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  1. James Weber, Sharon Green & Jeffrey Gladstone (forthcoming). Responding to the Call: Changes in Graduate Management Curriculum's Attention to Social and Environmental Issues. Teaching Ethics.
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  2. James Weber, Sharon Green & Jeffrey Gladstone (2013). Responding to the Call. Teaching Ethics 13 (2):137-157.
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  3. Judith White & Sharon Green (2006). Researching “The Ethical Implications of Power in Organizations”. Proceedings of the International Association for Business and Society 17:46-47.
    The purpose of this workshop is to share our current work-in-progress and solicit feedback and ideas from our colleagues as we begin to design a research study based on a paper we presented at the 2005 Academy of Management conference, “The Ethical Implications of Power in Organizations.” Our paper examines the nexus of power and ethics in organizations, and how they are treated in the management, sociology, and psychology literature. Our discussion assumes a wide range of uses and abuses of (...)
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  4. Sharon Green & James Weber (1997). Influencing Ethical Development: Exposing Students to the AICPA Code of Conduct. [REVIEW] Journal of Business Ethics 16 (8):777-790.
    Although the AICPA Code of Professional Conduct emphasizes the importance of education in ethics, very little is known about how and when the Code and the topic of ethics can be presented to enhance the effectiveness of ethics-oriented education. The purpose of this research was to provide preliminary evidence about the ethical development of students prior to, and immediately following, such courses. We found that: (1) accounting students, after taking an auditing course which emphasized the AICPA Code, reasoned at higher (...)
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  5. James Weber & Sharon Green (1991). Principled Moral Reasoning: Is It a Viable Approach to Promote Ethical Integrity? [REVIEW] Journal of Business Ethics 10 (5):325 - 333.
    In response to recent recommendations for the teaching of principled moral reasoning in business school curricula, this paper assesses the viability of such an approach. The results indicate that, while business students' level of moral reasoning in this sample are like most 18- to 21-year-olds, they may be incapable of grasping the concepts embodied in principled moral reasoning. Implications of these findings are discussed.
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