Search results for 'Business ethics Study and teaching' (try it on Scholar)

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  1. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.
     
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  2.  5
    Denis Collins, James Weber & Rebecca Zambrano (2013). Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment. [REVIEW] Journal of Business Ethics 125 (3):1-17.
    The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of (...)
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    Randi L. Sims (2000). Teaching Business Ethics: A Case Study of an Ethics Across the Curriculum Policy. Teaching Business Ethics 4 (4):437-443.
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  4.  16
    Ronald R. Sims (2002). Teaching Business Ethics for Effective Learning. Quorum Books.
    A sensible, workable approach to the teaching of business ethics, based on an understanding of how people actually learn and on the need to start with a clear ...
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  5. O. Ike (2011). Business Ethics as a Field of Teaching, Training and Research in West Africa. African Journal of Business Ethics 5 (2):89.
    Business Ethics as a field of teaching, training and research has appeared on the scene, as a panacea after several negative incidents of unethical global business practices, to offer sound principles and elucidate on the fact that the increase in corporate and individual corruption leads to a general decay of society. It is indeed in the interest of all to have a balanced society founded on business practices which are alongside other factors, ethical and therefore (...)
     
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  6.  14
    Pezoa Bissières Álvaro & Riumalló Herl María Paz (2011). Survey of Teaching, Training, and Research in the Field of Economic and Business Ethics in Latin America. Journal of Business Ethics 104 (S1):43-50.
    The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear (...)
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  7.  14
    Zucheng Zhou, Chiaki Nakano & Ben Nanfeng Luo (2011). Business Ethics as Field of Training, Teaching, and Research in East Asia. Journal of Business Ethics 104 (S1):19-27.
    While Economic and Business Ethics has already attracted increasing attention in East Asia, a comprehensive survey of Economic and Business Ethics has never been done in this region. This study investigates the current status of Economic and Business Ethics as field of teaching, training and research in the East Asia region, particularly in China, Japan, and Korea. Based on multiple approaches that include questionnaire surveys, desktop analysis, and personal observation, this article reports (...)
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  8. Ronald R. Sims & William I. Sauser (eds.) (2011). Experiences in Teaching Business Ethics. Information Age.
     
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  9.  37
    Barbara A. Ritter (2006). Can Business Ethics Be Trained? A Study of the Ethical Decision-Making Process in Business Students. Journal of Business Ethics 68 (2):153-164.
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics (...)
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  10. Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.) (2005). Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  11.  16
    Andrei Duta, Thomas Setliff & Chris Boger (2011). Mind Matters: A Neurofeedback Business Ethics Case Study. Journal of Business Ethics Education 8 (1):255-264.
    The “Mind Matters” case study presents an opportunity for students in a wide range of courses such as business ethics, organizational behavior, leadership, marketing, and strategy to recognize and contemplate the difficult planning, the ethical challenges, and the high level of creativity necessary in many business decisions when bringing a new product or service to market. Also, this case study encourages its readers to formulate solutions and provide answers for complexproblems fraught with ethical dilemmas.
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    Linda L. Brennan & Robert D. Perkins (2012). Can Virtual Mentors Add Value to Business Ethics Education? A Case-Based Exploratory Study. 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 (...)
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  13. Charles Wankel (ed.) (2012). Handbook of Research on Teaching Ethics in Business and Management Education. Information Science Reference.
     
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  14.  17
    LaRue Tone Hosmer (1999). Somebody Out There Doesn't Like Us: A Study of the Position and Respect of Business Ethics at Schools of Business Administration. Journal of Business Ethics 22 (2):91 - 106.
    This article is the result of a survey taken to determine the respect and position of Business Ethics as a field of study within Schools of Business Administration. 379 questionnaires were delivered to individual, not institutional, subscribers to Business Ethics Quarterly. 158 were filled out and returned, for a response rate of 41.6%. The general finding from an analysis of those responses is that many persons active in the teaching and research of (...) Ethics at large (over 10000 students) and very large (over 30000 students) universities, both public and private, believe that neither their teaching nor their research "count" for merit salary increases and promotion/tenure decisions at their institutions, and that few enjoy high levels of support from deans, faculty, or students. (shrink)
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  15.  29
    Susanna Cahn & Victor Glass (2011). Teaching Business Ethics with Cases: The Effect of Personal Experience. Journal of Business Ethics Education 8 (1):7-12.
    As a final project for a business and society course, students presented analyses of ethical dilemmas in business settings; each dilemma was different, chosen either from the student’s personal business experience or from a recent business news event. Students identified multiple decision criteria relevant to the dilemma and then recommended a decision, reflecting a prioritizing of the multiple decision criteria. The goal of this research was to learn whether personal experience led to different decision priorities. Analyses (...)
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  16.  84
    Mohamed M. Ahmed, Kun Young Chung & John W. Eichenseher (2003). Business Students' Perception of Ethics and Moral Judgment: A Cross-Cultural Study. [REVIEW] Journal of Business Ethics 43 (1-2):89 - 102.
    Business relations rely on shared perceptions of what is acceptable/expected norms of behavior. Immense expansion in transnational business made rudimentary consensus on acceptable business practices across cultural boundaries particularly important. Nonetheless, as more and more nations with different cultural and historical experiences interact in the global economy, the potential for misunderstandings based on different expectations is magnified. Such misunderstandings emerge in a growing literature on "improper" business practices – articulated from a narrow cultural perspective. This paper (...)
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  17.  14
    Johannes Brinkmann & Ann-Mari Henriksen (2008). Vocational Ethics as a Subspecialty of Business Ethics – Structuring a Research and Teaching Field. Journal of Business Ethics 81 (3):623-634.
    Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, (...)
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  18.  24
    Howard Harris (2008). Promoting Ethical Reflection in the Teaching of Business Ethics. Business Ethics 17 (4):379-390.
    A case study provides the basis for consideration of the purpose of business ethics teaching, the importance of reflection and the evaluation of ethics teaching. The way in which personal reflection and an increased capacity for ethical action can be encouraged and openly identified as aims of the course is discussed. The paper considers changes in the design and delivery of the international management ethics and values course taught at the University of South (...)
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  19.  24
    Scot Burton, Mark W. Johnston & Elizabeth J. Wilson (1991). An Experimental Assessment of Alternative Teaching Approaches for Introducing Business Ethics to Undergraduate Business Students. Journal of Business Ethics 10 (7):507 - 517.
    This study employs a pretest-posttest experimental design to extend recent research pertaining to the effects of teaching business ethics material. Results on a variety of perceptual and attitudinal measures are compared across three groups of students — one which discussed the ethicality of brief business situations (the business scenario discussion approach), one which was given a more philosophically oriented lecture (the philosophical lecture approach), and a third group which received no specific lecture or discussion (...)
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  20.  30
    Joseph R. DesJardins & Ernest Diedrich (2003). Learning What It Really Costs: Teaching Business Ethics with Life-Cycle Case Studies. [REVIEW] Journal of Business Ethics 48 (1):33-42.
    Sustainability informs the framework for a seminar that we teach for junior and senior undergraduates entitled "The Ethics and Economics of Sustainable Societies." One of the class requirements has each student research and write a life-cycle case study, an exercise in which they trace the full, or partial, life-cycle of some product with which they are familiar. Students are expected to examine the economic, ethical, and ecological implications along each step in the life-cycle of the product. We believe (...)
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  21.  56
    T. Nguyen Nhung, Basuray M. Tom, P. Smith William, Kopka Donald & McCulloh Donald (2008). Moral Issues and Gender Differences in Ethical Judgment Using Reidenbach and Robin's (1990) Multidimensional Ethics Scale: Implications in Teaching of Business Ethics. Journal of Business Ethics 77 (4):417-430.
    In this study, we examined moral issues and gender differences in ethical judgment using Reidenbach and Robin's [Journal of Business Ethics 9 639) multidimensional ethics scale . A total of 340 undergraduate students were asked to provide ethical judgment by rating three moral issues in the MES labeled: 'sales', 'auto', and 'retail' using three ethics theories: moral equity, relativism, and contractualism. We found that female students' ratings of ethical judgment were consistently higher than that of (...)
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  22.  59
    Ronald R. Sims & Edward L. Felton (2006). Designing and Delivering Business Ethics Teaching and Learning. Journal of Business Ethics 63 (3):297-312.
    The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a (...)
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  23.  28
    John Hooker (2004). The Case Against Business Ethics Education. 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 (...)
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  24.  84
    Edward L. Felton & Ronald R. Sims (2005). Teaching Business Ethics: Targeted Outputs. Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of (...)
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  25.  29
    Gael M. McDonald (2005). A Case Example: Integrating Ethics Into the Academic Business Curriculum. [REVIEW] 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 (...)
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  26.  11
    Michelle Greenwood (2000). The Study of Business Ethics: A Case for Dr Seuss. Business Ethics 9 (3):155–162.
    This paper provides an example of how narrative literature can be used to teach management ethics within management education. The place of narrative literature in the study of organisations generally is considered, and it is suggested that such material can provide non‐traditional cases for teaching purposes. Dr. Seuss’s The Lorax is chosen as an example of a story with which students can empathise. The ‘case’ is analysed using an ethical decision‐making framework. As part of this analysis a (...)
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  27.  17
    Gedeon Josua Rossouw (2011). Business Ethics as Field of Teaching, Training and Research in Sub-Saharan Africa. Journal of Business Ethics 104 (S1):83-92.
    The article provides an overview of the Sub-Sahara African region and the four sub-regions in which the 44 countries of Sub-Saharan Africa were divided for the purpose of the Sub-Saharan survey of Business Ethics as field of teaching, training and research. A brief overview of existing literature that reflects on training, teaching and research in the field of Business Ethics in the Sub-Sahara African region is given, after which the research process and methods that (...)
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  28.  8
    Carolyn Erdener (2011). Business Ethics as a Field of Teaching, Training, and Research in Central Asia. Journal of Business Ethics 104 (S1):7-18.
    Central Asia presents a unique configuration of historical experience and societal responses that have been interacting and evolving for thousands of years. The current era of economic, political, and societal transformation in Central Asia began with the peaceful devolution of the Soviet Union and transition to the Commonwealth of Independent States in December 1991. Expectations about the natural social order based on western beliefs and experience may not apply in this part of the world, for—like all transitional and emerging market (...)
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  29.  18
    Gedeon Josua Rossouw (2011). The Global Survey of Business Ethics as Field of Training, Teaching and Research: Objectives and Methodology. [REVIEW] Journal of Business Ethics 104 (S1):1-6.
    This article introduces the Global Survey of Business and Economic Ethics as field of training, teaching and research. For the purpose of the survey the world was divided in nine regions that cover all countries of the world. This special issue of the Journal of Business Ethics presents the findings of the global survey across eight of the nine world regions, viz. Central Asia, East Asia, Europe, Latin America, North America, Oceania, South & South-East Asia, (...)
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  30. M. Mawa & J. Adams (2011). Business Ethics as Field of Teaching, Training and Research in East Africa. African Journal of Business Ethics 5 (2):66.
    The increase in corporate malfeasance has lead to a rising interest in Business Ethics in general and a particular focus on Business Ethics as an academic field, but the proliferation of Business Ethics as an academic field on a global scale is not yet as well known. This paper forms part of the global survey of Business Ethics that has been commissioned to gain a better understanding of the prevalence and scope of (...)
     
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  31. M. Smurthwaite (2011). Business Ethics as Field of Training, Teaching and Research in Southern Africa. African Journal of Business Ethics 5 (2):81.
    Few studies have been done on Business Ethics as field of training, teaching and research in Southern Africa. This article details the methodology and findings of the survey of Business Ethics in Southern Africa. Findings, among others, indicate the preferred terminology used to refer to the field of Business Ethics. It also shows that most expertise in the field is found in South Africa, centered mainly at the meso-economic level, with most research being (...)
     
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  32. L. Kagabo (2011). Business Ethics as Field of Training, Teaching and Research in Francophone Africa. African Journal of Business Ethics 5 (2):74.
    This article has been written within the framework of the Global Survey of Business Ethics 2010. It is seemingly the first attempt to investigate Business Ethics as academic field in Francophone Africa. After a discussion of methodological considerations, the article provides an overview of how Business Ethics is distributed in Francophone Africa. Even though, it is not well established in that part of Africa, some interesting data have been found in some countries like Burundi, (...)
     
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  33.  4
    Gedeon Josua Rossouw (2011). The State of Business Ethics as Field of Teaching, Training and Research in Sub-Saharan Africa. African Journal of Business Ethics 5 (2):96.
    This article provides a comparative summary of the findings of the survey of Business Ethics as field of Teaching, Training and Research across the four sub-regions in Sub-Saharan Africa (Western Africa, Southern Africa, Eastern Africa and Francophone Africa). The article commences with a discussion on the terminology that is used to refer to Business and Economic Ethics in Sub-Saharan Africa. It then provides an overview of the prevalence and distribution of Business Ethics as (...)
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  34. Gj Rossouw (2011). The Sub-Sahara African Survey of Business Ethics as Field of Teaching, Training and Research. African Journal of Business Ethics 5 (2):61.
    This article introduces the Global Survey of Business Ethics as field of Teaching, Training and Research. For the purpose of the survey the world was divided into nine regions that cover all countries of the world. This special edition of the African Journal of Business Ethics only focuses on the findings of the Global Survey in one of the nine world regions, viz., Sub-Saharan Africa. This introductory article provides an overview of the Sub-Sahara African region (...)
     
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  35.  5
    Alesia Slocum, Sylvia Rohlfer & Cesar Gonzalez-Canton (2013). Teaching Business Ethics Through Strategically Integrated Micro-Insertions. Journal of Business Ethics 125 (1):1-14.
    This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding (...)
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  36.  21
    Bruce Macfarlane, Joe DesJardins & Diannah Lowry (2004). The Ethics of Teaching Business Ethics. Journal of Business Ethics Education 1 (1):43-54.
    This paper takes the form of a reflective dialogue between three teachers of business ethics working in different continents. Originating as a conference debate, it takes as its theme the notion of ideological ‘neutrality’ and the role of the business ethics teacher. A position statement outlines an argument for ‘restraint’ as a modern day Aristotleian mean to protect student academic freedom. Two responses follow. The first of these provides a moderate advocacy position based on Socratic principles. (...)
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  37.  15
    Jacob Dahl Rendtorff (2015). An Interactive Method for Teaching Business Ethics, Stakeholder Management and Corporate Social Responsibility. Journal of Business Ethics Education 12:93-106.
    This paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching ofcorporate social responsibility, (...)
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  38.  11
    Kristian Høyer Toft (2015). Teaching Business Ethics to Critical Students—Adopting the Stance of Political CSR. Journal of Business Ethics Education 12:77-92.
    This paper provides ways of responding to critical students when teaching business ethics and corporate social responsibility. A common premise of teaching pedagogy is to approach students from their “zone of proximal development”. To get an understanding of students’ critical prior conceptions, the ideal type of the “liberal communist” is invoked as suggestive of how students might think about business ethics and CSR. Two pedagogical approaches are suggested to address students’ a priori scepticism of (...)
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  39. Brenda E. Joyner & Dinah Payne (2002). Evolution and Implementation: A Study of Values, Business Ethics and Corporate Social Responsibility. [REVIEW] Journal of Business Ethics 41 (4):297 - 311.
    There is growing recognition that good ethics can have a positive economic impact on the performance of firms. Many statistics support the premise that ethics, values, integrity and responsibility are required in the modern workplace. For consumer groups and society at large, research has shown that good ethics is good business. This study defines and traces the emergence and evolution within the business literature of the concepts of values, business ethics and corporate (...)
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  40.  3
    Throstur Olaf Sigurjonsson, Audur Arna Arnardottir, Vlad Vaiman & Pall Rikhardsson (2015). Managers’ Views on Ethics Education in Business Schools: An Empirical Study. Journal of Business Ethics 130 (1):1-13.
    More and more scholars are expressing their apprehensions regarding the current state of management education. The increased number of corporate scandals has fueled their concerns that training students to have sound business ethics upon graduation has failed. Consequently, research is emerging that focuses on the lack of impact that business ethics teaching has had on students in recent years. Remarkably, the voice of managers has barely been heard in this area, even though they are the (...)
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  41.  31
    Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces (2010). Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence. Ethics and Education 5 (3):263 - 280.
    This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine (...)
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  42.  11
    Cathy Driscoll & Jacqueline Finn (2005). Integrating Ethics Into Business Education. 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 (...)
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  43.  8
    Kathy Lund Dean, Jeri Mullins Beggs & Charles J. Fornaciari (2007). Teaching Ethics and Accreditation. Journal of Business Ethics Education 4:5-25.
    New standards adopted by the Association to Advance Collegiate Schools of Business International (AACSB) stress business curriculum-wide learning objectives, of which ethics is a critical part. “Knowledge and skills” in ethical responsibilities are required as part of institutionalaccreditation. An exploratory study offers insight into ethics integration, perceived comfort in teaching ethics, and methods used. The main tension presented balances calls for ethics across business curricula with the assertion that ethics instruction, (...)
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  44.  29
    Donna Fletcher-Brown, Anthony F. Buono, Robert Frederick, Gregory Hall & Jahangir Sultan (2012). A Longitudinal Study of the Effectiveness of Business Ethics Education: Establishing the Baseline. [REVIEW] Journal of Academic Ethics 10 (1):45-56.
    This paper is the first phase of a longitudinal study of the class of 2014 on the effectiveness of ethics education at a business university. This phase of the project establishes the baseline attributes of incoming college freshmen with a pretest of the students’ ethical proclivity as measured by Defining Issues Test (DIT-2) scores. The relationship between the students’ ethical reasoning and their behavior in experimental stock trading sessions is then examined. In the trading simulations, randomly selected (...)
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  45.  11
    Luc Van Liedekerke & Geert Demuijnck (2012). Business Ethics as a Field of Training, Teaching and Research in Europe. Journal of Business Ethics 104 (S1):29-41.
    In this survey of business ethics in Europe, we compare the present state of business ethics in Europe with the situation as described by Enderle (BEER 5(1):33–46, 1996 ). At that time, business ethics was still dominated by a mainly philosophical, normative analysis of business issues with a maximum of 25 chairs in business ethics all over Europe. It has since expanded dramatically in numbers as well as diversified into many different (...)
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  46.  84
    Randi L. Sims & A. Ercan Gegez (2004). Attitudes Towards Business Ethics: A Five Nation Comparative Study. [REVIEW] Journal of Business Ethics 50 (3):253-265.
    Increasingly the business environment is tending toward a global economy. The current study compares the results of the Attitudes Towards Business Ethics Questionnaire (ATBEQ) reported in the literature for samples from the United States of America, Israel, Western Australia, and South Africa to a new sample (n = 125) from Turkey. The results indicate that while there are some shared views towards business ethics across countries, significant differences do exist between Turkey and each of (...)
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  47. C. E. Huber (1979). The Promise and Perils of Business Ethics: A Resource for Curriculum Development. Association of American Colleges.
     
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  48.  20
    Edward R. Balotsky & David S. Steingard (2006). How Teaching Business Ethics Makes a Difference. Journal of Business Ethics Education 3:5-34.
    This paper introduces a four-stage ethical learning model that we posit will augment the evaluation of the effectiveness of business ethics education. Using the Ignatian (Jesuit, Catholic) methodologies of self-reflection and discernment, comments by 195 undergraduate and graduate students enrolled in an American university regarding the relationship between ethical attitudes and business conduct are examined before and after completing a business ethics course. Results suggest that ethics education can 1) raise students’ ethical awareness, and (...)
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  49.  16
    John Schatzel & Claus Dierksmeier (2013). Teaching Business Ethics Through Social Audit Simulations. Journal of Business Ethics Education 10:305-326.
    This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that (...)
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  50.  9
    John Hasnas (2013). Teaching Business Ethics: The Principles Approach. Journal of Business Ethics Education 10:275-304.
    Business ethics is usually taught either from a philosophical perspective that derives guiding normative principles from abstract theories of philosophical ethics or from an atheoretical perspective that has students analyze cases that present difficult ethical issues and propose solutions on a casuistic basis. This article proposes a third approach—the Principles Approach—that derives guiding normative principles teleologically from the nature of market activity itself. The articledemonstrates how the Principles Approach can meet the four main challenges facing those who (...)
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