This category needs an editor. We encourage you to help if you are qualified.
Volunteer, or read more about what this involves.
Related categories

71 found
Order:
1 — 50 / 71
  1. The Moral Supply Chain, Phronêsis, and Management Education.Guli-Sanam Karimova & Stephen A. LeMay - 2019 - Teaching Ethics 19 (2):255-276.
    In recent years there has been an increased interest in the research dedicated to the ethics and morality of supply chains. The concept of Corporate Social Responsibility (CSR) dominates the literature on supply chain ethics in management education. The objective of this paper is to develop some propositions to complement and look more broadly and differently at these management concepts. Supplementing these concepts with the fundamental questions on the meaning of ‘what a moral supply chain is’ and ‘what moral supply (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  2. Ethics Matters: The Integration of Ethical Considerations in Management Accounting Textbooks.Berend van der Kolk - 2019 - Accounting Education 28 (4):426-443.
    This paper examines the integration of ethical considerations in management accounting (MA) education. Drawing on the work of Alisdair MacIntyre, it is argued that MA instruments such as performance measurement are not morally neutral, but instead bear moral implications. Therefore, this paper contends that MA students should be trained to take these moral implications into consideration alongside MA's technical aspects. A content analysis is carried out to examine the integration of ethical considerations in top-ranked MA textbooks. The findings indicate that (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  3. 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 (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4. Business Ethics: An Interactive Introduction, by Andrew Kernohan. [REVIEW]Joseph A. Petrick - 2016 - Teaching Philosophy 39 (3):384-387.
  5. 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 (...)
    Remove from this list  
    Translate
     
     
    Export citation  
     
    Bookmark  
  6. 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).
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  7. 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..
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  8. 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, (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  9. Building Ethical Leaders: A Way to Integrate and Assess Ethics Education. [REVIEW]Ann C. Dzuranin, Rebecca Toppe Shortridge & Pamela A. Smith - 2013 - Journal of Business Ethics 115 (1):101-114.
    The Building Ethical Leaders using an Integrated Ethics Framework (BELIEF) Program was introduced in 2006 at the Northern Illinois University College of Business. The Program was developed to support two learning objectives: (1) increase students’ awareness of ethical issues and (2) strengthen their decision-making abilities regarding these ethical issues. This article provides an overview of the development and integration of this Program. We also provide assessment data on our two learning objectives. The assessment measures improvement from 2005, before the implementation (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  10. The Reformation of Business Education: Purposes and Objectives.Robert Keith Shaw - 2011 - In Proceedings of 2011 Conference of the New Zealand Assoication of Applied Business Education. Nelson, New Zealand, 11 October 2011. New Zealand Association of Applied Business Education.
    Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between (...)
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  11. Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence.Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces - 2010 - Ethics and Education 5 (3):263 - 280.
    This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine the effectiveness of these methods, moral judgment competence levels (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  12. Using Ibsen in Business Ethics.Johannes Brinkmann - 2009 - Journal of Business Ethics 84 (S1):11 - 24.
    To celebrate the 100th anniversary of Norwegian playwright Henrik Ibsen's death, during 2006 quite a number of cultural events were launched (cf. http://www.ibsen.net/). The article suggests celebrating Ibsen as a potentially useful resource for business ethics teaching. Departing from a short presentation of Ibsen's plays An enemy of the people and A doll's house the main focus of this paper is on two selected scenes from the latter piece -both as raw material for developing scenarios for moral maturity assessment (one (...)
    Remove from this list   Direct download (6 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  13. Teaching & Learning Guide for Business Ethics: An Overview.Jeffrey Moriarty - 2009 - Philosophy Compass 4 (5):873-876.
    This article provides some suggestions, including a list of readings, for use in teaching a course in business ethics.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  14. 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. (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   14 citations  
  15. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  16. 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.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   25 citations  
  17. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  18. Promoting Ethical Reflection in the Teaching of Business Ethics.Howard Harris - 2008 - Business Ethics, the Environment and Responsibility 17 (4):379-390.
    A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South Australia as part of the undergraduate management (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  19. Teaching Business Ethics: A 'Classificationist' Approach.Walter Block & Paul F. Cwik - 2007 - Business Ethics, the Environment and Responsibility 16 (2):98–106.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  20. University Students' Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques. [REVIEW]Charles D. Bodkin & Thomas H. Stevenson - 2007 - Journal of Business Ethics 72 (3):207 - 228.
    Many believe that colleges of business have a role to play in improving the level of marketing ethics practiced in the business world, while others believe that by the time students reach the level of university education, their ethical beliefs are so ingrained as to be virtually unalterable. The purpose of this study is to add to the literature regarding university students’ ethical value judgments. It utilizes scenario studies to assess base line ethical values of junior level undergraduate business administration (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  21. MBA Education, Business Ethics and the Case for Shareholder Value.Michael Devaney - 2007 - Journal of Academic Ethics 5 (2-4):199-205.
    The appropriate MBA curriculum has been debated for nearly a half century. More recently, critics contend that the emphasis on functional fields in MBA education has incorrectly elevated the importance of shareholder value resulting in unethical behavior. Although some criticism of MBA programs has merit, shareholder wealth maximization should remain the dominant management objective because it is relatively easy to implement and generally consistent with the interests of stakeholders.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  22. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  23. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   49 citations  
  24. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   32 citations  
  25. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  26. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  27. 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.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   11 citations  
  28. 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. (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  29. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   17 citations  
  30. 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 (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  31. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   18 citations  
  32. 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.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  33. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   21 citations  
  34. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   34 citations  
  35. 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 (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  36. Teaching Business Ethics for Effective Learning.Ronald R. Sims - 2002 - Quorum Books.
    A sensible, workable approach to the teaching of business ethics, based on an understanding of how people actually learn and on the need to start with a clear ...
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   9 citations  
  37. Teaching Business Ethics: Are There Differences Within Europe, and is There a European Difference?Laura Spence - 2000 - Business Ethics, the Environment and Responsibility 9 (1):58-64.
    Book reviewed in this article:Zsolnai, La´szlo´ The European Difference: Business Ethics in the Community of European Management Schools.
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  38. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  39. 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.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  40. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  41. 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). (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark   19 citations  
  42. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   18 citations  
  43. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  44. Teaching Business Ethics Through Meditation.Paul G. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  45. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   16 citations  
  46. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  47. Using the "Ethical Environment" Paradigm to Teach Business Ethics: The Case of the Maquiladoras. [REVIEW]Jack A. Raisner - 1997 - Journal of Business Ethics 16 (12-13):1331-1346.
    The "ethical environment of business" provides a constructive frame of reference for business ethics instruction. As illustrated by a suggested role play about foreign sweatshops, it provides a realistic, problem-solving context for the study of moral and ethical ideas. Once ethical behavior is viewed through this paradigm, students can better see how business policies are shaped by ethics and prepare themselves to react to their own ethical environment.
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  48. 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.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  49. 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.
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  50. 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 (...)
    Remove from this list   Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
1 — 50 / 71