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 [Book Review]
Journal of Business Ethics 48 (1):7-19 (2003)
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 this debate by attempting to empirically gauge students'' levels of moral awareness in order to explore the implications for the teaching of business ethics, specifically in terms of presenting the case for the importance of an integrated business ethics curriculum.
|Keywords||integrated ethics curriculum moral awareness moral development work experience work placement|
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Citations of this work BETA
Moral Identity as Leverage Point in Teaching Business Ethics.Jun Gu & Cristina Neesham - 2014 - Journal of Business Ethics 124 (3):527-536.
Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students.Barbara A. Ritter - 2006 - Journal of Business Ethics 68 (2):153-164.
A Step Forward: Ethics Education Matters!Cubie L. L. Lau - 2010 - Journal of Business Ethics 92 (4):565-584.
Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics 14 (3):290–300.
After Andersen: An Experience of Integrating Ethics Into Undergraduate Accountancy Education. [REVIEW]David Molyneaux - 2004 - Journal of Business Ethics 54 (4):385 - 398.
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