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  1. added 2018-08-21
    Ethical Principles and Practices in Africa.Rose Ogbechie & Nicholas Chukwudike Anakwue - 2018 - In Abel Kinoti Meru & Uchenna Uzo (eds.), Advanced Series in Management, Vol. 20: Indigenous Management Practices in Africa: A Guide For Educators and Practitioners. Bingley, UK: Emerald Publishing Limited. pp. 205-219.
    The demand for sustainability in business and sound management training is becoming more resonant in a steadily evolving Africa. With a vast expansion of Africa’s socio-economic base, and viable possibilities for technological, social and economic development, the balancing influence of management ethics cannot be overstated. The historical lessons from the Western business world in corporate scandals and financial misdemeanor clearly reveal to the emergent economies and businesses of developing Africa, the weighty costs of unethical business practice. People require that business (...)
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  2. added 2017-09-29
    Oekonomische und sozialethische Bildung als Garant der Sozialen Marktwirtschaft.Julian F. Mueller & Christoph Luetge - 2015 - In M. Spieker (ed.), Oekonomische Bildung, Zwischen Pluralismus und Lobbyismus. Wochenschau Verlag.
    Zunächst einmal möchten wir klären, was der Begriff ökonomischer Bildung umfasst, um in einem zweiten Schritt klären zu können, welche Teilaspekte von ökonomischer Bildung möglicherweise verbindlich gelehrt werden sollten – und welche Teilaspekte etwa auch nur Teil von Spezialausbildungen sein könnten. Wir werden dabei zu dem Schluss kommen, dass vor allem die Politische Ökonomie – also ein Fach, das einen Schwerpunkt auf ordnungsökonomische und ordnungsethische Problemstellungen legt – ein Kandidat für die allgemein verbindliche Ausbildung an deutschen Schulen ist. Im zweiten (...)
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  3. added 2016-12-12
    X-Men Ethics: Using Comic Books to Teach Business Ethics.Virginia W. Gerde & R. Spencer Foster - 2008 - Journal of Business Ethics 77 (3):245-258.
    A modern form of narrative, comic books are used to communicate, discuss, and critique issues in business ethics and social issues in management. A description of comic books as a legitimate medium is followed by a discussion of the pedagogical uses of comic books and assessment techniques. The strengths of the pedagogy include crossing cultural barriers, understanding the complexity of individual decision-making and organizational influences, and the universality of dilemmas and values. We provide an initial source for educators on the (...)
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  4. added 2016-12-12
    Vocational Ethics as a Subspecialty of Business Ethics – Structuring a Research and Teaching Field.Johannes Brinkmann & Ann-Mari Henriksen - 2008 - Journal of Business Ethics 81 (3):623-634.
    Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first draft a conceptual frame of (...)
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  5. added 2016-12-08
    Enhancing Business Ethics: Using Cases to Teach Moral Reasoning.Loren Falkenberg & Jaana Woiceshyn - 2008 - Journal of Business Ethics 79 (3):213-217.
    The growing trend of required ethics instruction in the business school curriculum has created a need for relevant teaching materials. In response to this need the Journal of Business Ethics is introducing a new case section. This section provides a forum for publishing and accessing a range of materials that can be used in teaching business ethics. This article discusses how business ethics cases can facilitate the development of deductive, inductive and critical reasoning skills.
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  6. added 2016-12-08
    Managerial Decision-Making on Moral Issues and the Effects of Teaching Ethics.Vidya N. Awasthi - 2008 - Journal of Business Ethics 78 (1-2):207-223.
    This study uses judgment and decision-making (JDM) perspective with the help of framing and schema literature from cognitive psychology to evaluate how managers behave when problems with unethical overtones are presented to them in a managerial frame rather than an ethical frame. In the proposed managerial model, moral judgment of the situation is one of the inputs to managerial judgment, among several other inputs regarding costs and benefits of various alternatives. Managerial judgment results in managerial intent leading to managerial action. (...)
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  7. added 2016-12-08
    Teaching Business Ethics in Africa: What Ethical Orientation? The Case of East and Central Africa.Christine Wanjiru Gichure - 2006 - Journal of Business Ethics 63 (1):39-52.
    This paper starts off from what seems to be a difficulty of ethics in African Business today. For several years now Transparency International has placed some African countries high on its list of most corrupt countries of the world. The conclusion one draws from this assessment is that either African culture has no regard or concern for ethics, or that there has been a gradual loss of the concept of the ethical and the moral in contemporary African society. Equally problematic (...)
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  8. added 2016-12-08
    Designing and Delivering Business Ethics Teaching and Learning.Ronald R. Sims & Edward L. Felton - 2006 - Journal of Business Ethics 63 (3):297-312.
    The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold (...)
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  9. added 2016-12-08
    Dealing with Swindlers and Devils: Literature and Business Ethics.Christopher Michaelson - 2005 - Journal of Business Ethics 58 (4):359-373.
    Part of the value of stories is moral, in that understanding them, and the characters within them, is one way in which we seek to make moral sense of life. Arguably, it has become quite common to use stories in order to make moral sense of business life. Case method is the standard teaching method in top business schools, and so-called “war stories” are customary for on-the-job training. Shakespeare is a trendy purveyor of leadership education. Several books and articles have (...)
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  10. added 2016-12-08
    Teaching Business Ethics: Targeted Outputs.Edward L. Felton & Ronald R. Sims - 2005 - Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...)
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  11. added 2016-12-08
    Teaching Business Ethics: The Use of Films and Videota. [REVIEW]Larue Tone Hosmer & Nicholas H. Steneck - 1989 - Journal of Business Ethics 8 (12):929-936.
    Audio-visual material is extremely useful in the teaching of Business Ethics, yet no bibliography of the commercially available films and videotapes seems to be available. We have prepared a formal listing, complete with titles, descriptions, sources, prices and a brief evaluation, and have explained our selection and use of this material.
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  12. added 2015-08-31
    Empathy in Business Ethics Education Redux.Marc A. Cohen - 2014 - Business Ethics Journal Review 2:1-7.
    My original paper (Cohen 2012) argued that business ethics education should focus on cultivating empathetic concern. This response clarifies terminology used in that paper and responds to criticisms presented by David Ohreen (2013).
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  13. added 2015-03-17
    Integrating Ethics Content Into the Core Business Curriculum: Do Core Teaching Materials Do the Job? [REVIEW]Mark C. Baetz & David J. Sharp - 2004 - Journal of Business Ethics 51 (1):53-62.
    Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an analysis of these materials. We find (...)
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  14. added 2014-10-14
    What is Business Ethics ?Shriniwas Hemade - 2014 - Daily Loksatta Column - Tattvabhan - The Philosophical Consciousness:10.
    What is Business Ethics ? Read the difference between Business Ethics and Professional Ethics. व्यवसाय आणि धंदा एकत्र आले की त्यांच्या मिसळणीतून नवेच प्रश्न निर्माण होतात. मालकाला धंदा हवा असतो आणि व्यावसायिक असलेल्या नोकराला अधिक वेतन हवे असते.. इथे व्यवस्थापनाचे, पण मूलत: नैतिक प्रश्न येतात..
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  15. added 2014-05-30
    Ethical-Economic Dilemmas in Teaching Business Ethics: The Slovak Experience.Anna Remišová, Anna Lašáková & Zuzana Búciová - 2014 - Ethics and Bioethics (in Central Europe) 4 (1-2):89-104.
    The aim of the article is to analyze the interaction of students’ ethical and economic thinking in the process of solving a model ethical-economic dilemma. Dealing with model dilemmas is an integral part of teaching business ethics at the Faculty of Management, Comenius University in Bratislava. Through them, students learn to apply ethics in economic life and managerial decision-making. The main objective of the survey was to determine the differences in ethical thinking between Slovak students and students from Western Europe, (...)
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  16. added 2014-04-03
    Enhancing Arthur Andersen Business Ethics Vignettes: Group Discussions Using Cooperative/Collaborative Learning Techniques.Lucia E. Peek, George S. Peek & Mary Horras - 1994 - Journal of Business Ethics 13 (3):189 - 196.
    Arthur Anderson & Co. has made a significant contribution to assist and encourage the teaching of business ethics. They provided assistance initially through workshops and curriculum materials; currently they are using campus coordinators to disseminate information and materials. The curriculum materials can be used by the instructor to assist students in practicing their moral reasoning skills and cover four academic areas: Accounting, Finance, Marketing, and Management. These materials include business ethics video vignettes, suggestions on presentation methods, guidelines for implementing a (...)
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  17. added 2014-04-02
    Internationalizing the Business Ethics Curriculum: A Survey. [REVIEW]Christopher J. Cowton & Thomas W. Dunfee - 1995 - Journal of Business Ethics 14 (5):331 - 338.
    This article reports on a telephone survey of business school faculty in the United Kingdom, Asia and North America concerning efforts to internationalize the teaching of business ethics. International dimensions of business ethics are currently given only limited coverage in the business school curriculum with over half of the faculty surveyed indicating that less then 10% of their ethics teaching focuses on global issues. Teaching objectives vary widely with some faculty emphasizing a relativistic, diversity oriented perspective while others stress the (...)
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  18. added 2014-04-02
    Objections to the Teaching of Business Ethics.Gael M. McDonald & Gabriel D. Donleavy - 1995 - Journal of Business Ethics 14 (10):839 - 853.
    To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; Reeves, (...)
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  19. added 2014-04-02
    An Application of Bloom's Taxonomy to the Teaching of Business Ethics.M. Francis Reeves - 1990 - Journal of Business Ethics 9 (7):609 - 616.
    Benjamin S. Bloom and a large committee of educators did extensive research to develop a taxonomy of global educational goals and of ways to measure their achievement in the classroom. The result was a taxonomy of three domains: Cognitive, Affective, and Motor Skills. This paper examines the cognitive and affective domains and applies them to teaching business ethics. Each of the six levels of the cognitive domain is explained. A six-step case method model is used to illustrate how the six (...)
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  20. added 2014-04-02
    There is Relevance in the Classroom: Analysis of Present Methods of Teaching Business Ethics. [REVIEW]V. K. Strong & A. N. Hoffman - 1990 - Journal of Business Ethics 9 (7):603 - 607.
    In 1988 the Journal of Business Ethics published a paper by David Mathison entitled Business Ethics Cases and Decision Models: A Call for Relevancy in the Classroom. Mathison argued that the present methods of teaching business ethics may be inappropriate for MBA students. He believes that faculty are teaching at one decision-making level and that students are and will be functioning on another (lower) level. The purpose of this paper is to respond to Mathison's arguments and offer support for the (...)
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  21. added 2014-04-02
    Teaching Business Ethics: Questioning the Assumptions, Seeking New Directions. [REVIEW]Frida Kerner Furman - 1990 - Journal of Business Ethics 9 (1):31 - 38.
    An examination of leading textbooks suggests the predominance of a principle-based model in the teaching of business ethics. The model assumes that by teaching students the rudiments of ethical reasoning and ethical theory, we can hope to create rational, independent, autonomous managers who will apply such theory to the many quandary situations of the corporate world. This paper challenges these assumptions by asking the following questions: 1. Is the acquisition of principle-based ethical theory unproblematic? 2. What is the transferability of (...)
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  22. added 2014-04-01
    The Attitudes of Business Majors Toward the Teaching of Business Ethics.Karen Stewart, Linda Felicetti & Scott Kuehn - 1996 - Journal of Business Ethics 15 (8):913 - 918.
    Business majors were tested for their attitudes toward the teaching of business ethics in university business education. Respondents indicated that they considered ethics an important part of a business curriculum and that they preferred integrating ethics into a number of different courses rather than taking a separate compulsory or elective ethics course. Ethical business practices were seen by respondents as increasing profit and return on investment and creating a positive work environment and public perception of the organization.
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  23. added 2014-04-01
    Community Involvement Projects in Wharton's MBA Curriculum.Stewart D. Friedman - 1996 - Journal of Business Ethics 15 (1):95 - 101.
    This article describes the evolution of extra-mural team projects in the Wharton School's new MBA curriculum, emphasizing both the benefits of doing community service and the value these projects have in providing real work opportunities for learning teams; five- or six-person student groups that do collective tasks in Foundations of Leadership and other required courses throughout the first of a two-year program.
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  24. added 2014-04-01
    Who's Who in Business Ethics Teaching Business Ethics in Post-Communist Prague.Lidmila Něemcová - 1993 - Business Ethics 2 (2):101–102.
    Management students at the Economic University of Prague have recently been introduced to the subject of Business Ethics. Lidmila Něemcová, who designed and teaches the course, describes their and her reactions.
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  25. added 2014-04-01
    Teaching Ethics in Business Law Courses.Jeffrey Nesteruk & David T. Risser - 1992 - In Joshua Laverson (ed.), Teaching Resource Bulletin, no. 2. American Bar Association (Commission on College and University Nonprofessional Legal Studies).
    The article begins with a view of recent developments in the discipline of business law. A model useful in the study of business ethics is presented. Business ethics is the philosophical examination of the body of values and conceptions that influence business decision making as well as being pervasive components of the social environment in which businesses operate. Our model is a four-part framework for approaching business ethics which is sensitive to its implications for business law. The model's four parts (...)
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  26. added 2014-04-01
    An Experimental Assessment of Alternative Teaching Approaches for Introducing Business Ethics to Undergraduate Business Students.Scot Burton, Mark W. Johnston & Elizabeth J. Wilson - 1991 - Journal of Business Ethics 10 (7):507 - 517.
    This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material. Results on a variety of perceptual and attitudinal measures are compared across three groups of students — one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion pertaining to business ethics. Results showed (...)
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  27. added 2014-03-31
    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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  28. added 2014-03-31
    FOCUS: Using a Computerised Game in Teaching Business Ethics.Richard Higginson & Geoff Moore - 1994 - Business Ethics 3 (3):160–164.
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  29. added 2014-03-31
    Integrating Business Ethics Into an Undergraduate Curriculum.Terrence R. Bishop - 1992 - Journal of Business Ethics 11 (4):291 - 299.
    The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University''s College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.
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  30. added 2014-03-31
    Teaching Business Ethics: Bringing Reality to the Classroom. [REVIEW]Dietrich L. Schaupp & Michael S. Lane - 1992 - Journal of Business Ethics 11 (3):225 - 229.
    This paper presents an alternative method for discussing ethical issues. The method supports the use of the real world situations and emphasizes the interaction of all constituencies. The method incorporates the use of newspaper reports of real-life occurrences. It also stresses the use of local stories when possible.
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  31. added 2014-03-31
    Business Ethics in Fiction.Ellen J. Kennedy & Leigh Lawton - 1992 - Journal of Business Ethics 11 (3):187 - 195.
    Interest in teaching business ethics classes on college campuses has increased dramatically during the past decade. In the United States, virtually all graduate and undergraduate business programs teach business ethics in some form. While current pedagogy relies primarily on factual recounting of actual workplace incidents and actual and hypothetical case studies, calls for multidisciplinary approaches to teaching business ethics have not yet produced significant pedagogical change. We propose the use of fiction (novels, dramas, and short stories) to enrich current teaching (...)
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  32. added 2014-03-30
    Ethical Cognition of Business Students Individually and in Groups.Mohammad J. Abdolmohammadi, David R. L. Gabhart & M. Francis Reeves - 1997 - Journal of Business Ethics 16 (16):1717-1725.
    This study provides evidence regarding the level of ethical cognition of business students at the entry to college as compared to a national norm. It also provides comparative evidence on the effects of group versus individual ethical cognition upon completion of a business ethics course. The Principled Score (P-score) from the Defining Issues Test (DIT) was used to measure the ethical cognition of a total sample of 301 business students (273 entering students plus 28 students in a business ethics course). (...)
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  33. added 2014-03-30
    From Kerlin's Pizzeria to MJK Reynolds: A Socratic and Cartesian Approach to Business Ethics. [REVIEW]Michael J. Kerlin - 1997 - Journal of Business Ethics 16 (3):275-278.
    Like politics, all ethics is local. The key to understanding the most difficult ethical issues is in the relationships of neighbors. Consequently, in studying and teaching business ethics, we rightly begin with the micro-setting of the neighborhood and work outward and upward in complexity and challenge. The author has found the operations of a small, imaginary pizzeria on his real street an ideal (in both senses) entry to all the issues of hiring, liability, environment and so on. The method of (...)
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  34. added 2014-03-30
    Teaching Business Ethics Through Meditation.Paul La Forge - 1997 - Journal of Business Ethics 16 (12-13):1283-1295.
    The purpose of this article is to show how meditation can be used to help a student to become an ethical person. Discursive and non-discursive meditation give the student an awareness of ethical issues and lead to the discovery and application of models of ethical conduct. In part one, the student is led through non-discursive meditation to discover him/her self as an ethical person. The student is also given the tools to explore ethical issues. Part two discusses a transition stage (...)
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  35. added 2014-03-30
    Teaching Business Ethics: The Role of Ethics in Business and in Business Education. [REVIEW]Wesley Cragg - 1997 - Journal of Business Ethics 16 (3):231-245.
    The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the ethics of doing, however, constitute (...)
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  36. added 2014-03-30
    A Framework for Teaching Business Ethics.Alfonso R. Oddo - 1997 - Journal of Business Ethics 16 (3):293-297.
    What ethical framework should be used as a basis for teaching business ethics? Should business ethics be taught by ethicists in a separate course, by business faculty in business courses, or perhaps by both? These are some of the issues this paper will address. The paper begins with a review of the literature concerning approaches to teaching business ethics. Next, some ethical frameworks for teaching business ethics are considered. Finally, the paper proposes that students should apply their own personal values (...)
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  37. added 2014-03-30
    Lyin' T(*)Gers, and 'Cares' Oh My: The Case for Feminist Integration of Business Ethics. [REVIEW]Michelle Rabouin - 1997 - Journal of Business Ethics 16 (3):247 - 261.
    In this re-visioning, business ethics would integrate feminist theories and pedagogy which include the diversity of women in terms of race/ethnicity, class and sexual orientation, thereby expanding its coverage to include issues of power, gender, cultural and theoretical conceptualizations, both in the conceptualization of morality, as well as in ethical constructs of analysis. My research indicates that the integration of feminist scholarship, ethics and pedagogy would make it possible to teach ethical decision making, and ultimately increase the likelihood of ethical (...)
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  38. added 2014-03-29
    Teaching Business Ethics in Transitional Economies: Avoiding Ethical Missionary. [REVIEW]Robert W. Sexty - 1998 - Journal of Business Ethics 17 (12):1311-1317.
    North American and West European academics are accepting offers to speak or teach about business ethics to audiences in countries with transitional economies. Such engagements should not be accepted without an appreciation for the challenges involved. This paper outlines the dynamics of business ethics in these former communist countries and describes circumstances relating to ethical training, and course content and pedagogy. A concluding section of the paper identifies some guidelines that instructors should consider before becoming involved with ethical training in (...)
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  39. added 2014-03-29
    Challenges in Teaching Business Ethics: Using Role Set Analysis of Early Career Dilemmas. [REVIEW]Janet S. Adams, Claudia Harris & Susan S. Carley - 1998 - Journal of Business Ethics 17 (12):1325-1335.
    Emphasis in business ethics texts and courses has generally focused on corporate and other relatively high-level ethical issues. However, business school graduates in early career stages report ethical dilemmas involving individual-level decisions, often including influence attempts from one or more members of their work role sets. This paper proposes the use of role set analysis as a pedagogical technique for helping individuals to anticipate and deal with early-career ethical issues.
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  40. added 2014-03-28
    Somebody Out There Doesn't Like Us: A Study of the Position and Respect of Business Ethics at Schools of Business Administration.LaRue Tone Hosmer - 1999 - Journal of Business Ethics 22 (2):91 - 106.
    This article is the result of a survey taken to determine the respect and position of Business Ethics as a field of study within Schools of Business Administration. 379 questionnaires were delivered to individual, not institutional, subscribers to Business Ethics Quarterly. 158 were filled out and returned, for a response rate of 41.6%. The general finding from an analysis of those responses is that many persons active in the teaching and research of Business Ethics at large (over 10000 students) and (...)
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  41. added 2014-03-23
    Learning What It Really Costs: Teaching Business Ethics with Life-Cycle Case Studies. [REVIEW]Joseph R. DesJardins & Ernest Diedrich - 2003 - Journal of Business Ethics 48 (1):33-42.
    Sustainability informs the framework for a seminar that we teach for junior and senior undergraduates entitled "The Ethics and Economics of Sustainable Societies." One of the class requirements has each student research and write a life-cycle case study, an exercise in which they trace the full, or partial, life-cycle of some product with which they are familiar. Students are expected to examine the economic, ethical, and ecological implications along each step in the life-cycle of the product. We believe that life-cycle (...)
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  42. added 2014-03-23
    Conversations Across Continents: Teaching Business Ethics Online. [REVIEW]Mollie Painter-Morland, Juan Fontrodona, W. Michael Hoffman & Mark Rowe - 2003 - Journal of Business Ethics 48 (1):75-88.
    The paper focuses on an online business ethics course that three professors (Painter-Morland, Fontrodona and Hoffman) taught together, and in which the fourth author (Rowe) participated as a student, from their respective locations on three continents. The course was conducted using Centra software, which allowed for synchronous online interaction. The class included students from Europe, South Africa and the United States. In order to assess the value of synchronous online teaching for ethics training, the paper identifies certain knowledge, skills and (...)
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  43. added 2014-03-23
    Varieties of Moral Issue and Dilemma: A Framework for the Analysis of Case Material in Business Ethics Education. [REVIEW]Patrick Maclagan - 2003 - Journal of Business Ethics 48 (1):21 - 32.
    This paper builds on a number of ideas concerning the nature, management and representation in case studies, of moral issues and dilemmas as experienced by people in organisations. Drawing on some cases used in teaching business ethics, and utilising a checklist of questions derived from the more general theoretical analysis, suggestions are offered regarding the contributions which such cases can make in developing students' understanding and potential for performative competence in real life situations. The distinction between issues and dilemmas is (...)
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  44. added 2014-03-23
    Games Students Play: Incorporating the Prisoner's Dilemma in Teaching Business Ethics. [REVIEW]Kevin Gibson - 2003 - Journal of Business Ethics 48 (1):53-64.
    The so-called "Prisoner''s Dilemma" is often referred to in business ethics, but probably not well understood. This article has three parts: (1) I claim that models derived from game theory are significant in the field for discussions of prudential ethics and the practical decisions managers make; (2) I discuss using them as a practical pedagogical exercise and some of the lessons generated; (3) more speculatively, I suggest that they are useful in discussions of corporate personhood.
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  45. added 2014-03-23
    An Investigation of Student Moral Awareness and Associated Factors in Two Cohorts of an Undergraduate Business Degree in a British University: Implications for Business Ethics Curriculum Design. [REVIEW]Diannah Lowry - 2003 - Journal of Business Ethics 48 (1):7-19.
    Debate exists as to the timing of student exposure to business ethics modules, and the degree to which business ethics education is integrated throughout business school curricula. The argument for an integrated model of business ethics education is well documented, however, such arguments do not stem from an empirical basis. Much of the debate about when and how business ethics should be taught rests on assumptions regarding the stage of moral awareness of business students. The research reported here adds to (...)
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  46. added 2014-03-23
    Teaching Business Ethics: Are There Differences Within Europe, and is There a European Difference?Laura Spence - 2000 - Business Ethics 9 (1):58–64.
    Book reviewed in this article:Zsolnai, La´szlo´ The European Difference: Business Ethics in the Community of European Management Schools.
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  47. added 2014-03-21
    Socratic Dialogue as a Tool for Teaching Business Ethics.Kevin Morrell - 2004 - Journal of Business Ethics 53 (4):383-392.
    Within a supportive learning environment, dialogue can allow for the identification and testing of assumptions and tacit beliefs. It can also illustrate the inadequacies in superficial thinking about ethical problems. Internal dialogue allows us to examine our beliefs, and to prepare and evaluate arguments. Each of these elements is important in the study of business ethics. This paper outlines one teaching technique based on Socratic dialogue, and shows how it can be applied to develop business students' thinking about ethics. After (...)
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  48. added 2014-03-21
    Business Ethics in the Curriculum: Integrating Ethics Through Work Experience. [REVIEW]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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  49. added 2014-03-21
    A Conflict Case Approach to Business Ethics.Johannes Brinkmann & Knut J. Ims - 2004 - Journal of Business Ethics 53 (1-2):123-136.
    Departing from frequent use of moral conflict cases in business ethics teaching and research, the paper suggests an elaboration of a moral conflict approach within business ethics, both conceptually and philosophically. The conceptual elaboration borrows from social science conflict research terminology, while the philosophical elaboration presents casuistry as a kind of practical, inductive argumentation with a focus on paradigmatic examples.
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  50. added 2014-03-18
    Teaching Business Ethics to Professional Engineers.William I. Sauser - 2004 - Science and Engineering Ethics 10 (2):337-342.
    Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the practice (...)
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