):6-16.score: 81.0
    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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  27. 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: 80.0
    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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  28. 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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  29. Ronald R. Sims & Edward L. Felton (2006). Designing and Delivering Business Ethics Teaching and Learning. Journal of Business Ethics 63 (3):297 - 312.score: 79.0
    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 business (...). However, the authors hold that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. (shrink)
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  30. 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: 79.0
    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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  31. Michael Davis (1999). Ethics and the University. Routledge.score: 79.0
    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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  32. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 77.0
    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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  33. Howard B. Radest (1989). Can We Teach Ethics? Praeger.score: 76.0
     
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  34. 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 business ethics (...)
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  35. 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: 75.0
    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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  36. 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: 75.0
    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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  37. 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: 75.0
    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. (...)
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  38. Michael J. Rabins (1998). Teaching Engineering Ethics to Undergraduates: Why? What? How? [REVIEW] Science and Engineering Ethics 4 (3):291-302.score: 75.0
    The teaching of engineering ethics is on the increase at universities around the United States. The motivation for this increase (WHY?) has several driving forces, including: a new Accreditation Board for Engineering and Technology (ABET) accreditation criteria; new questions on Professional Engineering (PE) licensing examinations; new industrial marketplace needs; and a growing awareness in the engineering profession of a need for ethical sensitivity to the consequences of our actions as engineers. The subject (WHAT?) is likely to be taught (...)
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  39. Michael J. Quinn (2006). On Teaching Computer Ethics Within a Computer Science Department. Science and Engineering Ethics 12 (2):335-343.score: 75.0
    The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a “social and ethical implications of computing” course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an “in house” computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this (...)
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  40. 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 (...)
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  41. Wilfred Dolfsma (2006). Accounting as Applied Ethics: Teaching a Discipline. [REVIEW] Journal of Business Ethics 63 (3):209 - 215.score: 75.0
    In this article it is argued that there are notable parallels between all of the different strands within ethics on the one hand, and accountancy on the other that, in teaching, can be drawn upon to enhance students’ understanding of the latter. Accountancy, part of economics, draws on utilitarian ethics, but not solely so. Accounting, in addition, draws on deontological and communitarian strands in ethics. The article suggests that the teaching of accounting – especially to (...)
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  42. Mollie Painter-Morland, Juan Fontrodona, W. Michael Hoffman & Mark Rowe (2003). Conversations Across Continents: Teaching Business Ethics Online. [REVIEW] Journal of Business Ethics 48 (1):75-88.score: 75.0
    The paper focuses on an online business ethics course that three professors (Painter-Morland, Fontrodona and Hoffman) taught together, and in which the fourth author (Rowe) participated as a student, from their respective locations on three continents. The course was conducted using Centra software, which allowed for synchronous online interaction. The class included students from Europe, South Africa and the United States. In order to assess the value of synchronous online teaching for ethics training, the paper identifies certain (...)
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  43. Brian Schrag (2005). Teaching Research Ethics: Can Web-Based Instruction Satisfy Appropriate Pedagogical Objectives? [REVIEW] Science and Engineering Ethics 11 (3):347-366.score: 75.0
    Ethical tasks faced by researchers in science and engineering as they engage in research include recognition of moral problems in their practice, finding solutions to those moral problems, judging moral actions and engaging in preventive ethics. Given these issues, appropriate pedagogical objectives for research ethics education include (1) teaching researchers to recognize moral issues in their research, (2) teaching researchers to solve practical moral problems in their research from the perspective of the moral agent, (3) (...) researchers how to make moral judgments about actions, and (4) learning to engage in preventive ethics. If web-based research ethics education is intended to be adequate and sufficient for research ethics education, then it must meet those objectives. However there are reasons to be skeptical that it can. (shrink)
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  44. Simone Burg & Ibo Poel (2005). Teaching Ethics and Technology with Agora, an Electronic Tool. Science and Engineering Ethics 11 (2):277-297.score: 75.0
    Courses on ethics and technology have become compulsory for many students at the three Dutch technical universities during the past few years. During this time, teachers have faced a number of didactic problems, which are partly due to a growing number of students. In order to deal with these challenges, teachers in ethics at the three technical universities in the Netherlands — in Delft, Eindhoven and Twente — have developed a web-based computer program called Agora (see www.ethicsandtechnology.com). This (...)
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  45. 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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  46. 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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  47. 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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  48. 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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  49. Alan J. Kearns (forthcoming). Catholic Social Teaching as a Framework for Research Ethics. Journal of Academic Ethics:1-15.score: 75.0
    The importance of having ethical oversight in research that is carried out on humans is well established. Research ethics, which is mainly influenced by a biomedical ethical framework, aims to ensure that the well-being and the rights of research participants are upheld and that any potential risks and harms are reduced. However, research is also considered to be a social activity with social effects. Therefore the principles of Catholic Social Teaching as a framework for research ethics may (...)
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  50. 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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