Journal of Business Ethics Education

ISSNs: 1649-5195, 2044-4559

15 found

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  1.  4
    Identifying Ethical Challenges in the Marketing Mix: Experiential Exercise Themes and Variations.Rikki Abzug - 2023 - Journal of Business Ethics Education 20:195-208.
    To be effective ethical business leaders, students need experience identifying ethical dilemmas. Textbooks provide models and guidelines to categorize ethical challenges, yet students need practice applying these tools in the real world. The exercise described in this study is designed to do just that by helping students learn to identify ethical challenges in marketing. Using the marketing mix as a framework, this scavenger hunt-like exercise provides significant learning experiences by emphasizing teamwork, out of classroom learning, and meeting students where they (...)
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  2.  14
    Role of Mindfulness and Emotional Intelligence in Business Ethics Education.Anand N. Asthana - 2023 - Journal of Business Ethics Education 20:5-17.
    This research looks at how mindfulness can contribute to business ethics education in MBA programmes. Mediation analysis was used to measure the influence of mindfulness on the participants’ performance in business ethics related courses and to quantify the influence of emotional intelligence which is a mediating variable. The effectiveness of mindfulness was evaluated using a Randomised Controlled Trial on participants of Executive MBA programmes. Half the participants were assigned to the intervention group and the other half placed on the waiting (...)
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  3.  12
    McDonald’s in the Middle East: Navigating Political and Ethical Minefields.Mamoun Benmamoun - 2023 - Journal of Business Ethics Education 20:241-252.
    McDonald’s, the renowned American fast-food giant, views the Middle East as an immensely promising market, yet one that presents formidable challenges. McDonald’s experienced the complexity of this region firsthand when its Middle East franchises became embroiled in a public dispute over the divisive and emotionally charged Israeli-Palestinian conflict. This case study explores McDonald’s political and ethical predicaments in the Middle East, examining the underlying causes of the backlash, dissecting the dynamics between franchisees and franchisors, and providing some potential remedies.
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  4.  10
    Developing Dynamic Moral Capacities in Business Ethics Education: Extending the Giving Voice to Values (GVV) Framework.Cathrine Borgen & Magne Supphellen - 2023 - Journal of Business Ethics Education 20:33-50.
    Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We launch the concept of (...)
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  5.  12
    Fraud and Malfeasance: The Role of Cases When Teaching the Phenomenon in Accounting Education.Murray Bryant, Throstur Olaf Sigurjonsson & Stefan Wendt - 2023 - Journal of Business Ethics Education 20:137-162.
    The paper addresses a plea by accounting educators that ethics should be integrated into the accounting curriculum (Poje and Zaman Groff 2022). Further, accountants should teach ethics. Case learning is consistent with Bloom’s (1956) taxonomy of six levels of learning. The ethics literature supports using cases to teach ethics because cases allow each student to put themselves in the position of a decision-maker. Case selection should engage the learner emotionally. Therefore, current issues are preferable. With these goals—engaging the student as (...)
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  6.  12
    Negative Data and the Ethical Considerations of Burying a Project to Hide the Data From Stakeholders: “When Courage Fails Us”.Thomas P. Corbin - 2023 - Journal of Business Ethics Education 20:219-225.
    A significant theory of corporate social responsibility is the Stakeholder Model. Within this model, entities make decisions that impact all stakeholders. Occasionally, the decision that is made ultimately impacts one stakeholder differently than another. Negative data by its very definition is seen as problematic for any organization as it pertains to its stakeholders. When confronted with the data or the potential of the data being negative to desired outcomes or directions of programs, an organization’s leadership may be faced with an (...)
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  7.  14
    Incorporating the Creative Arts into the Study of Business Ethics.Hershey H. Friedman, Deborah S. Kleiner & James A. Lynch - 2023 - Journal of Business Ethics Education 20:77-102.
    Many scholars believe that traditional courses in ethics (especially business ethics) have not been successful in making students ethical. The best that educators can hope is that these courses will help build ethical awareness. It is thus apparent that the apparatus used to teach ethics does not inspire the intellectual leap needed between the abstract awareness of ethical issues to the functional changes in behavior and decision-making. This paper posits that the creative arts, including literature, poetry, music, pictorial art, and (...)
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  8.  6
    Thinking Like a Bad Guy: Teaching Critical and Creative Managerial Ethical Thinking Using Codes of Ethics.Robert A. Giacalone, Mark D. Promislo & Vickie Coleman Gallagher - 2023 - Journal of Business Ethics Education 20:117-136.
    Miscreants, in the form of deviants and dark personalities, impact organizations more than we realize. Most management instruction on ethics issues focuses on helping students to understand how to evaluate difficult situations, make ethical decisions, and engage in ethical actions. While this approach works well for the individual decision maker, it fails to help students learn how to anticipate and proactively prevent the unethical actions of others. Using ethical codes as a backdrop, “Thinking Like a Bad Guy” is a provocative (...)
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  9.  14
    Toward Closing the Moral-Judgment Gap: Conceptualizing Learner-Centered, Multi-Modal Business Ethics Education.Jacqueline R. Jaeger - 2023 - Journal of Business Ethics Education 20:51-76.
    Business ethics can be taught as a stand-alone course or be woven throughout a curriculum. There is a debate over whether to teach ethics in the form of theory or real-world connectedness or both. A moral-judgment gap exists, and many believe Business education should promote knowledge and skills that enable ethical intentions to be followed with ethical behaviors. This conceptual paper diagrams where the gap exists in Business Ethics education and theorizes how multi-modal, learning-centered ethics teaching can bridge this shortfall. (...)
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  10.  16
    Business and Local Government: Prevention of Unethical Conduct.Anna Mueller & Jadranka Skorin-Kapov - 2023 - Journal of Business Ethics Education 20:209-218.
    The case describes the developments of an ethics code observed in the local government of Suffolk County, New York, USA. In Suffolk County, there is now a dedicated Board of Ethics Agency (“Board”) within the local government to ensure that business operations and government operations run as ethically compliant as possible. This Board was created in 2012 in order to follow compliance with a law that established a replacement for the Ethics Commission (previously existing within Suffolk County) because this Ethics (...)
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  11.  9
    Experiential Simulations of Ethical Dilemmas in Accounting: Overcoming Challenges to Stimulate Ethical Thinking.Claire-France Picard & Cynthia Courtois - 2023 - Journal of Business Ethics Education 20:163-194.
    Given the current business environment, business managers and accountants are more likely to encounter situations with ethical implications. Hence, business and accounting education should prioritize ethical skills such as critical thinking. However, significant pedagogical challenges await those who wish to venture down this path. Despite new educational tools in business and accounting ethics, we believe that new activities are needed to improve the acquisition of skills in professional ethics among students. Thus, we developed experiential simulations of ethical dilemmas inspired from (...)
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  12.  10
    Editor’s Foreword.Tara Ceranic Salinas - 2023 - Journal of Business Ethics Education 20:3-4.
  13.  9
    Par Funding: A Fabulous Fraud Founded in Philly.Edward J. Schoen - 2023 - Journal of Business Ethics Education 20:227-240.
    This case describes a recent iteration of the Ponzi scheme originated in 1920 by Charles Ponzi: creating a plausible investment, attracting investors, using the money from more recent investors to pay off earlier investors, and earning a substantial profit, estimated to be $15 million (worth $220 million today).1 While not as big as Bernie Madoff’s Ponzi scheme, as a result of which he was sentenced to 150 years in prison and ordered to pay restitution of $170 billion to his victims,2 (...)
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  14.  4
    Lights, Camera, Action! Engaging Students on Ethics and Values Through Film.Brian D. Till - 2023 - Journal of Business Ethics Education 20:103-115.
    There is a long tradition of the value of using film as a pedagogical tool. Such use spans a variety of business disciplines including organizational behavior (Smith 2009), accounting (Bay & Felton 2012), business ethics (Fisher, Grant & Palmer 2015) and cultural competency (Greene, Barden, Richardson & Hall 2014). Presented here is a recently developed course, Business in Film, which engages students in deep reflection on business issues with an emphasis on ethics and values. The course is structured around a (...)
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  15.  8
    Awakening Awareness and Application: Utilizing Guest Speeches and Reflective Learning to Teach Ethics in Marketing.Nikki Wingate, Dorin Micu & Claudio Schapsis - 2023 - Journal of Business Ethics Education 20:19-32.
    There has been considerable debate on how to teach ethics within the marketing curriculum to accommodate the AACSB requirements requiring emphasis on ethical issues within the business curricula. Since introducing a separate course on marketing ethics has limited reach, we propose incorporating the ethical dimension through guest speeches and reflective learning in a mandatory Marketing course for all business majors. Through phenomenographic analysis of 121 student reflections, we report evidence supporting the effectiveness of this approach in significantly raising awareness of (...)
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