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  1. 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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  • 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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  • Does Studying ‘Ethics’ Improve Engineering Students’ Meta-Moral Cognitive Skills?Reena Cheruvalath - 2019 - Science and Engineering Ethics 25 (2):583-596.
    This study examines the assumption that training in professional ethics is a predictor of the meta-moral cognitive ability of engineering students. The main purpose of the study was to check the difference in the meta-moral cognitive abilities between those students who studied a course on professional ethics, as part of the engineering curriculum, and those who did not undertake such a course. Using the survey method, the author conducted a pilot study amongst 243 engineering undergraduates. The meta-moral cognitive awareness inventory (...)
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  • A Meta-Analytic Investigation of Business Ethics Instruction.Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford - 2009 - Journal of Business Ethics 87 (1):133 - 151.
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal␣impact on increasing (...)
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  • Common Myths About Business Ethics: Perspectives From Hong Kong.Gael M. McDonald - 1995 - Business Ethics: A European Review 4 (2):64-69.
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  • Common Myths About Business Ethics: Perspectives From Hong Kong.Gael M. McDonald - 1995 - Business Ethics 4 (2):64–69.
    Being clear about the nature and demands of business ethics, particularly in the context of Hong Kong, means dispelling a number of popular myths. The author is Associate Professor of Management at the Asia International Open University, Matheson Centre, 3 Matheson Street, Hong Kong. She is also an Associate Editor of this Review.
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  • Educational Impacts on Academic Business Practitioner's Moral Reasoning and Behaviour: Effects of Short Courses in Ethics or Philosophy.Einar Marnburg - 2003 - Business Ethics: A European Review 12 (4):403-413.
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  • Integrating Care Ethics and Design Thinking.Maurice Hamington - 2019 - Journal of Business Ethics 155 (1):91-103.
    This article explores the integration of the seemingly disparate notions of care ethics and design thinking. The business community has adapted “design thinking” from engineering and architecture to facilitate innovation and problem solving through participatory processes. “Care ethics” is a relational approach to morality characterized by a concern for context, empathy, and action. Although design thinking is receiving significant attention and application in business practices, care ethics has only achieved limited traction among business ethicists in academia. “Caring design” is offered (...)
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  • A Meta-Analytic Investigation of Business Ethics Instruction.Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford - 2009 - Journal of Business Ethics 87 (1):133-151.
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  • Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade.Montgomery Van Wart, David Baker & Anna Ni - 2014 - Journal of Business Ethics 122 (4):571-585.
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  • Use of a "Coping-Modeling, Problem-Solving" Program in Business Ethics Education.Sheldene K. Simola - 2010 - Journal of Business Ethics 96 (3):383 - 401.
    During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a "coping-modeling, problem-solving" (CMPS) approach (Cunningham, 2006) as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decisionmaking in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third year required (...)
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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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  • Educational Impacts on Academic Business Practitioner's Moral Reasoning and Behaviour: Effects of Short Courses in Ethics or Philosophy.Einar Marnburg - 2003 - Business Ethics 12 (4):403–413.
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  • What Makes a Business Ethicist? A Reflection on the Transition From Applied Philosophy to Critical Thinking.Peter Seele - 2018 - Journal of Business Ethics 150 (3):647-656.
    This article discusses the transition that business ethics has undergone since its start essentially as a philosophical sub-discipline of applied ethics. Today, business ethics—as demonstrated by four examples of gatekeepers—is a well-established field in general management, and increasingly business scholars without a “formal” background in philosophy are entering the scene. I take this transition to examine an updated positioning of business ethics and offer a proposal to redefine what makes a business ethicist. I suggest taking critical thinking as the common (...)
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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.
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  • Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test.Kristen Smith, Keston Fulcher & Elizabeth Hawk Sanchez - 2017 - Journal of Business Ethics 144 (2):417-436.
    Professionals in business and law, healthcare providers, educators, policymakers, consumers, and higher education practitioners value ethical reasoning skills. Because of this, we concentrated campus-wide reaccreditation efforts to help students actively engage in ER. In doing so, we re-conceptualized the ER process, implemented campus-wide ER interventions designed to be experienced by all undergraduate students, and created the ethical reasoning identification test to measure students’ ability to engage in a foundational step in the ER process. Using factor analysis, we demonstrated internal validity (...)
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  • Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology.Georgina Voss - 2013 - Science and Engineering Ethics 19 (3):1375-1393.
    This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal (...)
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  • Business Ethics and Financial Reporting Quality: Evidence From Korea. [REVIEW]Tae Hee Choi & Jinhan Pae - 2011 - Journal of Business Ethics 103 (3):403-427.
    This study examines the relationship between corporate commitment to business ethics and financial reporting quality. We posit that companies with a higher level of ethical commitment exhibit better quality financial reporting than those with a lower level of ethical commitment. Consistent with our prediction, we find that companies with a higher level of ethical commitment are engaged in less earnings management, report earnings more conservatively, and predict future cash flows more accurately than those with a lower level of ethical commitment. (...)
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  • The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction.Conor O'Leary & Jenny Stewart - 2013 - Journal of Business Ethics 113 (2):225-241.
    Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while (...)
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  • Applying Research Findings to Enhance Pre-Practicum Ethics Training.Alfred Allan - 2018 - Ethics and Behavior 28 (6):465-482.
    Professions have a social obligation to ensure that their members’ professional behavior is morally appropriate. The psychology profession in most jurisdictions delegates the responsibility of ensuring that psychologists entering the profession are ethically competent to pre-practicum training programs. Educators responsible for teaching the ethics courses in these programs often base them on Rest’s theory that does not take into account a vast amount of contemporary psychological and neuroscientific research data on moral decision making. My aim with this article is therefore (...)
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  • The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings From the PRME International Survey.Debbie Haski-Leventhal, Mehrdokht Pournader & Andrew McKinnon - 2017 - Journal of Business Ethics 146 (1):219-239.
    As demand grows from various stakeholders for responsible management education in business schools, it is essential to understand how corporate social responsibility and RME are perceived by various subgroups of business students. Following the principles of theories on moral orientation and moral development, we examined the role of gender and age in determining four indicators of business students’ moral approach in the context of business schools committed to RME and CSR. Based on nearly 1300 responses to a survey, conducted with (...)
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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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  • Introducing Practical Wisdom in Business Schools.Esther Roca - 2008 - Journal of Business Ethics 82 (3):607-620.
    This article echoes those voices that demand new approaches and ‹senses’ for management education and business programs. Much of the article is focused on showing that the polemic about the educative model of business schools has moral and epistemological foundations and opens up the debate over the type of knowledge that practitioners need to possess in order to manage organizations, and how this knowledge can be taught in management programs. The article attempts to highlight the moral dimension of management through (...)
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  • Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics 14 (3):290–300.
  • Use of a “Coping-Modeling, Problem-Solving” Program in Business Ethics Education.Sheldene K. Simola - 2010 - Journal of Business Ethics 96 (3):383-401.
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  • Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics: A European Review 14 (3):290-300.
  • Business Ethics Without Philosophers? Evidence for and Implications of the Shift From Applied Philosophers to Business Scholars on the Editorial Boards of Business Ethics Journals.Peter Seele - 2016 - Metaphilosophy 47 (1):75-91.
    This article considers the relationship between business ethics and philosophy, specifically in relation to the field and persons working in it. The starting point is a grammatical one: business ethics by the rules of grammar belongs to ethics. In terms of academic disciplines, it belongs to applied ethics, which belongs to ethics, which belongs to practical philosophy, which belongs to philosophy. However, in the field of business ethics today one will seldom meet colleagues from philosophy; instead, they will come from (...)
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  • Teaching Ethics to Undergraduate Business Students in Australia: Comparison of Integrated and Stand-Alone Approaches.Elizabeth Prior Jonson, Linda Mary McGuire & Deirdre O’Neill - 2015 - Journal of Business Ethics 132 (2):477-491.
  • 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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  • Using Inside Job to Teach Business Ethics.Ernest N. Biktimirov & Don Cyr - 2013 - Journal of Business Ethics 117 (1):209-219.
    This article recommends the film Inside Job as an effective teaching tool for illustrating the ethical issues that surrounded the global financial crisis of 2008 and the subsequent economic downturn. The study discusses issues such as the revolving door, conflicts of interest, fiduciary duty, executive compensation, and financial regulation. The presentation of each ethical issue comprises suggested questions, background information, and guides to specific sections of the film. An overview of the film is provided as well.
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