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  1. Stakeholder Views of Nanosilver Linings: Macroethics Education and Automated Text Analysis Through Participatory Governance Role Play in a Workshop Format.Joshua Dempsey, Justin Stamets & Kathleen Eggleson - 2017 - Science and Engineering Ethics 23 (3):913-939.
    The Nanosilver Linings role play case offers participants first-person experience with interpersonal interaction in the context of the wicked problems of emerging technology macroethics. In the fictional scenario, diverse societal stakeholders convene at a town hall meeting to consider whether a nanotechnology-enabled food packaging industry should be offered incentives to establish an operation in their economically struggling Midwestern city. This original creative work was built with a combination of elements, selected for their established pedagogical efficacy and as topical dimensions of (...)
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  • 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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  • A Problem-Based Learning Approach to Business Ethics Education.Yusuf M. Sidani & Jon Thornberry - 2012 - Journal of Business Ethics Education 9:215-231.
    There are several challenges associated with traditional business ethics education. While case studies have been used extensively in ethics education, such use can be complemented by using Problem Based Learning. PBL represents a pedagogy employing more collaborative tools that involve students more extensively in the learning process. A well-designed teaching approach based on PBL can have significant positive impact on students’ learning. This paper supplies a representative teaching interaction based on PBL, and discusses the implications of its structure. Introducing PBL (...)
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  • A Multi-Level Perspective for the Integration of Ethics, Corporate Social Responsibility and Sustainability (ECSRS) in Management Education.Dolors Setó-Pamies & Eleni Papaoikonomou - 2016 - Journal of Business Ethics 136 (3):523-538.
    In recent years, much discussion has taken place regarding the social role of firms and their responsibilities to society. In this context, the role of universities is crucial, as it may shape management students’ attitudes and provide them with the necessary knowledge, skills and critical analysis to make decisions as consumers and future professionals. We emphasise that universities are multi-level learning environments, so there is a need to look beyond formal curricular content and pay more attention to implicit dimensions of (...)
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  • Moral Awareness Among Future Development Agents: An Action Study. [REVIEW]Suraiya Ishak & Mohd Yusof Hussain - 2013 - Asian Journal of Business Ethics 2 (1):79 - 89.
    Abstract The aim of this article is to describe the moral awareness of future development agents in Malaysia. This study involved a group of senior students from the Developmental Studies program of the Faculty of Social Sciences and Humanities, National University of Malaysia. The underpinning theories for this study have been based on the Rest's model on moral decision-making and Kohlberg's moral on cognitive development theory. The moral awareness of the students is considerably at high level scores. However, there are (...)
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  • The Worldwide Academic Field of Business Ethics: Scholars’ Perceptions of the Most Important Issues.Daniel Holland & Chad Albrecht - 2013 - Journal of Business Ethics 117 (4):777-788.
    We conducted an international survey of 211 scholars with expertise in business ethics. Each respondent was asked to identify the three most important issues that business ethics academia will face in the coming decade. Using content analytic procedures, responses were categorized and analyzed for commonalities. The results suggest that the most important issues facing business ethics academia in the future will be the following: issues relating to business ethics education such as curriculum, pedagogy, faculty, and accreditation the credibility of the (...)
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  • Using Live Cases to Teach Ethics.Victoria McWilliams & Afsaneh Nahavandi - 2006 - Journal of Business Ethics 67 (4):421-433.
    This paper describes a live ethics case project that can be used to teach ethics in a broad variety of business classes. The live case differs from regular cases in that it involves a current situation. Students select an on-going or current event that involves ethical violations and write a case about it. They then present their case and run a debate about the challenges and issues outlined in the case and the actions that could have or should have been (...)
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  • Case Studies of Ethics Scandals: Effects on Ethical Perceptions of Finance Students.Julie A. B. Cagle & Melissa S. Baucus - 2006 - Journal of Business Ethics 64 (3):213-229.
    Ethics instructors often use cases to help students understand ethics within a corporate context, but we need to know more about the impact a case-based pedagogy has on students’ ability to make ethical decisions. We used a pre- and post-test methodology to assess the effect of using cases to teach ethics in a finance course. We also wanted to determine whether recent corporate ethics scandals might have impacted students’ perceptions of the importance and prevalence of ethics in business, so we (...)
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  • 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 (...)
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  • 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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  • Teaching Ethical Decision Making: Designing a Personal Value Portrait to Ignite Creativity and Promote Personal Engagement in Case Method Analysis.Pamela A. Gibson - 2008 - Ethics and Behavior 18 (4):340 – 352.
    The case method approach to introducing ethical issues is a traditional tool for applying critical thinking skills to a specific dilemma. It allows for personal reflection and clarification of an individual's conceptual framework for deciding what is and is not ethical behavior. However, it also affords the student distance from the story line and may, through providing a retrospective critique, prevent sufficient challenge to the student to articulate and defend personal value assessments in addressing the ethical dynamics reflected in the (...)
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  • Integrative Live Case: A Contemporary Business Ethics Pedagogy.G. Venkat Raman, Swapnil Garg & Sneha Thapliyal - 2019 - Journal of Business Ethics 155 (4):1009-1032.
    Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach, content, and delivery, and a comprehensive framework for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the (...)
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  • A Discursive Perspective on Corporate Social Responsibility Education: A Story Co-Creation Exercise.José-Carlos García-Rosell - 2019 - Journal of Business Ethics 154 (4):1019-1032.
    Corporate social responsibility pedagogies and teaching techniques have been extensively discussed in the literature. They are viewed as crucial for illustrating business–society relationships and encouraging business students to act ethically. Although the experiential learning perspective prevails in the discussions on CSR education, little attention has been paid to the discursive nature of CSR learning. Considering this gap, the paper explores the role of discourses in CSR education by drawing upon the discursive perspective on CSR and the relational social-constructionist orientation to (...)
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  • University Students’ Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques.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 (...)
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