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  1.  1
    Considering the Costs of Signing an NDA.Shafik Bhalloo & Kathleen Burke - 2021 - Journal of Business Ethics Education 18:261-266.
    With her heavy-equipment operator certification in hand, Fiona is a new hire on a construction crew; the only woman in a family-owned organization aside from the HR manager, the sister of the company president and vice-president. Soon after her hire, the president of the company began a pattern of sexually targeting Fiona. She went to great lengths to avoid her boss, but the harassment and assaults continued. After one incident, Fiona reported the abuse to the company VP who offered her (...)
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  2.  1
    Synergistic Ignatian and Business Values for Efficacious Business Ethics.Jason Cavich & Ravi Chinta - 2021 - Journal of Business Ethics Education 18:225-252.
    Many organizations are struggling to be run in an ethical fashion that consider all stakeholders and contribute comprehensively to society. As is true in much cross-discipline research, concepts and values can inform and enhance one another to produce broader contributions to society. This paper suggests this is the case when cross-pollinating Ignatian and business values for teaching business ethics that results in more ethical organizations. However, teaching Ignatian values as an ethical view in business schools is fraught with several practical (...)
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  3. Ethical Dilemmas in Hawaii’s First Public-Private Venture Capital Fund.Prescott C. Ensign - 2021 - Journal of Business Ethics Education 18:267-278.
    Are there any business decisions that do not have an ethical dimension? Who decides that a decision is unethical? What impact does ethics have in today’s business environment? The case focuses on the development of Hawaii’s first public-private venture capital fund by three very different entities: the State of Hawaii economic development corporation; a US mainland-based private equity investment firm; and a partnership of two serial entrepreneurs. The case uses a progressive disclosure format so students only read and analyze the (...)
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  4. Using Stakeholder Empathy to Promote Corporate Social Responsibility.Daniel C. Evans, Gerald E. Evans & Michael V. Harrington - 2021 - Journal of Business Ethics Education 18:103-118.
    The requirement of the Association to Advance Collegiate Schools of Business to include business ethics in the curriculum has prompted business programs to teach ethics either integrated across the curriculum or in standalone classes. The question addressed here is how to engage students in thinking deeply and empathetically about ethical issues impacting corporate social responsibility. This research focused on using a thought experiment developed by John Rawls in which students examined CSR issues from the perspective of six stakeholder groups. A (...)
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  5.  1
    Business Ethics Mini-Case Analysis.Richard H. G. Field & Carolina Villegas-Galaviz - 2021 - Journal of Business Ethics Education 18:253-260.
    Using the analytic framework of normative logic presented in Fisher, Lovell, and Valero-Silva, provided here are five original business ethics mini-cases that may be used to teach and practice case analysis. We have taken the six questions that are used in the analytic framework of normative logic to solve ethical problems and have adapted them to seven steps that can be applied to conflict resolution of mini-cases in class. Then the adapted normative logic model has seven steps: Describe the “fundamental (...)
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  6. Blue Bell: The Deadly Scoop.Laura Gordey, Sue Joiner & Joanna Shaw - 2021 - Journal of Business Ethics Education 18:279-284.
    Texas’ beloved Blue Bell Creameries was one of the leading ice cream brands worldwide until contaminated products issues culminated in 2015. During the outbreak, three people died and Blue Bell was forced to issue a total product recall. Governmental investigations revealed the company knew its production facilities had contamination issues as early as 2009. In 2020, Blue Bell pled guilty to shipping contaminated ice cream and paid over $19 million in fines. Paul Kruse, Blue Bell’s long-standing president, was alleged to (...)
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  7.  1
    What Makes Ethics Education Effective?Duygu Gulseren, Nick Turner & Justin M. Weinhardt - 2021 - Journal of Business Ethics Education 18:5-24.
    Ethics education remains in high demand in business schools. Meta-analyses published in the last two decades show that ethics instruction with certain characteristics produce more desirable moral outcomes than other characteristics do. Acknowledging the vast accumulated knowledge on this topic, we believe that the existing evidence base could be overwhelming for ethics educators designing and delivering their courses. Thus, we review the research evidence on the effectiveness of ethics instruction and translate the findings into evidence-led best practices. Adopting the meta-science (...)
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  8. Curriculum Audits and Implications for Sustainable Development Goals Integration in Business Schools.Rob Hales & Giang Phi - 2021 - Journal of Business Ethics Education 18:25-46.
    This paper investigates the alignment of business school curriculums with the Sustainable Development Goals, utilising a case study of Griffith Business School, Australia. The study utilises an audit of keywords to map content and concepts associated with the goals, targets and indicators of SDGs. The audit results revealed that although there was already considerable uptake of key SDGs concepts throughout the undergraduate programs, in particular Goal 16, there were some gaps. Feedback from teaching staff on the results was combined with (...)
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  9. Editor’s Foreword.John Hooker - 2021 - Journal of Business Ethics Education 18:3-4.
  10. Accounting Academics’ Views of Their Teaching of Ethics.Thando Loliwe - 2021 - Journal of Business Ethics Education 18:47-78.
    This study investigated accounting academics’ perceptions of teaching ethics to students. The evidence is grouped under six themes of teaching of ethics; environmental considerations; consequences for wrongdoing; impact of professional bodies in ethics curriculum; nature of students; and student learning. This study found that accounting academics’ teaching has a weak conceptualisation of the curriculum and that social learning is ignored. It is also unstructured and varies within the same subject, from subject to subject, and from institution to institution. Lastly, accounting (...)
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  11.  1
    Exploring Twitter as a Pedagogical Tool in Ethics, Corporate Social Responsibility and Sustainability Education.Dolors Setó-Pamies & Archie B. Carroll - 2021 - Journal of Business Ethics Education 18:159-180.
    In recent years, considerable discussion has taken place regarding how to ensure business students are acquiring effectively the appropriate competencies related to Ethics, Corporate Social Responsibility and Sustainability. Instructors in business education are encouraged to explore new methods for teaching ECSRS to strengthen this vital part of the curriculum and technology could play an important role. In this paper, we discuss why Twitter could be an effective teaching method in ECSRS education. The study provides a conceptual framework for the use (...)
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  12. Applying the Contemplative Technopedagogy Framework: Insights for Teaching Ethics Using TV Series.Justin D. Shanks, Germán Scalzo & María Teresa Nicolás-Gavilán - 2021 - Journal of Business Ethics Education 18:143-158.
    Digital media and technology are nearly ubiquitious in contemporary higher education, As such, researchers and educators are keen to identify best practices and understand impacts. Digital media and technology present opportunities to cultivate interactive, creative teaching-learning communities. However, inclusion of digital media and technology in a course does not necessarily cultivate creative engagement or deep reflection among students. This manuscript studies how a contemplative approach to teaching with digital media, specifically TV series, can lead to more effective and engaging in (...)
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  13.  1
    Producer Mindset First, Then Teach Business Ethics.Linette Stratford & Homer Warren - 2021 - Journal of Business Ethics Education 18:199-224.
    Developing best practices for the business ethics classroom is an ongoing endeavor. One area of interest is the influence of mindsets on teaching and learning business ethics. Various mindsets are proposed to increase student awareness of the body of business ethics knowledge and motivate them to incorporate ethical knowledge in the real world. This paper reviews the current dominant consumer mindset that is argued to have unproductive effects on pedagogical practices in business ethics. Because human beings are biological production systems (...)
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  14. Assessing Gender-Influenced Group Decision-Making in a Course Simulation.James Weber & Leandra I. Díaz - 2021 - Journal of Business Ethics Education 18:119-142.
    The business ethics education literature provides many in-depth explorations looking at the impact of ethics education and occasionally the influence of gender. Yet, research exploring decision making is primarily focused at the individual level, often omitting important influences that might occur when decision making occurs within a group setting. This paper utilizes a classroom simulation, the Corporate Policy Simulation, in a Business, Government and Society course to assess student group decision-making. We rely on theoretical principles found in Social Role Theory (...)
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  15. An Educational Intervention on Chinese Business Students’ Orientation Towards Corporate Social Responsibility.Po May Daphne Wong, Kerry J. Kennedy & Zi Yan - 2021 - Journal of Business Ethics Education 18:79-102.
    A one-day educational intervention with multiple activities was developed and operationalized with a sample of Chinese business students in Hong Kong, China. Its effectiveness in influencing students’ corporate social responsibility orientation was measured with a Chinese version of a forced choice scale using Economic, Legal, Ethical, and Discretionary dimensions by Carroll. A repeated measures multivariate analysis of variance showed significant differences in the Legal and Discretionary dimensions between the post-test Experimental group and Control group ; in the Legal, Ethical, and (...)
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  16.  1
    Active Learning-Reflective Exercises for Face-to-Face and Remote Delivery of Governance and Business Ethics Classes.Larry A. Wood & Peggy L. Hedges - 2021 - Journal of Business Ethics Education 18:181-198.
    Despite revisions to curriculum in ethics education in business schools, there continues to be high profile examples of unethical decision making regularly spotlighted in the media. Rather than simply teaching about behaviors and how they might impact decision makers and stakeholders, we describe a suite of activities used to highlight various behaviors and biases that impact the decisions individuals might make. These activities are intertwined with course materials regarding ethics and corporate governance to remind and help students better understand how (...)
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