Results for 'Business Education'

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  1.  27
    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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  2.  15
    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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  3.  5
    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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  4.  58
    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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  5.  47
    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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  6. 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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  7.  12
    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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  8.  20
    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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  9.  8
    Everybody Else is Doing It, So Why Can?T We? Pluralistic Ignorance and Business Ethics Education.Jonathon R. B. Halbesleben, Anthony R. Wheeler & M. Ronald Buckley - 2005 - Journal of Business Ethics 56 (4):385-398.
    In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individual's ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study examines the influence of an (...)
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  10.  29
    Using Student Generated Codes of Conduct in the Classroom to Reinforce Business Ethics Education.Cheryl L. Buff & Virginia Yonkers - 2005 - Journal of Business Ethics 61 (2):101-110.
    This paper presents four different contexts in which students practiced implementing business ethics. Students were required to develop Codes of Conduct/Codes of Ethics as a classroom exercise. By developing these codes, students can improve their understanding of how and why codes of conduct are developed, designed, and implemented in the workplace. Using the three-phase content analysis process (McCabe et al.: 1999, The Journal of Higher Education 70(2), 211–234), we identify a framework consisting of 10 classifications that can be (...)
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  11.  32
    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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  12.  32
    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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  13.  27
    Factors Related to the Cognitive Moral Development of Business Students and Business Professionals in India and the United States: Nationality, Education, Sex and Gender. [REVIEW]Beverly Kracher, Abha Chatterjee & Arlene R. Lundquist - 2002 - Journal of Business Ethics 35 (4):255-268.
    This research focuses on the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States. Factors that potentially influence cognitive moral development, namely, culture, education, sex and gender are analyzed and discussed. Implications for ethics education in graduate business schools and professional associations are considered. Future research on the cognitive moral development of graduate business students and business professionals is recommended.
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  14.  23
    Exposure to Ethics Education and the Perception of Linkage Between Organizational Ethical Behavior and Business Outcomes.Harsh K. Luthar & Ranjan Karri - 2005 - Journal of Business Ethics 61 (4):353-368.
    This study focused on the effects of individual characteristics and exposure to ethics education on perceptions of the linkage between organizational ethical practices and business outcomes. Using a stratified sampling approach, 817 students were randomly selected from a population of approximately 1310 business students in an AACSB accredited college of business. Three hundred and twenty eight of the subjects were freshmen, 380 were seniors, and 109 were working managers and professionals enrolled in a night-time MBA program. (...)
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  15.  19
    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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  16.  5
    The Role of Business Schools in Ethics Education in Iceland: The Managers' Perspective.Throstur Olaf Sigurjonsson, Vlad Vaiman & Audur Arna Arnardottir - 2014 - Journal of Business Ethics 122 (1):1-14.
    This article explores managers’ views on various ways in which business schools can contribute to providing solid ethics education to their students, who will ultimately become the next generation of business leaders. One thousand top level managers of Icelandic firms were approached and asked a number of questions aimed at establishing their view on the relationship between ethics education and the role of business schools in forming and developing business ethics education. Icelandic businesses (...)
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  17.  23
    A Study of the Adjustment of Ethical Recogntion and Ethical Decision-Making of Managers-to-Be Across the Taiwan Strait Before and After Receiving a Business Ethics Education.Chen-Fong Wu - 2003 - Journal of Business Ethics 45 (4):291 - 307.
    This study conducted an empirical survey of 126 Business Ethics students in business and management departments within two universities across the Taiwan Strait to evaluate the impact on these managers-to-be of receiving an education in Business Ethics. The results show that, after receiving that Business Ethics education, students in both universities demonstrated significant improvements in the ethical weighting of their individual values, their recognition of ethical issues and their performance as ethical decision-makers. However, in (...)
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  18.  2
    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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  19.  16
    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 (...)
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  20.  27
    Varieties of Moral Issue and Dilemma: A Framework for the Analysis of Case Material in Business Ethics Education[REVIEW]Patrick Maclagan - 2003 - Journal of Business Ethics 48 (1):21 - 32.
    This paper builds on a number of ideas concerning the nature, management and representation in case studies, of moral issues and dilemmas as experienced by people in organisations. Drawing on some cases used in teaching business ethics, and utilising a checklist of questions derived from the more general theoretical analysis, suggestions are offered regarding the contributions which such cases can make in developing students' understanding and potential for performative competence in real life situations. The distinction between issues and dilemmas (...)
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  21.  21
    Responsible Leadership Development Through Management Education: A Business Ethics Perspective.Arnold Smit - 2013 - African Journal of Business Ethics 7 (2):45.
    Whilst business has contributed hugely to human development and economic progress, there is, at the same time, an intensifying debate about its complicity in aggravating the sustainability risks that society is currently facing. This debate also has a bearing on the role of management education in shaping the ethical and functional paradigms in the light of which businesses are created, developed and managed, as well as the parameters in the light of which they are evaluated and rated to (...)
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  22.  16
    The Buck Stops Here: Why Universities Must Reclaim Business Ethics Education[REVIEW]Diane L. Swanson - 2004 - Journal of Academic Ethics 2 (1):43-61.
    Given the groundswell of corporate misconduct, the need for better business ethics education seems obvious. Yet many business schools continue to sidestep this responsibility, a policy tacitly approved by their accrediting agency, the Association to Advance Collegiate Schools of Business (AACSB). Some schools have even gone so far as to cut ethics courses in the wake of corporate scandals. In this essay I discuss some reasons for this failure of business school responsibility and argue that (...)
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  23.  42
    International Validation of the Corruption Perceptions Index: Implications for Business Ethics and Entrepreneurship Education[REVIEW]Paul G. Wilhelm - 2002 - Journal of Business Ethics 35 (3):177 - 189.
    International government and corporate corruption is increasingly under siege. Although various groups of researchers have quantified and documented world-wide corruption, apparently no one has validated the measures. This study finds a very strong significant correlation of three measures of corruption with each other, thereby indicating validity. One measure was of Black Market activity, another was of overabundance of regulation or unnecessary restriction of business activity. The third measure was an index based on interview perceptions of corruption (Corruption Perceptions Index (...)
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  24.  12
    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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  25.  11
    Integrating Ethics Into Business Education.Cathy Driscoll & Jacqueline Finn - 2005 - Journal of Business Ethics Education 2 (1):51-69.
    In a study of the integration of ethics in an MBA program at an Atlantic Canadian University, we found evidence of discrepancies between students and professors with regards to their perception of the integration of ethics into coursework. In addition, discrepancies were found among the perceptions of some of the students taking the same course. Possible reasons for these discrepancies are explored, as well as some of the examples of marginalization of ethics and some of the barriers to teaching ethics (...)
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  26.  26
    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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  27.  9
    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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  28.  26
    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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  29.  2
    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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  30.  14
    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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  31.  4
    Leadership: The Being Component. Can the Spiritual Exercises of Saint Ignatius Contribute to the Debate on Business Education?Josep M. Lozano - 2017 - Journal of Business Ethics 145 (4):795-809.
    In recent years, scholars have increasingly dedicated their attention to analyse and reflect on the topic of leadership. However, the debate has often focused on the figure of the leader, as if being a leader were a self-sufficient function in itself, understood without finalities or independent of them. I would argue that leadership is not a position that can be assumed, but, rather, a relationship that is constructed. Similarly, the question of leaders has often given rise to a deconstruction of (...)
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  32.  11
    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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  33.  9
    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.  27
    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.
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  35.  12
    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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  36.  19
    An Aspirational Reframing of Business Ethics Education.Robert A. Giacalone & Lisa Calvano - 2012 - Journal of Business Ethics Education 9:377-393.
    The past decade has seen an increasing number of critiques of business schools and the education they provide, particularly at the MBA level. In this paper, we summarize the limitations of a minimalist approach to business ethics education and then provide a new direction that enlarges its scope and reframes its educational goals, course content, and analytical methods to inculcate higher-order aspirations among students. We propose that the outcome of business ethics education should be (...)
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  37.  15
    Just How Much Does Business Ethics Education Influence Practitioner Attitudes? An Empirical Investigation of a Multi-Level Ethical Learning Model.Edward R. Balotsky - 2012 - Journal of Business Ethics Education 9:101-128.
    The impact of business ethics education on socially responsible practitioner behavior is not a new concern. A sizable extant literature base questions pedagogies used and outcomes achieved by the few early studies done in this area. Ensuing research has not produced definitive answers; measurement, methodological, and generalizability issues are prevalent due to the fragmented nature of most work. Given little pre-existing structure, an empirically-based model is needed which both sheds more awareness on the ethics education-business conduct (...)
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  38.  28
    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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  39.  23
    Moral Awareness in Business Ethics Education.Nhung T. Nguyen, M. Tom Basuray, Donald Kopka & Donald McCulloh - 2012 - Journal of Business Ethics Education 9:79-100.
    In this study, a U.S. Mid-Atlantic university’s business ethics education program was assessed as part of the assurance of learning assessment using a sample of one hundred and thirty upper level undergraduate business students. Across three moral dilemmas, i.e., Accounting, Finance and Human Resource Management, Jones’ (1991) issue contingent ethical decision-making model received considerable support. Both moral awareness and moral judgment were found to be related to moral intent. A focus in moral awareness in business ethics (...)
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  40.  15
    Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its (...)
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  41.  14
    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). 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 (...)
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  42.  13
    Can Virtual Mentors Add Value to Business Ethics Education? A Case-Based Exploratory Study.Linda L. Brennan & Robert D. Perkins - 2012 - Journal of Business Ethics Education 9:165-192.
    We examine the educational benefits of a virtual mentor program used to supplement classroom teaching of ethics, by connecting students with business practitioners through computer-mediated communications. Virtual mentoring can be a valuable and inexpensive way to extend the classroom lectures and discussion with real-world perspectives. In addition, it can serve additional purposes for students, such as learning how to develop a relationship with a mentor, and improving application of ethical concepts in practical situations. Is this potential realistic for (...) ethics education? Based on a cross-case comparison of several virtual mentoring application and student satisfaction ratings, our findings establish that perspective and confidence increased in students’ transfer of ethical concepts and applying ethical judgment to business situations. Based on these experiences we suggest guidelines to individuals who teach business ethics, regarding the value of using a virtual mentor program, including practical lessons about implementing virtual mentors programs. (shrink)
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  43. Can Virtual Mentors Add Value to Business Ethics Education? A Case-Based Exploratory Study.Linda L. Brennan & Robert D. Perkins - 2012 - Journal of Business Ethics Education 9:165-192.
    We examine the educational benefits of a virtual mentor program used to supplement classroom teaching of ethics, by connecting students with business practitioners through computer-mediated communications. Virtual mentoring can be a valuable and inexpensive way to extend the classroom lectures and discussion with real-world perspectives. In addition, it can serve additional purposes for students, such as learning how to develop a relationship with a mentor, and improving application of ethical concepts in practical situations. Is this potential realistic for (...) ethics education? Based on a cross-case comparison of several virtual mentoring application and student satisfaction ratings, our findings establish that perspective and confidence increased in students’ transfer of ethical concepts and applying ethical judgment to business situations. Based on these experiences we suggest guidelines to individuals who teach business ethics, regarding the value of using a virtual mentor program, including practical lessons about implementing virtual mentors programs. (shrink)
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  44. Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its (...)
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  45.  31
    Everybody Else is Doing It, so Why Can't We? Pluralistic Ignorance and Business Ethics Education.Jonathon R. B. Halbesleben, Anthony R. Wheeler & M. Ronald Buckley - 2005 - Journal of Business Ethics 56 (4):385 - 398.
    In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individuals ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study examines the influence of an (...)
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  46.  33
    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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  47.  44
    The Case Against Business Ethics Education.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):73-85.
    Several popular arguments against teaching business ethics are examined: (a) the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses (the Milton Friedman argument); (b) business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; (c) one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational (...)
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  48.  3
    The Presence of Business Ethics and CSR in the Higher Education Curricula for Executives: The Case of Spain.José Luis Fernández Fernández & Anna Bajo Sanjuán - 2010 - Journal of Business Ethics Education 7:25-38.
    This paper analyses the study plans and programmes offered in Spain to present and future businesspeople and executives in the academic year 2009-10. These offerings represent business administration studies in all Spanish universities, as well as postgraduate programmes taught by the universities themselves and/or other business schools. This is of special relevance because there are few data for assessing how our executives are trained, even though such data areessential to any attempt to improve corporate performance. Clearly, business (...)
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  49.  66
    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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  50.  44
    Empathy in Business Ethics Education.Marc A. Cohen - 2012 - Journal of Business Ethics Education 9:359-375.
    This paper addresses the tactical question of how we ought to proceed in teachingbusiness ethics, taking as a starting point that business ethics should be concerned with cooperative,mutually beneficial outcomes, and in particular with fostering behavior that contributes to thoseoutcomes. This paper suggests that focus on moral reasoning as a tactical outcome—as a way ofachieving behavior in support of cooperative outcomes—is misplaced. Instead, we ought to focuson cultivating empathetic experiences. Intuitively, the problem we need to address in business (...)
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