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  1. Influence of Gender and Ethical Training on University Teachers Sensitivity Towards the Integration of Ethics in Business Studies.Marcela Espinosa-Pike, Edurne Aldazabal & Ana Martín-Arroyuelos - 2012 - Journal of Academic Ethics 10 (1):9-25.
    The aim of this work is to analyse the effect of gender and ethical training received on the sensitivity of university teachers towards the inclusion of ethics in graduate business studies. To this end, a study has been carried out that uses four ethical sensitivity indicators for teachers: their opinion about the need to include ethics in the world of business, their opinion about the need to include ethics in University education involving business studies, the current integration of ethics by (...)
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  • 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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  • Measuring the Impact of Teaching Ethics to Future Managers: A Review, Assessment, and Recommendations. [REVIEW]James Weber - 1990 - Journal of Business Ethics 9 (3):183 - 190.
    This paper takes a critical look at the empirical studies assessing the effectiveness of teaching courses in business and society and business ethics. It is generally found that students' ethical awareness or reasoning skills improve after taking the courses, yet this improvement appears to be short-lived. The generalizability of these findings is limited due to the lack of extensive empirical research and the inconsistencies in research design, empirical measures, and statistical analysis across studies. Thus, recommendations are presented and discussed for (...)
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  • 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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  • Business ethics: A literature review with a focus on marketing ethics. [REVIEW]John Tsalikis & David J. Fritzsche - 1989 - Journal of Business Ethics 8 (9):695 - 743.
    In recent years, the business ethics literature has exploded in both volume and importance. Because of the sheer volume and diversity of this literature, a review article was deemed necessary to provide focus and clarity to the area. The present paper reviews the literature on business ethics with a special focus in marketing ethics. The literature is divided into normative and empirical sections, with more emphasis given to the latter. Even though the majority of the articles deal with the American (...)
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  • The Teaching of Ethics in Canadian Schools of Management and Administrative Studies.Jang B. Singh - 1989 - Journal of Business Ethics 8 (1):51 - 56.
    Business ethics has been described as a prime academic growth industry. This paper reports the findings of a survey aimed at establishing the status of ethics in the curricula of Canadian Schools of Management and Administrative Studies. It was found that twenty-three of the forty-two responding schools offer courses in business ethics and that they offer a total of twenty-five ethics courses, twenty of which are offered as electives. Forty-two percent of the schools not offering a course in business ethics (...)
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  • The Teaching of Business Ethics: A Survey of AACSB Member Schools. [REVIEW]Lyle F. Schoenfeldt, Don M. McDonald & Stuart A. Youngblood - 1991 - Journal of Business Ethics 10 (3):237 - 241.
    This report presents the findings of a survey of business ethics education undertaken in the Fall of 1988. The respondents were the deans of colleges and universities associated with the AACSB.Ethics, as a curriculum topic, received significant coverage at over 90 percent of the institutions, with 53 percent indicating interest in increasing coverage of the subject. The tabulations of this survey may prove useful to schools seeking to compare or develop their emphases in business ethics.
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  • What is a Good Answer to an Ethical Question?Katherina Glac & Christopher Michaelson - 2012 - Journal of Business Ethics Education 9:233-258.
    Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...)
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  • The Origins of Business Ethics in American Universities, 1902–1936.Gabriel Abend - 2013 - Business Ethics Quarterly 23 (2):171-205.
    The history of the field of business ethics in the U.S. remains understudied and misunderstood. In this article I begin to remedy this oversight about the past, and I suggest how it can be beneficial in the present. Using both published and unpublished primary sources, I argue that the business ethics field emerged in the early twentieth century, against the backdrop of the establishment of business schools in major universities. I bring to light four important developments: business ethics lectures at (...)
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  • Making a Difference with a Discrete Course on Accounting Ethics.Steven Dellaportas - 2006 - Journal of Business Ethics 65 (4):391-404.
    Calls for the expansion of ethics education in the business and accounting curricula have resulted in a variety of interventions including additional material on ethical cases, the code of conduct, and the development of new courses devoted to ethical development [Lampe, J.: 1996]. The issue of whether ethics should be taught has been addressed by many authors [see for example: Hanson, K. O.: 1987; Huss, H. F. and D. M. Patterson: 1993; Jones, T. M.: 1988–1989; Kerr, D. S. and L. (...)
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  • Ethics in Education: A Comparative Study. [REVIEW]Michael S. Lane & Dietrich Schaupp - 1989 - Journal of Business Ethics 8 (12):943 - 949.
    This study reports the results of a survey designed to assess the impact of education on the perceptions of ethical beliefs of students. The study examines the beliefs of students from selected colleges in an eastern university. The results indicate that beliefs which students perceive are required to succeed in the university differ among colleges. Business and economics students consistently perceive a greater need for unethical beliefs than students from other colleges.
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  • Ethics, Education, and Corporate Leadership.G. R. Bassiry - 1990 - Journal of Business Ethics 9 (10):799 - 805.
    The purpose of this study is to determine the relative frequency of course offerings on social issues and business ethics in American business schools. Specifically, a random sample of the curricula of 119 American business schools were analyzed in order to gauge the importance given to coursework on ethics and social issues. The findings indicated that the incidence of such courses was generally low in American business curricula, particularly at the graduate level. These findings are discussed in light of the (...)
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  • Meta-Learning About Business Ethics: Building Honorable Business School Communities. [REVIEW]Linda Klebe Trevino & Donald McCabe - 1994 - Journal of Business Ethics 13 (6):405 - 416.
    We propose extending business ethics education beyond the formal curriculum to the hidden curriculum where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an honorable business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.
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  • Beyond Bean Counting: Establishing High Ethical Standards in the Public Accounting Profession. [REVIEW]Jeffrey R. Cohen & Laurie W. Pant - 1991 - Journal of Business Ethics 10 (1):45 - 56.
    Business professions are increasingly faced with the question of how to best monitor the ethical behavior of their members. Conflicts could exist between a profession's desire to self-regulate and its accountability to the public at large. This study examines how members of one profession, public accounting, evaluate the relative effectiveness of various self-regulatory and externally imposed mechanisms for promoting a climate of high ethical behavior. Specifically, the roles of independent public accountants, regulatory and rule setting agencies, and undergraduate accounting education (...)
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  • A Case Example: Integrating Ethics Into the Academic Business Curriculum. [REVIEW]Gael M. McDonald - 2004 - Journal of Business Ethics 54 (4):371 - 384.
    This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...)
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  • Pygmalion Effect: An Issue for Business Education and Ethics. [REVIEW]Michael S. Lane, Dietrich Schaupp & Barbara Parsons - 1988 - Journal of Business Ethics 7 (3):223 - 229.
    This study reports the results of a survey designed to assess the impact of business education on the ethical beliefs of business students. The study examines the beliefs of graduate and undergraduate students about ethical behavior in educational settings. The investigation indicates that the behavior which students learn or perceive is required to succeed in business schools may run counter to the ethical sanctions of society and the business community.
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  • Ethical Theory and Practice: Is There a Gap? [REVIEW]John Hoaglund - 1984 - Journal of Business Ethics 3 (3):201 - 205.
    Archie Bahm argued recently that there is a gap between theoretical and applied ethics, and that those working in applied ethics must assume the burden of bridging it. Evidence of a gap is considerable, but it seems also partly due to much ethical theory having relatively little to offer to those grappling with practical moral problems. Some aspects of utilitarian theory are examined in this connection. Finally it is suggested that other areas of theory developing new models of man may (...)
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  • Business Ethics Assessment Criteria: Business V. Philosophy—Survey Results.Donald Morris - 2001 - Business Ethics Quarterly 11 (4):623-650.
    This paper presents the results of and conclusions from a survey of 2,830 college and university undergraduate business andphilosophy departments regarding their business ethics offerings. The impetus for this survey included seeking a better understandingof the problems for which business ethics courses are the solution. It was proposed that, if we knew what it is that professors teachingbusiness ethics believe they are teaching-not in terms of content or methods, but in terms of what criteria they are using to assessstudents' achievement (...)
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  • A Case Example: Integrating Ethics Into the Academic Business Curriculum.Gael M. McDonald - 2004 - Journal of Business Ethics 54 (4):371-384.
    This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...)
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  • An International Study of Ethics.Michael S. Lane, Dietrich L. Schaupp & Hans Pohl - 1991 - International Journal of Value-Based Management 4 (2):77-93.
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  • Business Ethics in the Curriculum: A Stranger in a Strange Land.Robert E. Frederick & W. Michael Hoffman - 1989 - International Journal of Value-Based Management 2 (1):19-29.
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