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  1. Using and Developing Role Plays in Teaching Aimed at Preparing for Social Responsibility.Neelke Doorn & J. Otto Kroesen - 2013 - Science and Engineering Ethics 19 (4):1513-1527.
    In this paper, we discuss the use of role plays in ethics education for engineering students. After presenting a rough taxonomy of different objectives, we illustrate how role plays can be used to broaden students’ perspectives. We do this on the basis of our experiences with a newly developed role play about a Dutch political controversy concerning pig transport. The role play is special in that the discussion is about setting up an institutional framework for responsible action that goes beyond (...)
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  • Focusing on Individuals' Ethical Judgement in Corporate Social Responsibility Curricula.Patrick Maclagan & Tim Campbell - 2011 - Business Ethics 20 (4):392-404.
    Adequate discussion of individuals' moral deliberation is notably absent from much of the literature on corporate social responsibility (CSR). We argue for a refocusing on the role of the individual in that context. In particular we regard this as important in CSR course design, for practical, pedagogical and moral reasons. After addressing some of the theoretical background to our argument, and noting some respects in which individual action features in the context of CSR, we consider the usefulness (or otherwise) of (...)
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  • Conflicting Obligations, Moral Dilemmas and the Development of Judgement Through Business Ethics Education.Patrick Maclagan - 2012 - Business Ethics 21 (2):183-197.
    Learning to address moral dilemmas is important for participants on courses in business ethics and corporate social responsibility (CSR). While modern, rule-based ethical theory often provides the normative input here, this has faced criticism in its application. In response, post-modern and Aristotelian perspectives have found favour. This paper follows a similar line, presenting an approach based initially on a critical interpretation of Ross's theory of prima facie duties, which emphasises moral judgement in actual situations. However, the retention of a modern (...)
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  • Connecting Past with Present: A Mixed-Methods Science Ethics Course and its Evaluation.Ioanna Semendeferi, Panagiotis Tsiamyrtzis, Malcolm Dcosta & Ioannis Pavlidis - 2016 - Science and Engineering Ethics 22 (1):251-274.
    We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course’s components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. (...)
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  • Challenging the ‘Million Zeros’: The Importance of Imagination for Business Ethics Education.Cécile Rozuel - 2016 - Journal of Business Ethics 138 (1):39-51.
    Despite increasing the presence of ‘ethics talk’ in business and management curricula, the ability of business ethics educators to question the system and support the development of morally responsible agents is debatable. This is not because of a lack of care or competence; rather, this situation points towards a more general tendency of education to become focused on economic growth, as Nussbaum claims. Revisiting the nature of ethics education, I argue that much moral learning occurs through the imagination, and not (...)
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  • Development of Role-Play Scenarios for Teaching Responsible Conduct of Research.Bradley J. Brummel, C. K. Gunsalus, Kerri L. Anderson & Michael C. Loui - 2010 - Science and Engineering Ethics 16 (3):573-589.
    We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.
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  • Investigating and Assessing the Quality of Employee Ethics Training Programs Among US-Based Global Organizations.James Weber - 2015 - Journal of Business Ethics 129 (1):27-42.
    Reoccurring instances of unethical employee behavior raises the question of the effectiveness of organization’s employee ethics training programs. This research seeks to examine employee ethics training programs among US-based global organizations by asking members of the Ethics and Compliance Officer Association to describe various elements of their organizations’ ethics training programs. This investigation and assessment reveal that there are some effective aspects of ethics training but five serious concerns are identified and discussed as potential contributions to the lack of ethics (...)
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  • Academia, Aristotle, and the Public Sphere – Stewardship Challenges to Schools of Business.Cam Caldwell & Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):5-20.
    In this paper we suggest that the ethical duties of business schools can be understood as representing stewardship in the Aristotelian tradition. In Introduction section we briefly explain the nature of ethical stewardship as a moral guideline for organizations in examining their duties to society. Ethical Stewardship section presents six ethical duties of business schools that are owed to four distinct stakeholders, and includes examples of each of those duties. Utilizing this Framework section identifies how this framework of duties can (...)
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  • Using the Chernobyl Incident to Teach Engineering Ethics.William R. Wilson - 2013 - Science and Engineering Ethics 19 (2):625-640.
    This paper discusses using the Chernobyl Incident as a case study in engineering ethics instruction. Groups of students are asked to take on the role of a faction involved in the Chernobyl disaster and to defend their decisions in a mock debate. The results of student surveys and the Engineering and Science Issues Test indicate that the approach is very popular with students and has a positive impact on moral reasoning. The approach incorporates technical, communication and teamwork skills and has (...)
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  • Highlighting Moral Courage in the Business Ethics Course.Debra R. Comer & Michael Schwartz - 2017 - Journal of Business Ethics 146 (3):703-723.
    At the end of their article in the September 2014 issue of the Journal of Business Ethics, Douglas R. May, Matthew T. Luth, and Catherine E. Schwoerer state that they are “hopeful in outlook” about the “evidence that business ethics instructors are….able to encourage students…to develop the courage to come forward even when pressures in organizations dictate otherwise”. We agree with May et al. that it is essential to augment students’ moral courage. However, it seems overly optimistic to believe that (...)
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  • EPIC: A Framework for Using Video Games in Ethics Education.Karen Schrier - 2015 - Journal of Moral Education 44 (4):393-424.
    Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework, which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development, learning, and ethical decision-making models, including frameworks and theories associated with games and ethics, as well as prior empirical and theoretical research literature. The EPIC Framework consists of seven ethics education goals, and 12 strategies associated with ethics education, (...)
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  • A "New" Theory of Management.Andrew Sikula, Kurt Olmosk, Chong W. Kim & Stephen Cupps - 2001 - Ethics and Behavior 11 (1):3-21.
    This article presents a "new" theory of management for the new millennium: "new" not because singularly the ideas are recent, but because the combination of these older ideas collectively is novel. To some extent, this article represents the reestablishment of previously existing employment ethics that for various and sundry reasons lapsed into disuse in the past several decades. This article discusses employee relations ethics (ERE) in terms of an ERE credo and a set of assumptions. The modern millennium mission states (...)
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  • Integrating Ethics Training Into an Undergraduate Research Program.Shurooq al Hashimi, Mercedes Sheen, Jessica Essary & Majeda Humeidan - 2016 - Teaching Ethics 16 (2):243-250.
    This paper presents a model for integrating research ethics training into an undergraduate research program. The Undergraduate Research Scholars Program is a five-semester training program designed to teach research methods to multidisciplinary undergraduate students at Zayed University. The main challenge for the URSP ethics training is to be relevant and broad and this is best addressed through the use of the Triplex teaching model which consists of three integrative approaches: contextualization, conceptualization and problem-centering. The Triplex model uses teaching techniques such (...)
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  • Conflicting Obligations, Moral Dilemmas and the Development of Judgement Through Business Ethics Education.Patrick Maclagan - 2012 - Business Ethics: A European Review 21 (2):183-197.
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  • Focusing on Individuals' Ethical Judgement in Corporate Social Responsibility Curricula.Patrick Maclagan & Tim Campbell - 2011 - Business Ethics: A European Review 20 (4):392-404.
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  • Aristotelian Virtue and Business Ethics Education.Steven M. Mintz - 1996 - Journal of Business Ethics 15 (8):827 - 838.
    In recent years there has been an increased interest in the application of Aristotelian virtue to business ethics. The objective of this paper is to describe the moral and intellectual virtues defined by Aristotle and the types of pedagogy that might be used to integrate virtue ethics into the business curriculum. Virtues are acquired human qualities, the excellences of character, which enable a person to achieve the good life. In business, the virtues facilitate successful cooperation and enable the community to (...)
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