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  1. Boycotts, Expressive Acts, and Withdrawal of Support.Jeremy Davis - 2020 - Business Ethics Journal Review 8 (3):14-19.
    Alan Tomhave and Mark Vopat have argued that organized boycotts against the expressive acts of companies and their leaders are pro tanto morally wrong because they constitute an attempt to silence voices in the marketplace of ideas. I argue that such boycotts are not best viewed as attempts to silence, but rather as a morally permissible form of withdrawal of support of certain expressive acts.
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  2. La mentalidad compartida en la empresa.María Marta Preziosa - 2016 - Buenos Aires, CABA, Argentina: Teseo Press.
    Free Download from Teseo Press Link Book in Spanish Este libro está dirigido a investigadores interesados en la influencia que ejerce la cultura de una empresa sobre el comportamiento ético de sus integrantes y en la conformación de la empresa como un agente moral. El fenómeno de la mentalidad compartida en una organización es estudiado bajo diversas disciplinas, partiendo de una larga experiencia de “entrenamiento ético” llevada a cabo por la autora en empresas multinacionales. Esta investigación presenta a la comunidad (...)
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  3. Global Security and Economic Asymmetry: A Comparison of Developed and Developing Countries.Aida Guliyeva, Igor Britchenko & Ulviyya Rzayeva - 2018 - Journal of Security and Sustainability Issues 7 (4):707-719.
    This paper tackles the asymmetry of economic interests and geopolitics between developed and developing countries. Currently, the geopolitics presupposes that the majority of novel technologies are devised and designed in developed countries with their subsequent transfer to the developing countries. Moreover, in the context of the global crisis, the issue of de-dollarization is relevant from the political and economic points of view. Our specific focus is on the small oil countries and the issue how to get off the oil needle (...)
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  4. Transformation of Entrepreneurial Leadership in the 21st Century: Prospects for the Future.Igor Britchenko, Sergyi Smerichevskyi & Igor Kryvovyazyuk - 2018 - Advances in Social Science, Education and Humanities Research. – Atlantis Press: Proceedings of the 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018) 217:115-121.
    The 21st century imposed many challenges on mankind, among them there is a very important problem of entrepreneurial leadership transformation. Entrepreneurship gradual modification under the pressure of factors of innovation, informatization of the environment and the need for socialization of the relations between businessmen and society has led to the need of new understanding of leadership positions. The purpose of this scientific research is to substantiate the style of entrepreneurial leadership, which will become dominant in the 21st century. Analyzing and (...)
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  5. Economic Diagnostics in Ensuring of Competitiveness the Economic Entities.Igor Britchenko, Maksym Bezpartochnyi & Peter Jarosz - 2019 - In M. Bezpartochnyi & I. Britchenko (eds.), Conceptual aspects management of competitiveness the economic entities: collective monograph. pp. 10-20.
    Modern business conditions require from economic entities to use appropriate methodological tools for assessing their activities. In economics science a fairly significant set of approaches, methods and techniques are now known that positively contribute to solving problems regarding ensure of competitiveness the economic entities. However, active influence of the internal and external environment on their activities, as well as the specificity of economic management the economic entities, requires the use of more effective methodological tools that can identify threats of the (...)
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  6. Buyer Beware: A Critique of Leading Virtue Ethics Defences of Markets.Roberto Fumagalli - forthcoming - Journal of Social Philosophy.
    Over the last few decades, there have been intense debates concerning the effects of markets on the morality of individuals’ behaviour. On the one hand, several authors argue that markets’ ongoing expansion tends to undermine individuals’ intentions for mutual benefit and virtuous character traits and actions. On the other hand, leading economists and philosophers characterize markets as a domain of intentional cooperation for mutual benefit that promotes many of the character traits and actions that traditional virtue ethics accounts classify as (...)
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  7. Sweatshops, Harm, and Interference: A Contractualist Approach.Huseyin S. Kuyumcuoglu - 2019 - Journal of Business Ethics 1 (Online):1.
    Activists and progressive governments sometimes interfere in the working conditions of sweatshops. Their methods may include boycotts of the products produced in these facilities, bans on the import of these products or tariffs imposed by the home country, and enforcing the host country’s laws that aim at regulating sweatshops. Some argue that such interference in sweatshop conditions is morally wrong since it may actually harm workers. The reason is that the enterprise that runs the sweatshop may choose to lay off (...)
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  8. The Problem of Imposing Risk and the Procedural Dimension of Stakeholder Management.Marc A. Cohen - 2019 - Business and Society Review 124 (3):413-427.
    The case "Caprica Energy and Its Choices" concerns a fictionalized energy corporation choosing between three potential drilling sites. According to the published Teaching Note, the case is an exercise in the stakeholder approach to business: it requires balancing profit considerations with potential harm to those who live near those drilling sites. Though unintended, the case raises a further question not addressed in the case or in the Teaching Note: what gives Caprica Energy the right to impose risk on members of (...)
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  9. Review of Ryan Burg, Business Ethics for a Material World: An Ecological Approach to Object Stewardship. [REVIEW]Brian Berkey & Eric W. Orts - 2019 - Business Ethics Quarterly 29:143-146.
  10. Corporate Responsibilization.Carl David Mildenberger - 2017 - Journal of Applied Philosophy 36 (1):93-107.
    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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  11. Institutions, Principles and Judgement: The Relevance of the Natural Law Tradition for Articulating Business in a Global Context.Ana Marta González - 2015 - Pensamiento y Cultura 18 (2):49-74.
    In this article I argue the relevance of natural law for framing and addressing ethical issues raised by the practice of business in a global context. There are historical, as well as systematic reasons for this. On the historical side, it can be argued that the origin of modern economics is linked to a cultural context, still influenced by modern natural law theories. Thus, even if Hume’s moral theory is everything but a natural law theory, either in the traditional or (...)
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  12. 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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  13. A Role for Ethics Theory in Speculative Business Ethics Teaching.Mick Fryer - 2016 - Journal of Business Ethics 138 (1):79-90.
    The paper discusses the role that ethics theory might play in business ethics teaching. It is noted that little attention is devoted to the explanation and application of ethics theory in business ethics textbooks, which suggests that ethics theory is held in low esteem by business ethics educators. This relative disregard has been justified by some critics on the basis of the limited usefulness of ethics theory to business ethics pedagogy. Notwithstanding these criticisms, the paper argues that ethics theory can (...)
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  14. Education in Virtues as Goal of Business Ethics Instruction.Rose Catacutan - 2013 - African Journal of Business Ethics 7 (2):62.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral development as a (...)
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  15. Business Ethics Course and Readiness of MBA Students to Manage Ethically.Wilson Muyinda Mande - 2012 - African Journal of Business Ethics 6 (2):133.
    The study explored the contribution of a business ethics course at Nkumba University, Uganda to the readiness of MBA students to manage enterprises ethically. A purposely designed questionnaire was distributed to 42 students who had completed the course. The major finding was that these MBA students had 30% readiness to manage ethically. To establish whether this readiness was a function of the business ethics course, a path analysis was done to develop a hypothesised model. This model revealed that the readiness (...)
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  16. 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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  17. Business Students' and Practitioners' Ethical Decisions Over Time.James R. Glenn & M. Frances Van Loo - 1993 - Journal of Business Ethics 12 (11):835-847.
    This paper compares the ethical decisions and attitudes of business students and practitioners. Recent unpublished data from a national study of over 1600 students are contrasted with information reported previously. Students are found consistently to make less ethical choices than practitioners, and there is some indication that students are making less ethical choices in the 1980s than in the 1960s. In addition, both students and practitioners agree that buyers should beware, view the role of business more narrowly, and find fewer (...)
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  18. Business Curriculum and Ethics: Student Attitudes and Behavior.James R. Glenn - 1988 - Business and Professional Ethics Journal 7 (3):167-185.
  19. Business Ethics in Modern Spain.Antonio Argandoña - 1996 - Business Ethics 5 (1):19-26.
    The leading academic in Spanish Business Ethics offers a brief history of his subject in Spain and reflects on the evolution taking place in the 1990s. Professor Argandoña is Secretary General of IESE in Barcelona, the International Graduate School of Management of the University of Navarra, Av. Pearson 21, 08034 Barcelona, Spain. He is also a member and Honorary Treasurer of the European Business Ethics Network and an Associate Editor of this Review.
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  20. FOCUS: Business Ethics in Austria.Franz Rupert Hrubi - 1996 - Business Ethics 5 (1):27-32.
    Our Associate Editor for Austria describes the unique national features which underlie the recent development of modern business ethics in his country. Univ.‐Prof. Dr Franz Rupert Hrubi is a member of the Abteilung für Philosophie, the University of Economics and Business Administration, A 1090 Vienna, Schlagergasse 6, Austria.
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  21. FOCUS: An Ethics Network for German Business.Albert Löhr - 1993 - Business Ethics 2 (2):75-76.
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  22. FOCUS: Practical Reflections on Teaching Business Ethics to Undergraduates.Edward K. Trezise - 1994 - Business Ethics 3 (3):180-185.
    Teaching business ethics to undergraduates has disclosed difficulties for both students and teacher which raise deeper issues about what is the purpose of teaching ethics and of engaging in business. The author is Lecturer in Business Ethics in the Faculty of Business and Social Studies, Cheltenham & Gloucester College of Higher Education, Swindon Road, Cheltenham, Glos GL50 4AZ, UK.
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  23. FOCUS: Coping with Scepticism: About the Philosopher's Role in Teaching Ethical Business.Jennifer Jackson - 1994 - Business Ethics 3 (3):171-173.
    A philosopher looks at the scepticism of some of her colleagues about just what the study of ethics can contribute to ethical business, and argues that its main purpose is to help business people to engage in constructive ethical dialogue in society as well as in their corporation. The author is a regular contributor to this Review, and Director of the Centre for Business and Professional Ethics, University of Leeds, Leeds LS2 9JT.
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  24. They Are All Lies. Even Mother Theresa Did It for Herself ….Johan Hattingh & Minka Woermann - 2008 - African Journal of Business Ethics 3 (1):14-18.
    In this paper we explore the question of what are we trying to achieve in teaching business ethics at undergraduate university level. The dominant normative model of business ethics suggests that the aim of business ethics is to move businesspeople from an egotistic position to an altruistic position. According to the latter position, the greater good of society is served by unselfish, other-regarding action, instead of by the narrow, self-centred interests of individuals or corporations acting on their own behalf. In (...)
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  25. Online Business Ethics/Business and Society Courses: Notes on Personal Responsibility From the Virtual Classroom.Karen Paul - 2012 - Proceedings of the International Association for Business and Society 23:287-297.
    Online teaching is consistent with the educational tradition of extension and distance learning, but its recent expansion creates new issues, especially in teaching business ethics/business and society. Students, professors, and especially administrators benefit greatly from some aspects of online learning. Online learning has such advantages over the traditional classroom in logistical flexibility and cost efficiency that decision-making may become overly pragmatic. There are special challenges in teaching business ethics/business and society online, as the subject matter requires nuanced judgment rather than (...)
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  26. The Ethics of Teaching Business Ethics: A Reflective Dialogue.Bruce Macfarlane, Joe DesJardins & Diannah Lowry - 2004 - Journal of Business Ethics Education 1 (1):43-54.
    This paper takes the form of a reflective dialogue between three teachers of business ethics working in different continents. Originating as a conference debate, it takes as its theme the notion of ideological ‘neutrality’ and the role of the business ethics teacher. A position statement outlines an argument for ‘restraint’ as a modern day Aristotleian mean to protect student academic freedom. Two responses follow. The first of these provides a moderate advocacy position based on Socratic principles. The second response outlines (...)
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  27. The Case Against Business Ethics Education: A Study in Bad Arguments.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):73-85.
    Several popular arguments against teaching business ethics are examined: the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses ; business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; moral character is formed in early childhood, not (...)
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  28. Put an Ethicist on the Team!: A Promising But Neglected “Third Way” to Teach Ethics in a Business School.Wayne Norman - 2004 - Journal of Business Ethics Education 1 (2):257-273.
    How can business schools best prepare their students to deal with the ethical challenges they will face in the ‘real world’? For three or four decades members of business schools have debated the relative merits of teaching ethics in a stand-alone “foundational” course or teaching a little bit of ethics “across the curriculum” in every course. This paper explores a third option—having an ethicist as a member of a team that teaches an integrated approach to management—which combines the advantages of (...)
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  29. Teaching Research Ethics Across the Curriculum: An Institutional Change Model.Michael S. Pritchard - 2012 - Teaching Ethics 12 (2):81-82.
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  30. Teaching Business Ethics During the Global Economic Crisis: A Post-Foundational Approach.Steven J. Gold - 2012 - Philosophy of Management 11 (1):109-114.
    Facing a near-death experience naturally pushes people to re-examine their basic moral values. During the recent global economic melt-down, calls to solve the concomitant ‘moral’ crisis come in from all fronts. The presumption is that we need business ethics courses to teach our business students to learn to take the moral high-road; we need ethics pledges and codes of ethics to teach business students to do the right thing. But in reality, what impact can a business ethics class have on (...)
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  31. Teaching Ethics Ecologically in Advance.Jonathan Beever - forthcoming - Teaching Ethics.
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  32. 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. These policies and procedures are “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 epistemic practices (...)
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  33. 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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  34. 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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  35. 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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  36. 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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  37. 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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  38. The Ethical Teaching of Sophokles.Arthur Fairbanks - 1891 - International Journal of Ethics 2 (1):77-92.
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  39. 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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  40. Teaching ‘Business Ethics' as a Sequitur.Steven Greenblatt - forthcoming - Ethics in Biology, Engineering and Medicine: An International Journal.
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  41. Teaching Smart Phone Ethics.Simon Jones - 2015 - Acm Sigcas Computers and Society 45 (3):445-452.
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  42. 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.
    The purpose of this paper is to describe a way of teaching business ethics using the creative arts, especially literature and theater. By drawing on these disciplines for both method and texts, we can more easily make the connection to business as a fully human activity, concerned with how meaning is created. Students are encouraged to understand story-telling and narrative and how these tools lend insight into the daily life of businesspeople. The paper describes two main courses, Business Ethics Through (...)
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  43. 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.
    There are questions about how ethics is best taught to undergraduate business students. There has been a proliferation in the number of stand-alone ethics courses for undergraduate students but research on the effectiveness of integrated versus stand-alone mode of delivery is inconclusive. Christensen et al. :347–368, 2007), in a comprehensive review of ethics, corporate social responsibility and sustainability education, investigated how ethics education has changed over the last 20 years, including the issue of integration of these topics into the core (...)
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  44. 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.
    This study explores the role that business schools have in developing favorable attitudes toward business involvement in corporate social responsibility. Two cohorts of incoming students from two internationally accredited MBA programs in Chile and two cohorts of graduating students from the same institutions were compared in terms of their attitudes toward the role of business in alleviating social ills and the role they assigned to business schools in preparing managers to effectively address social issues. The attitudes expressed by graduates of (...)
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  45. 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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  46. 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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  47. 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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  48. ‹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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  49. 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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  50. 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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