Results for 'Business Education'

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  1.  11
    Business Education and Erosion of Character.J. Elegido - 2009 - African Journal of Business Ethics 4 (1):16.
    This article discusses the evidence for the claim that exposure to the economic model of man tends to make students more selfish. It also discusses the more general problems created by the employment of the models of human beings used in the social sciences, which often are extremely simple, in business education. After considering some proposed solutions to these problems, the article advocates exposing students to more inclusive conceptions of human nature and, as each model is taught, helping (...)
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  2.  37
    Effect of Business Education on Women and Men Students' Attitudes on Corporate Responsibility in Society.Anna-Maija Lämsä, Meri Vehkaperä, Tuomas Puttonen & Hanna-Leena Pesonen - 2008 - Journal of Business Ethics 82 (1):45 - 58.
    This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master’s degree in business studies at two Finnish universities. The results show (...)
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  3.  22
    Business Education and Idealism as Determinants of Stakeholder Orientation.Jose-Luis Godos-Díez, Roberto Fernández-Gago & Laura Cabeza-García - 2015 - Journal of Business Ethics 131 (2):439-452.
    This paper based on the distinction between the instrumental and normative views of stakeholder management explores how business education and personal moral philosophies may influence the orientation adopted by an individual. A mediated regression analysis using survey information collected from 206 Spanish university students showed that those exposed to management theories were less willing to consider stakeholders when making business decisions if the consequent economic impacts on the firm were omitted. The results also provided support for a (...)
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  4.  78
    The Impact of Business Education on Moral Judgment Competence: An Empirical Study.David E. Desplaces, David E. Melchar, Laura L. Beauvais & Susan M. Bosco - 2007 - Journal of Business Ethics 74 (1):73-87.
    This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence (...)
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  5.  13
    Effect of Business Education on Women and Men Students’ Attitudes on Corporate Responsibility in Society.Anna-Maija Lämsä, Meri Vehkaperä, Tuomas Puttonen & Hanna-Leena Pesonen - 2008 - Journal of Business Ethics 82 (1):45-58.
    This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master's degree in business studies at two Finnish universities. The results show (...)
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  6.  34
    Linking Business Education, Campus Culture and Community: The Bentley Service-Learning Project. [REVIEW]Amy L. Kenworthy - 1996 - Journal of Business Ethics 15 (1):121 - 131.
    This article describes the service-learning project at Bentley College in Waltham, Massachusetts. The Bentley Service-Learning Project (BSLP) has served as a catalyst for instituting the value of social responsibility into the business curriculum. With over 25% of the full-time faculty integrating service-learning into their courses, Bentley has had over 3000 students using their business skills to assist community agencies. The BSLP has helped to create an environment where business students, faculty, staff and administrators come together to work (...)
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  7.  31
    Business Ethics and Business Education: A Report From a Regional State University. [REVIEW]Barry Castro - 1989 - Journal of Business Ethics 8 (6):479 - 486.
    My central point is that the recent wave of interest in business ethics is an opportunity to review the whole enterprise of undergraduate business education. Business ethics, taught as if the students, faculty, curriculum and organization of the business school were important parts of the subject matter, is a way both to affirm the seriousness of ethical inquiry and to build an increased sense of collegial responsibility for the overall curriculum students are asked to undertake.
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  8.  28
    Does Economics and Business Education Wash Away Moral Judgment Competence?Katrin Hummel, Dieter Pfaff & Katja Rost - 2018 - Journal of Business Ethics 150 (2):559-577.
    In view of the numerous accounting and corporate scandals associated with various forms of moral misconduct and the recent financial crisis, economics and business programs are often accused of actively contributing to the amoral decision making of their graduates. It is argued that theories and ideas taught at universities engender moral misbehavior among some managers, as these theories mainly focus on the primacy of profit-maximization and typically neglect the ethical and moral dimensions of decision making. To investigate this criticism, (...)
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  9.  21
    Cura Personalis and Business Education for Sustainability.Kevin Jackson - 2012 - Business and Professional Ethics Journal 31 (2):265-288.
    Sustainability has been gaining recognition as an innovative pathway for general learning from early childhood to higher education. This article advances acura personalis, or care for the entire person, approach for integrating sustainability into the domain of business management education. Such an approach centers on fostering higher-order dispositions including creativity, critical moral awareness, existential authenticity, excellence, relatedness, and overall well-being and thus constitutes a broader, deep ecological alternative to received scientistic and quantitatively controlled programs.
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  10.  62
    Shaping Ethical Perceptions: An Empirical Assessment of the Influence of Business Education, Culture, and Demographic Factors.Yvette P. Lopez, Paula L. Rechner & Julie B. Olson-Buchanan - 2005 - Journal of Business Ethics 60 (4):341-358.
    Recent events at Enron, K-Mart, Adelphia, and Tyson would seem to suggest that managers are still experiencing ethical lapses. These lapses are somewhat surprising and disappointing given the heightened focus on ethical considerations within business contexts during the past decade. This study is designed, therefore, to increase our understanding of the forces that shape ethical perceptions by considering the effects of business school education as well as a number of other individual-level factors (such as intra-national culture, area (...)
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  11.  6
    Business Education at the Mannheim Handelshochschule, 1907–1933.Keith Tribe - 1994 - Minerva 32 (2):158-185.
  12.  27
    Scale and Study of Student Attitudes Toward Business Education’s Role in Addressing Social Issues.Bradley J. Sleeper, Kenneth C. Schneider, Paula S. Weber & James E. Weber - 2006 - Journal of Business Ethics 68 (4):381 - 391.
    Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related (...)
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  13.  35
    Ethics in Business Education: Working Toward a Meaningful Reciprocity. [REVIEW]W. Michael Hoffman - 1984 - Journal of Business Ethics 3 (4):259 - 268.
    This paper outlines and argues against some criticisms of business ethics education. It maintains that these criticisms have been put forward due to a misunderstanding of the nature of business and/or ethics. Business ethics seeks a meaningful reciprocity among economic, social and moral concerns. This demands that business organizations autonomously develop ethical goals from within, which in turn demands a reciprocity between ethical theory and practical experience. Working toward such a reciprocity, the ultimate goal of (...)
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  14.  6
    Graduate Business Education and the Moral Development of MBA Students.Thomas Jones, Tom Thomas, Bradley Agle & Jenifer Ehreth - 1990 - Proceedings of the International Association for Business and Society 1:86-105.
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  15.  89
    Teaching Business Ethics: The Role of Ethics in Business and in Business Education[REVIEW]Wesley Cragg - 1997 - Journal of Business Ethics 16 (3):231-245.
    The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the ethics of doing, (...)
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  16.  31
    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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  17.  6
    Paired Courses: Using Liberal Arts to Improve Business Education.Eric Litton & Jim Wacker - 2020 - Humanistic Management Journal 5 (2):231-249.
    This paper summarizes paired courses, a technique that is being used to incorporate the benefits of liberal arts into the business curriculum. This technique pairs a required business course with a liberal arts course that students take concurrently during a semester. The courses have overlapping themes and activities to build specific competencies that are desired by organizations, such as communication, critical thinking and problem solving, emotional intelligence, and organizational professionalism. These competencies are identified by exploring national surveys and (...)
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  18.  6
    Transforming Business Education through Social Innovation: from Exalting Heroes to Engaging our Humanity.Lerzan Aksoy, Hooria Jazaieri, Yuliya Komarova Loureiro, Katherine Milligan, Jeffrey Nesteruk & Raj Sisodia - 2019 - Humanistic Management Journal 4 (2):239-259.
    Our world is faced with complex challenges that include poverty, hunger, lack of education, gender inequality, sustainability, and climate change. These issues cannot be addressed by government action alone and requires the business world play an important role. Despite the many effort of companies to address social responsibility in the last decade however, capitalism continues to suffer a crisis of trust. Many organizations lack the awareness, mindset, frameworks, and knowledge to efficiently and effectively make progress in providing solutions (...)
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  19.  2
    Transforming Business Education through Social Innovation: from Exalting Heroes to Engaging our Humanity.Lerzan Aksoy, Hooria Jazaieri, Yuliya Komarova Loureiro, Katherine Milligan, Jeffrey Nesteruk & Raj Sisodia - 2019 - Humanistic Management Journal 4 (2):239-259.
    Our world is faced with complex challenges that include poverty, hunger, lack of education, gender inequality, sustainability, and climate change. These issues cannot be addressed by government action alone and requires the business world play an important role. Despite the many effort of companies to address social responsibility in the last decade however, capitalism continues to suffer a crisis of trust. Many organizations lack the awareness, mindset, frameworks, and knowledge to efficiently and effectively make progress in providing solutions (...)
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  20.  4
    Business Education: Does a Focus on Prosocial Values Increase Students’ Pro-Social Behavior?Malte Petersen, Monika Keller, Jürgen Weibler & Wasilios Hariskos - 2019 - Mind and Society 18 (2):181-190.
    Prior research has shown a pronounced self-orientation in students of business and economics. This article examines if self-orientation can be alleviated by a focus on prosocial values in business education. In a cross-sectional design, we test the prosocial behavior and values of bachelor students at the beginning and the end of a traditional 3-year business administration program. We compare their behavior with the behavior of two different groups: students from an ethically-oriented international management school and students (...)
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  21.  18
    The Effect of Business Education on the Ethics of Students: An Empirical Assessment Controlling for Maturation.Dawn Milner, Tom Mahaffey, Ken MacCaulay & Tim Hynes - 1999 - Teaching Business Ethics 3 (3):255-267.
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  22.  1
    The Light on Hartman Green: Natural Scientists, Business Education, and an Ecological Business Paradigm.Timothy W. Sipe - 2020 - Humanistic Management Journal 5 (2):279-286.
    Considerable effort has been devoted over the last fifteen years by faculty and administrators in numerous colleges and universities, and by organizations such as the Aspen Institute and Teagle Foundation, to enhancing business education through broad infusion of the perspectives and content of the liberal arts. The emphasis has been on integration of the social sciences and especially the humanities. The author—a natural scientist—recounts a seminal experience that motivated him to work more intensively on this initiative with his (...)
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  23.  13
    Opportunity for All: Linking Service-Learning and Business Education[REVIEW]Edward Zlotkowski - 1996 - Journal of Business Ethics 15 (1):5 - 19.
    A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students' technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity.
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  24.  17
    Scale and Study of Student Attitudes Toward Business Education’s Role in Addressing Social Issues.Bradley J. Sleeper, Kenneth C. Schneider, Paula S. Weber & James E. Weber - 2006 - Journal of Business Ethics 68 (4):381-391.
    Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related (...)
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  25.  7
    Delivering Ethics in Business Education.Bimal Prodhan - 1997 - Teaching Business Ethics 1 (3):269-281.
  26. The Reformation of Business Education: Purposes and Objectives.Robert Keith Shaw - 2011 - In Proceedings of 2011 Conference of the New Zealand Assoication of Applied Business Education. Nelson, New Zealand, 11 October 2011. New Zealand Association of Applied Business Education.
    Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised (...)
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  27.  2
    Business Education: A Study in Paradox.Michael Thomas - 1983 - Business and Society 22 (1):18-21.
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  28.  12
    Business Education, Values and Beliefs.Michael W. Small - 1997 - Teaching Business Ethics 1 (1):53-61.
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  29. Critical Thinking in Business Education: Current Outlook and Future Prospects.W. Martin Davies & Angelito Calma - forthcoming - Studies in Higher Education.
    This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which (...)
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  30.  40
    Business and Community: Integrating Service Learning in Graduate Business Education[REVIEW]Dennis P. Wittmer - 2004 - Journal of Business Ethics 51 (4):359-371.
    For the past five years at the Daniels College of Business at the University of Denver a community service or service learning component has been included in the Values in Action class (now Values-Based Leadership), a core MBA course that integrates ethics, law, and public policy perspectives on business issues. This paper summarizes the educational philosophy and the mechanics of this required component. Few empirical studies have been conducted to gauge the perceived value and impact of a service (...)
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  31. Reframing the Purpose of Business Education: Crowding-in a Culture of Moral Self-Awareness.Julian Friedland & Tanusree Jain - forthcoming - Journal of Management Inquiry.
    Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for (...) education. To resolve this impasse, we draw on the concept of moral self-awareness to offer a system-theoretical strategy for crowding-in a culture of ethics within business schools. We argue that to do so, business schools will need to (1) reframe the purpose of business, (2) reframe the meaning of professional success, and (3) reframe the ethos of business education itself. (shrink)
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  32.  34
    Writing Performance and Moral Reasoning in Business Education?J. Lynn Johnson, Robert Insley, Jaideep Motwani & Imad Zbib - 1993 - Journal of Business Ethics 12 (5):397 - 406.
    This study investigates the connection of moral reasoning to demographic and performance variables in business education, especially business and technical writing. The moral reasoning construct serves as the foundation for one''s decision making when confronted with moral dilemmas. Significant relationships are reported between subjects'' writing skill and their moral reasoning scores. This research serves as a foundation for questions about writers'' moral reasoning and the ethical decisions each writer makes in written communication. In addition, this study supports (...)
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  33.  14
    Speaking in Poetry: Community Service-Based Business Education[REVIEW]Robert H. Hogner - 1996 - Journal of Business Ethics 15 (1):33 - 43.
    This is a story of the development of a community service for business education project in Florida International University's Business Environment Program. The Project, as it is called, had its practical origins in student involvement in community activism-type projects. Its theoretical foundation is found in the concept of increasing community discourse — following Dewey (1954) — as a vehicle for strengthening the business and society bond. Student community service projects are described including the largest group to (...)
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  34.  6
    Transforming Purpose-Driven Business Education.Jerry White - 2019 - Humanistic Management Journal 4 (2):261-264.
    This timely analysis by Lerzan Aksoy et al at Fordham University Gabelli School of Business highlights an urgent need for business education reformation worldwide. The authors, mindful of impending disruptive change, provoke new research and thinking to integrate “social innovation” more thoroughly into business school curricula and training. Their emphasis on a more reflective and values-centric approach to business education is most welcome given the dire complex of challenges we face globally.
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  35.  46
    Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender (...)
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  36.  15
    Differences in Value Systems of Anglo-American and Far Eastern Students: Effects of American Business Education[REVIEW]Kamalesh Kumar & Mary S. Thibodeaux - 1998 - Journal of Business Ethics 17 (3):253-262.
    This study examined differences in the values patterns of business students from Anglo-American and Far Eastern country clusters using Allport et al.'s (1970) Study of Values. Differences were noted on five of the six attitudes; Theoretical, Economic, Political, Social, and Religious. Next, using multiple comparison method the value patterns of newly arrived Far Eastern students and Far Eastern students who had spent considerable time in the U.S. were compared for changes in value patterns that may be attributable to their (...)
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  37. Gauging the Impact of Business Education on the Moral Development Of Students.Tom E. Thomas, Thomas Jones & Bradley Agle - 1991 - Proceedings of the International Association for Business and Society 2:1173-1202.
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  38.  13
    The Role of Business Education in Building Business Leadership for 21st Century Responsiveness and Environmental Stewardship: Should Business Education Be Re-Developed?Helene de Burgh-Woodman & Amitav Saha - 2014 - Proceedings of the International Association for Business and Society 25:305-310.
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  39. Humanities and Business: Educational Reform for Corporate Success.Shirley Strumm Kenny - 1984 - Business and Society Review 48.
     
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  40.  21
    Educating Business Students About Sustainability: A Bibliometric Review of Current Trends and Research Needs.John Cullen - 2017 - Journal of Business Ethics 145 (2):429-439.
    There has been substantial growth of interest in sustainability in business, management and organisational studies in recent years. This article applies Oswick’s :15–25, 2009) method of bibliometric research to ascertain how this growth has been reflected in scholarly publishing, particularly as it relates to business and management education over the 20 years 1994–2013. The research has found that sustainability as a general topic in business and management studies, as evidenced by scholarly publishing, has accelerated rapidly both (...)
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  41.  59
    The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-Experimental Study.Douglas R. May, Matthew T. Luth & Catherine E. Schwoerer - 2014 - Journal of Business Ethics 124 (1):1-14.
    The research described here contributes to the extant empirical research on business ethics education by examining outcomes drawn from the literature on positive organizational scholarship (POS). The general research question explored is whether a course on ethical decision-making in business could positively influence students’ confidence in their abilities to handle ethical problems at work (i.e., moral efficacy), boost the relative importance of ethics in their work lives (i.e., moral meaningfulness), and encourage them to be more courageous in (...)
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  42.  83
    Accounting Education, Socialisation and the Ethics of Business.John Ferguson, David Collison, David Power & Lorna Stevenson - 2011 - Business Ethics, the Environment and Responsibility 20 (1):12-29.
    This study provides empirical evidence in relation to a growing body of literature concerned with the ‘socialisation’ effects of accounting and business education. A prevalent criticism within this literature is that accounting and business education in the United Kingdom and the United States, by assuming a ‘value-neutral’ appearance, ignores the implicit ethical and moral assumptions by which it is underpinned. In particular, it has been noted that accounting and business education tends to prioritise the (...)
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  43.  44
    Religion and Business – the Critical Role of Religious Traditions in Management Education.Edwin M. Epstein - 2002 - Journal of Business Ethics 38 (1-2):91 - 96.
    During the past decade many individuals have sought to create a connection between their work persona and their religious/spiritual persona. Management education has a legitimate role to play in introducing teachings drawn from our religious traditions into business ethics and other courses. Thereby, we can help prepare students to consider the possibility that business endeavors, spirituality and religious commitment can be inextricable parts of a coherent life.
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  44.  21
    Teaching Business Ethics in UK Higher Education: Progress and Prospects.Christopher J. Cowton & Julian Cummins - 2003 - Teaching Business Ethics 7 (1):37-54.
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  45.  53
    Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education.Larry A. Floyd, Feng Xu, Ryan Atkins & Cam Caldwell - 2013 - Journal of Business Ethics 117 (4):753-776.
    Unethical conduct has reached crisis proportions in business :A1–A10, 2011) and on today’s college campuses :58–65, 2007). Despite the evidence that suggests that more than half of business students admit to dishonest practices, only about 5 % of business school deans surveyed believe that dishonesty is a problem at their schools :299–308, 2010). In addition, the AACSB which establishes standards for accredited business schools has resisted the urging of deans and business experts to require (...) schools to teach an ethics class, and fewer than one-third of businesses schools now teach a business ethics course at the graduate or undergraduate levels. In this paper we briefly introduce the status of business ethics education and report the results of a survey of business students, deans of the top business schools, and business ethics subject matter experts about ten ethical outcomes. We then offer five specific recommendations to encourage business ethics faculty and decision makers to improve the teaching of business ethics. (shrink)
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  46.  89
    Moral Reasoning and Business Ethics: Implications for Research, Education, and Management. [REVIEW]Linda Klebe Trevino - 1992 - Journal of Business Ethics 11 (5-6):445 - 459.
    This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
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  47.  24
    Business Ethics Education for MBA Students in China.Zucheng Zhou, Ping Ou & Georges Enderle - 2009 - Journal of Business Ethics Education 6:103-118.
    By 2007, 127 universities had obtained permission from the Ministry of Education of the People’s Republic of China to run MBA programs. To gain a thorough understanding of the status of business ethics education in MBA programs in China, we conducted a national survey. This survey was begun in October 2006 and concluded in December 2007. Our goal in conducting this survey was twofold. We wanted to understand, first, the extent of business ethics teaching currentlybeing offered (...)
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  48.  44
    Higher Education for Business.R. A. Gordon & J. E. Howell - 1960 - British Journal of Educational Studies 9 (1):91-91.
  49.  41
    Education in Virtues as Goal of Business Ethics Instruction.Rose Catacutan - 2013 - African Journal of Business Ethics 7 (2):62.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral (...)
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  50.  56
    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 (...)
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