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  1. Corporate Responsibilization.Carl David Mildenberger - 2017 - Journal of Applied Philosophy.
    This article examines the conditions for responsibilizing corporations. When we responsibilize an agent, we hold him responsible for his choices – although we are aware that he is not yet fully fit to be held responsible – in order to induce in him the relevant characteristics for being fit to be held responsible at a later time. I find that the conditions of responsibilizability are not identical to the conditions for responsibilization we usually and reasonably apply. Typically, we only responsibilize (...)
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  2. Vocations, Exploitation, and Professions in a Market Economy.Daniel Koltonski - 2018 - Social Theory and Practice 44 (3):323-347.
    In a market economy, members of professions—or at least those for whom their profession is a vocation—are vulnerable to a distinctive kind of objectionable exploitation, namely the exploitation of their vocational commitment. That they are vulnerable in this way arises out of central features both of professions and of a market economy. And, for certain professions—the care professions—this exploitation is particularly objectionable, since, for these professions, the exploitation at issue is not only exploitation of the professional’s vocational commitment but also (...)
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  3. A Role for Ethics Theory in Speculative Business Ethics Teaching.Mick Fryer - 2016 - Journal of Business Ethics 138 (1):79-90.
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  4. Living Ethics.Joseph Solberg, Kelly C. Strong & Charles McGuire - 1995 - Journal of Business Ethics 14 (1):71-81.
    Much has been written recently about both the urgency and efficacy of teaching business ethics. The results of our survey of AACSB member schools confirm prior reports of similar surveys: The teaching of business ethics is indiscriminate, unorganized, and undisciplined in most North American schools of business. If universities are to be taken seriously in their efforts to create more ethical awareness and better moral decision-making skills among their graduates, they must provide a rigorous and well-developed system in which students (...)
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  5. Teaching Ethics Ecologically in Advance.Jonathan Beever - forthcoming - Teaching Ethics.
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  6. Disentangling the Epistemic Failings of the 2008 Financial Crisis.Lisa Warenski - 2018 - In David Coady & James Chase (eds.), The Routledge Handbook of Applied Epistemology. Routledge. pp. 196-210.
    I argue that epistemic failings are a significant and underappreciated moral hazard in the financial services industry. I argue further that an analysis of these epistemic failings and their means of redress is best developed by identifying policies and procedures that are likely to facilitate good judgment. I call these policies and procedures “best epistemic practices.” I explain how best epistemic practices support good reasoning, thereby facilitating accurate judgments about risk and reward. -/- Failures to promote and adhere to best (...)
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  7. Challenges to Teaching Business and Society Topics in Transitional Economies.Robert W. Sexty - 1995 - Proceedings of the International Association for Business and Society 6:1451-1456.
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  8. The Business Ethics Teaching Society.William A. Sodeman & Beverly A. Smith - 1994 - Proceedings of the International Association for Business and Society 5:1111-1112.
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  9. Innovations in Teaching Business and Society.Bradley Agle, Larry Lad & James Weber - 1993 - Proceedings of the International Association for Business and Society 4:1075-1076.
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  10. The Teaching of Ethics in International Business.William S. Brown - 1992 - Proceedings of the International Association for Business and Society 3:654-670.
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  11. Some Theoretical Dilemmas Posed By the Two Dominant Ethical Perspectives in Business and Society Literature.Diane L. Swanson - 1995 - Proceedings of the International Association for Business and Society 6:313-319.
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  12. The Ethical Teaching of Sophokles.Arthur Fairbanks - 1891 - International Journal of Ethics 2 (1):77-92.
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  13. Business and the Roberts Court.Jonathan H. Adler (ed.) - 2016 - Oxford University Press USA.
    In recent years, the Supreme Court appears to have taken a greater interest in "business" issues. Does this reflect a change in the Court's orientation, or is it the natural outcome of the appellate process? Is the Court "pro-business"? If so, in what ways do the Court's decisions support business interests and what does that mean for the law and the American public? Business and the Roberts Court provides the first critical analysis of the Court's business-related jurisprudence. In this volume, (...)
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  14. Teaching ‘Business Ethics' as a Sequitur.Steven Greenblatt - forthcoming - Ethics in Biology, Engineering and Medicine: An International Journal.
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  15. Teaching Smart Phone Ethics.Simon Jones - 2015 - Acm Sigcas Computers and Society 45 (3):445-452.
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  16. The Ethical Teaching of Sophokles.Arthur Fairbanks - 1891 - Ethics 2 (1):77.
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  17. Leveraging the Creative Arts in Business Ethics Teaching.R. Edward Freeman, Laura Dunham, Gregory Fairchild & Bidhan Parmar - 2015 - Journal of Business Ethics 131 (3):519-526.
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  18. Teaching Ethics to Undergraduate Business Students in Australia: Comparison of Integrated and Stand-Alone Approaches.Elizabeth Prior Jonson, Linda Mary McGuire & Deirdre O’Neill - 2015 - Journal of Business Ethics 132 (2):477-491.
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  19. Do Business Schools Influence Students’ Awareness of Social Issues? Evidence From Two of Chile’s Leading MBA Programs.Mladen Koljatic & Monica Silva - 2015 - Journal of Business Ethics 131 (3):595-604.
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  20. Beyond the Manager’s Moral Dilemma: Rethinking the ‘Ideal-Type’ Business Ethics Case.Todd Bridgman - 2010 - Journal of Business Ethics 94 (S2):311-322.
    Case teaching occupies a central place in the history of business education and in recognition of its significance, the Journal of Business Ethics recently created a new section for cases. Typically, business ethics cases are used to teach moral reasoning by exposing students to real-life situations which puts them in the position of a decision-maker faced with a moral dilemma. Drawing on a critical management studies' (CMS) critique of mainstream business ethics, this article argues that this 'idealtype' decision-focused case underplays (...)
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  21. The Implications of Rorty’s Post-Foundational “Moral Imagination” for Teaching Business Ethics.Steven J. Gold - 2010 - Journal of Business Ethics 94 (S2):299-310.
    As one of the most influential commentators on the role of modern philosophy, Richard Rorty's work impacted all areas of philosophical inquiry, including business ethics. Rorty's post-foundational approach to "moral imagination" can inform how we teach business ethics in a diverse and philosophically eclectic manner. A summary of Rorty's critique of philosophy, ethics, and applied ethics will be followed by a discussion of the implications for a critical pedagogy and the pragmatic use of an expansive philosophical lexicon in a business (...)
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  22. Participation in the Workplace: Are Employees Special?Jeffrey Moriarty - 2010 - Journal of Business Ethics 92 (3):373-384.
    Many arguments have been advanced in favor of employee participation in firm decision-making. Two of the most influential are the "interest protection argument" and the "autonomy argument." I argue that the case for granting participation rights to some other stakeholders, such as suppliers and community members, is at least as strong, according to the reasons given in these arguments, as the case for granting them to certain employees. I then consider how proponents of these arguments might modify their arguments, or (...)
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  23. ‹Loving the Distance Between Them:' Thinking Beyond Howard Gardner's “Five Minds for the Future”.Moses L. Pava - 2008 - Journal of Business Ethics 83 (2):285-296.
    In his book, Five Minds for the Future, Howard Gardner offers both a constructive critique of current educational practices and an alternative vision for the future of education. Gardner, best known for his seminal work on multiple intelligences, grounds his major conclusions primarily on the results of his impressive, decade-long, and massive Good Works Project. Despite my several agreements and significant overlap with Howard Gardner, I believe that there is insufficient evidence to accept fully his policy prescriptions. Gardner's selection of (...)
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  24. Ethical Cycles and Trends: Evidence and Implications.Stephen J. Conroy & Tisha L. N. Emerson - 2008 - Journal of Business Ethics 81 (4):905-911.
    Recent high-profile corporate scandals are reminiscent of the corporate raider scandals of the 1980s, suggesting that ethical scandals may occur in waves. This article provides a framework for analysis of this question by suggesting that ethical attitudes may be cyclical about long-term secular trends. We provide some empirical evidence from previously published work for the existence of cycles as well as a potential mechanism for their propagation, namely widespread publicity about a particularly salient event, e.g., Enron. Further, we posit that (...)
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  25. McMahon on Workplace Democracy.Jeffrey Moriarty - 2007 - Journal of Business Ethics 71 (4):339-345.
    This paper offers a sympathetic critique of Christopher McMahon’s Authority and Democracy: A General Theory of Government and Management. Although I find fault with some of his arguments, my goal is not to show that these arguments are irreparable, but to highlight issues that deserve further consideration. After defining some terms, first, I raise an objection to McMahon’s rejection of the moral unity of management (MUM) thesis. Second, I draw attention to his “moralization” of the workplace, and examine the role (...)
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  26. Using Live Cases to Teach Ethics.Victoria McWilliams & Afsaneh Nahavandi - 2006 - Journal of Business Ethics 67 (4):421-433.
    This paper describes a live ethics case project that can be used to teach ethics in a broad variety of business classes. The live case differs from regular cases in that it involves a current situation. Students select an on-going or current event that involves ethical violations and write a case about it. They then present their case and run a debate about the challenges and issues outlined in the case and the actions that could have or should have been (...)
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  27. Deadly Drugs and the Doctrine of Double Effect: A Reply to Tully.Lawrence Masek - 2006 - Journal of Business Ethics 68 (2):143-151.
    In a recent contribution to this journal, Patrick Tully criticizes my view that the doctrine of double effect does not prohibit a pharmaceutical company from selling a drug that has potentially fatal side-effects and that does not treat a life-threatening condition. Tully alleges my account is too permissive and makes the doctrine irrelevant to decisions about selling harmful products. In the following paper, I respond to Tully’s objections and show that he misinterprets my position and misstates some elements of the (...)
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  28. Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students.Barbara A. Ritter - 2006 - Journal of Business Ethics 68 (2):153-164.
    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 (experimental), and one not exposed (control). For (...)
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  29. Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management.Sarah B. Laditka & Margaret M. Houck - 2006 - Journal of Business Ethics 64 (2):157-167.
    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 ethics drawing on (...)
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  30. Business Ethics in the Curriculum: Integrating Ethics Through Work Experience.Mary Hartog & Philip Frame - 2004 - Journal of Business Ethics 54 (4):399-409.
    In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at undergraduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. (...)
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  31. A Case Example: Integrating Ethics Into the Academic Business Curriculum.Gael M. McDonald - 2004 - Journal of Business Ethics 54 (4):371-384.
    This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...)
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  32. Questioning the Domain of the Business Ethics Curriculum.Andrew Crane & Dirk Matten - 2004 - Journal of Business Ethics 54 (4):357-369.
    This paper reassesses the domain of the business ethics curriculum and, drawing on recent shifts in the business environment, maps out some suggestions for extending the core ground of the discipline. It starts by assessing the key elements of the dominant English-language business ethics textbooks and identifying the domain as reflected by those publications as 'where the law ends' and 'beyond the legal minimum'. Based on this, the paper identifies potential gaps and new areas for the discipline by drawing on (...)
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  33. Business Ethics in the Curriculum: Assessing the Evidence From U.K. Subject Review.Bruce Macfarlane & Roger Ottewill - 2004 - Journal of Business Ethics 54 (4):339-347.
    The growth of U.K. business ethics education has been charted at the course or 'micro' level by Mahoney and Cummins using postal questionnaires. These surveys, normally restricted to elite providers, have not revealed the relative importance of business ethics in the business school curriculum. In the 2000-2001 subject review of business and management programmes conducted by the U.K. Quality Assurance Agency for higher education, 164 business and management programmes were required to summarise their aims and objectives. Examination of this data (...)
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  34. Business Ethics in the Curriculum: Of Strategies Deliberate and Emergent.Geoff Moore - 2004 - Journal of Business Ethics 54 (4):319-321.
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  35. Promoting Ethical Reflection in the Teaching of Business Ethics.Howard Harris - 2008 - Business Ethics: A European Review 17 (4):379-390.
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  36. Teaching Business Ethics: A?Classificationist? Approach.Walter Block & Paul F. Cwik - 2007 - Business Ethics: A European Review 16 (2):98-106.
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  37. Business Ethics in Modern Spain.Antonio Argandoña - 1996 - Business Ethics: A European Review 5 (1):19-26.
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  38. FOCUS: Business Ethics in Austria.Franz Rupert Hrubi - 1996 - Business Ethics: A European Review 5 (1):27-32.
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  39. FOCUS: A New French Course in Business Ethics.Michael Brent & Susan Grinsted - 1994 - Business Ethics: A European Review 3 (3):186-190.
    The Ecole Supérieure de Commerce de Rennes has recently introduced a final year group‐taught compulsory course in Business Ethics. Its organisers here describe and discuss their aims, methods and results. Michael Brent is Head of the Human Resources Department at Groupe ESC Rennes, 2 rue Robert‐d’Arbrissel, 35065 Rennes, and has an MA in Philosophy and diplomas in business and marketing, as well as several years European consultancy experience. Susan Grinsted teaches production management and related subjects at Rennes, with a first (...)
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  40. FOCUS: Using a Computerised Game in Teaching Business Ethics.Richard Higginson & Geoff Moore - 1994 - Business Ethics: A European Review 3 (3):160-164.
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  41. FOCUS: Coping with Scepticism: About the Philosopher's Role in Teaching Ethical Business.Jennifer Jackson - 1994 - Business Ethics: A European Review 3 (3):171-173.
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  42. FOCUS: Teaching Ethical Business Creating and Using Vignettes to Teach Business Ethics.William A. Bain - 1994 - Business Ethics: A European Review 3 (3):148-152.
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  43. FOCUS: Practical Reflections on Teaching Business Ethics to Undergraduates.Edward K. Trezise - 1994 - Business Ethics: A European Review 3 (3):180-185.
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  44. Who's Who in Business Ethics Teaching Business Ethics in Post-Communist Prague.Lidmila Něemcová - 1993 - Business Ethics: A European Review 2 (2):101-102.
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  45. FOCUS: An Ethics Network for German Business.Albert Löhr - 1993 - Business Ethics: A European Review 2 (2):75-76.
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  46. Ethics in Business: Problems in Spain.Antonio Argandoiia - 1992 - Business Ethics: A European Review 1 (1):57-58.
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  47. Teaching Business Ethics: Are There Differences Within Europe, and is There a European Difference?Laura Spence - 2000 - Business Ethics: A European Review 9 (1):58-64.
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  48. Can Ethics Be Taught?Kenneth Goodpaster - 1991 - Business Ethics: The Magazine of Corporate Responsibility 5 (2):26-28.
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  49. Working Together Is in the Best Interests of Society: Teaching Restorative Justice Skills to Business Students.Deborah L. Kidder - 2014 - Proceedings of the International Association for Business and Society 25:323-330.
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  50. Open Mike II: A Forum for Ideas, Concerns, Questions About Teaching.James Weber & Robbin Derry - 2014 - Proceedings of the International Association for Business and Society 25:339-342.
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