Year:

  1.  2
    Stakeholders Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Programs.Abdalla Khidir Abdalla, Saud Ben Khudair, Abuzar El Jelly & Ilham Mansour - 2020 - Journal of Business Ethics Education 17:47-74.
    Contributing to the efforts to foster business postgraduate students development toward becoming responsible business leaders is the goal of this study by examining the state of responsible management education in business postgraduate programs in Sudan. We examined perceptions and attitudes toward responsible management and its education among postgraduate-level students and constructed a comprehensive framework appropriate for developing responsible management education programs in under-developed countries. This study’s data were gathered via a structured questionnaire answered by 106 postgraduate business students from the (...)
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  2.  3
    Armor Holdings Inc.Fatima Alali & Silvia Romero - 2020 - Journal of Business Ethics Education 17:291-294.
    The U.S. Foreign Corrupt Practices Act has gained significant popularity in recent years across borders due to the increased investigation and penalties under the law. The following case is a real-life case that highlights the main provisions of the FCPA. Using cases in teaching an auditing or ethics course is much needed to develop students’ professional judgment, critical and analytical thinking skills and communication skills. Presently, there are a few cases that address the Foreign Corrupt Practices Act and its effect (...)
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  3.  2
    Book Review of Snapshots of Great Leadership. [REVIEW]Tiina Brandt - 2020 - Journal of Business Ethics Education 17:211-214.
  4.  2
    I Am in Room 523.Kathleen Burke & Shafik Bhalloo - 2020 - Journal of Business Ethics Education 17:215-220.
    Initiatives to encourage more women in STEM-related industries have had mixed results. Adding more women to longstanding male-dominated STEM occupations has highlighted issues in workplace culture that are hostile to women. In this case, the CEO of an engineers' professional association, NSE, is accused of making a sexually suggestive remark to two female engineers at the annual convention. One of the women, Claire, lodged a complaint with the board. After reviewing the investigation report, the board voted to ask the CEO (...)
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  5.  3
    Rebuilding an Empire.Ligia Maura Costa - 2020 - Journal of Business Ethics Education 17:255-272.
    From modest beginnings, the conglomerate Odebrecht became one of the most relevant actors of development for Brazil and Latin America. By 2010, the conglomerate was elected the best family business in the world. Annual revenues rose from US$ 24 billion in 2008 to US$ 41.8 billion in 2014. However, by 2015 Odebrecht was in a very different situation, embroiled in a multi-billion-dollar corruption scandal. To illegally secure more than 100 projects, Odebrecht had paid approximately US$ 788 million in bribes across (...)
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  6.  2
    An Ethics Briefing to an Executive Team.Robert A. Giacalone, Vickie Coleman Gallagher & Mark D. Promislo - 2020 - Journal of Business Ethics Education 17:149-164.
    Business ethics education is most effective when students take an active approach and must respond to various demands and feedback. In this paper we describe a classroom exercise in which students are tasked with delivering an ethics briefing to “executive teams”. Through a combination of individual analysis and group work, students become immersed in real-world ethics problem-solving, in which there are no easy solutions. Students must defend their ethical recommendations as well as challenge those from other groups. The exercise concerns (...)
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  7.  2
    Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics.Nhung T. Hendy - 2020 - Journal of Business Ethics Education 17:29-46.
    In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently (...)
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  8.  2
    Editor’s Foreword.John Hooker - 2020 - Journal of Business Ethics Education 17:3-4.
  9.  4
    Whistleblowing and Caterpillar Inc.'s Swiss Tax Strategy.Amy Lysak, Richard Marmon & Edward J. Schoen - 2020 - Journal of Business Ethics Education 17:237-250.
    This case describes the background of the whistleblower complaint, filed by Daniel Schlicksup, questioning the propriety of Caterpillar Inc.’s “Swiss tax strategy”. The Swiss tax strategy was recommended by its independent auditor, PricewaterhouseCoopers, and designed to transfer to a Swiss entity the profits earned on its sales of “purchased finished replacement parts” to foreign marketers. This strategy enabled Caterpillar to shift $8 billion in replacement parts sales to Switzerland and to avoid or defer paying U.S. taxes on that income. Daniel (...)
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  10. Multi-Family Ventures, LLC and the 2008 Financial Crisis.Mike Morawski & Stephen B. Castleberry - 2020 - Journal of Business Ethics Education 17:273-284.
    This true account provides a summary of a firm and its CEO caught up in the housing market frenzy that occurred in the mid to late 2000s. Although confronted with a number of economic, strategic management, human resource, ethical, and legal challenges, the owners make decisions that cause the firm to grow at an exponential rate. The case documents the eventual results of many of those decisions. Readers are challenged to identify ethics issues involved and the business decisions that precipitated (...)
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  11.  2
    Attitudes Do Not and Cannot Change Overnight!Yamikani Ndasauka, Tawina Chisi & Grivas Kayange - 2020 - Journal of Business Ethics Education 17:75-98.
    The study investigated the difference of attitudes towards business ethics between students who have studied a business ethics course and those who have not at the University of Malawi in Malawi. It was hypothesised that students who had undergone the course would have more positive attitudes towards business ethics than those who had not. We employed the Attitudes towards Business Ethics Questionnaire and used t-test to measure the difference. The results were surprising as most items showed no significant difference in (...)
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  12.  1
    Amazon’s Fast Delivery.Rickey E. Richardson, Laura Gordey & Reggie Hall - 2020 - Journal of Business Ethics Education 17:251-254.
    Fast delivery to customers required Amazon fulfillment center employees to meet high daily productivity quotas. In some of the centers, robots and people worked together. The efficiency of the robots and the company’s productivity standards, made it challenging for workers to avoid injury. Candace accepted a position in a center utilizing robots and was injured on the job, just like hundreds of others. Her injuries and lack of workplace accommodations prevented her from meeting productivity quotas and consequently jeopardized her job. (...)
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  13.  1
    Educating the Virtuous Leader: Exploring the Reflexive Practicum.Ian Robson - 2020 - Journal of Business Ethics Education 17:133-148.
    The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice (...)
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  14.  1
    Too Big to Care.Doreen E. Shanahan, Jeffrey R. Baker, Stephen M. Rapier & Nancy Ellen Dodd - 2020 - Journal of Business Ethics Education 17:221-236.
    Beginning in 2002, Wells Fargo began opening fraudulent accounts for unsuspecting customers. Stakeholders at every level either participated in, ignored, or tolerated the bank’s behavior that defrauded consumers on a massive scale. These unethical and well-documented schemes spanned more than a decade. Using public sources, this case recounts the events and ethical lapses that unfolded over the multiyear investigation of the Wells Fargo fraudulent accounts scandal and illuminates the general systemic failures of corporate culture and governance, public regulation, and market (...)
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  15.  1
    Students’ Reasoning About Dilemmas in Business Ethics.Matthew L. Stanley & Christopher P. Neck - 2020 - Journal of Business Ethics Education 17:5-28.
    Ethics education has become a priority at many business schools. A common pedagogical strategy in business ethics education has been to encourage students to deliberate and reason about cases and dilemmas. However, relatively little is known about how students actually reason, by default, about business ethics cases and dilemmas. In a large-scale study with undergraduate management students, we investigate how students reason about ethical dilemmas in business. Our results suggest that, after making an initial decision in a dilemma, students rarely (...)
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  16. Using Hard Times to Teach Business Ethics.Michael Stodnick & Nancy Schreiber - 2020 - Journal of Business Ethics Education 17:165-182.
    In this research we employ an inter-disciplinary project that uses active learning theory to help bridge the gap between a university’s extensive liberal arts core and its business program. We believe this project will improve and enrich classroom discussions of the more complex and nuanced issues found in the application of business principles. To redress the fact that many undergraduate students do not have extensive work experience to draw on when discussing the application of business ethics principles, we present a (...)
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  17.  1
    Ethical Case Analysis Template: Learning to Develop Ethical Values Through Practice.Malavika Sundararajan - 2020 - Journal of Business Ethics Education 17:183-210.
    Ethical behaviors are taught in business classrooms using multiple methods, among which case studies are a standard method. However, when introduced at the undergraduate level, until students have developed a strong foundation in moral philosophy, a prescriptive case analysis template may help them build constructive mental models towards that foundation. The paper thus proposes a case analysis method template based on critical components identified in the Ethics literature that lead to ethical decision-making that can be used as a tool by (...)
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  18. Hiring Ethics.Salvador G. Villegas & Kristi M. Bockorny - 2020 - Journal of Business Ethics Education 17:285-290.
    When hiring for an open position, the branch manager of Intermountain Trust Bancorp was challenged with an ethical dilemma he was not anticipating. An internal applicant challenged the hiring manager's ethical values by insisting that their friendship and other external employment factors be taken into consideration in the hiring decision. This is a classic case of a candidate using undue influence1 to manipulate a colleague and gain employment. In what started as a routine decision, the manager was faced with an (...)
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  19.  1
    The Sustainable Development Goals and Business Students’ Preferences: An Exploratory Study.James W. Westerman, Yalcin Acikgoz, Lubna Nafees, Emmeline dePillis & Jennifer Westerman - 2020 - Journal of Business Ethics Education 17:99-114.
    To effectively teach the United Nations Sustainable Development Goals to enhance corporate social responsibility, we need to understand the predictors of business student predispositions towards the SDGs. We examine whether location, authoritarianism, religiosity, and individualism influence university business student SDG preferences. Results indicate authoritarian and religious business students emphasize SDGs with an orientation towards the health and economic well-being of their local communities. The results also indicate the most significant factor in predicting SDG preference was university location. Southeastern U.S. students (...)
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  20. Collective Impact Problems and the Promise for Business Ethics.Abe Zakhem - 2020 - Journal of Business Ethics Education 17:115-132.
    “Collective impact problems” refer to situations where there is a collective harm or benefit, but where no single action seems to make a difference one way or the other. Collective impact problems arise when considering several pressing ethical issues in business, such as shareholder and consumer activism, business and climate change, factory farming and animal welfare, fair-trade and sweatshop labor, and corporate philanthropy. Unfortunately, business ethics textbooks do not explicitly deal with collective impact problems and, as such, students may be (...)
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