Results for 'Business ethics education'

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  1.  47
    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 (...)
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  2.  24
    Business Ethics Education for MBA Students in China: Current Status and Future Prospects.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 (...)
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  3.  61
    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 (...)
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  4. Business Ethics Education at Bay : Addressing a Crisis of Legitimacy.Diane L. Swanson - 2005 - In Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.), Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  5.  9
    Business Ethics Education in China’s MBA Curriculum.Zhou Zucheng - 2008 - Journal of Business Ethics Education 5:261-266.
  6.  9
    Collective Phronesis in Business Ethics Education and Managerial Practice: A Neo-Aristotelian Analysis.Kristján Kristjánsson - forthcoming - Journal of Business Ethics:1-16.
    The aim of this article is to provide an overview of various discourses relevant to developing a construct of collective phronesis, from a -Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, (...)
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  7.  58
    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 (...)
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  8. The Case Against Business Ethics Education: A Study in Bad Arguments.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):73-85.
    Several popular arguments against teaching business ethics are examined: the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses ; business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; moral (...)
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  9.  37
    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- (...) conduct relationship and quantifies the degree of change that the education caused. This study operationalizes a multi-level ethical learning model. Using a survey administered at the start and end of an MBA ethics course,subsequent exploratory factor analysis, a matched t-test of pre and post-course mean scores, and an effect size calculation utilizing the Cohen’s d statistic, the existence of varying degrees of change in ethical outlook after formal ethics education is supported. Model enhancements and the potential for longitudinally following ethical learning from the classroom to the workplace are discussed. (shrink)
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  10.  32
    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 (...)
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  11.  6
    Business Ethics Education Within the Context of Business Schools in the United States: A Critical Analysis.Harry van Buren Iii - 2008 - Proceedings of the International Association for Business and Society 19:524-528.
  12.  56
    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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  13.  28
    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 (...)
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  14.  32
    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 (...)
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  15.  55
    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 (...)
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  16.  52
    Moral Awareness in Business Ethics Education: An Empirical Investigation.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 (...)
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  17.  13
    Leverage Points in Business Ethics Education: A Virtual Symposium.Cristina Neesham - 2015 - Journal of Business Ethics 131 (3):509-510.
    A recent virtual symposium in search for leverage points in business ethics education, organized by the Teaching Business Ethics section of the Journal of Business Ethics, has yielded a number of suggestions that we would like to share with our readers and, in particular, with educators and researchers who are passionate about andragogic innovations. This is not intended as a comprehensive research manifesto, but rather as a collegial conversation around matters that have preoccupied (...)
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  18.  30
    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 (...)
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  19.  45
    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 (...)
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  20.  14
    The Basic Mission of Business Ethics Education.Zhang Yinghang - 2008 - Journal of Business Ethics Education 5:279-284.
  21.  67
    Empathy in Business Ethics Education Redux.Marc A. Cohen - 2014 - Business Ethics Journal Review 2:1-7.
    My original paper (Cohen 2012) argued that business ethics education should focus on cultivating empathetic concern. This response clarifies terminology used in that paper and responds to criticisms presented by David Ohreen (2013).
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  22.  36
    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 (...)
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  23.  93
    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 (...) of doing, however, constitute just one dimension of ethics. A second has to do with what we see and how we see it; a third with who we or what I describe as the ethics of being. Of these three dimensions, the first and the third have been most carefully explored by philosophers and are most frequently the focus of attention when teaching business ethics is being discussed. I argue that this focus is unfortunate in as much as it is the second dimension which falls most naturally into the ambit of modern secular educational institutions. It is here that moral education is most obviously unavoidable, and most clearly justifiable in modern secular teaching environments. I conclude by describing the importance of this second dimension for the modern world of business. (shrink)
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  24.  28
    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 (...)
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  25.  10
    Workshop: Embedded Capitalism and Business Ethics Education.Michaela Haase - 2011 - Proceedings of the International Association for Business and Society 22:75-85.
    I give a short report on the origin of the International Working Group on Business Ethics Education (IWBEE) the group’s workshop sessions at the IABSconference. Building on the discussions throughout these workshop sessions, I outline how IWBEE’s perspective on business ethics education can be related to analytical perspectives from anthropology and economics.
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  26.  12
    Are the “Customers” of Business Ethics Courses Satisfied? An Examination of One Source of Business Ethics Education Legitimacy.Carolyn T. Dang & Scott J. Reynolds - 2017 - Business and Society 56 (7):947-974.
    Though there are many factors that contribute to the perceived legitimacy of business ethics education, this research focuses on one factor that is given great attention both formally and informally in many business schools: student satisfaction with the course. To understand the nature of student satisfaction, the authors draw from multiple theories with central claims relating expectations with satisfaction. The authors then compare student expectations of business ethics courses with instructor objectives and discover that (...)
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  27.  22
    Can Business Ethics Be Taught?: A New Model of Business Ethics Education.Hun-Joon Park - 1998 - Journal of Business Ethics 17 (9-10):965-977.
    This paper highlights the potential harms in the current state of business ethics education and presents an alternative new model of business ethics education. Such potential harms in business ethics education is due largely to restricted cognitive level of reasoning, a limited level of ethical conduct which remains only responsive and adaptive, and the estrangement between strategic thinking and ethical thinking. As a remedy for business ethics education, denatured (...)
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  28.  25
    A Framework for Business Ethics Education.A. Scott Carson - 2013 - Journal of Business Ethics Education 10:185-210.
    Business schools are frequently blamed for corporate ethical scandals by failing to develop integrity and critical ethical thinking skills in managers. What should business schools teach to address this? The paper proposes a framework for the development and evaluation of a business ethics curriculum, which is grounded on the AACSB learning goals of ethical understanding, reasoning abilities, managerial knowledge and ethical capacities. The framework is two building blocks in the form of tests, which together provide quality (...)
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  29.  13
    Giving Voice to Values as a Leverage Point in Business Ethics Education.Daniel G. Arce & Mary C. Gentile - 2015 - Journal of Business Ethics 131 (3):535-542.
    The Giving Voice to Values pedagogy and curriculum is described as an example of a powerful leverage point in the integration of business ethics and values-driven leadership across the business curriculum. GVV is post-decision-making in that it identifies an ethical course of action and asks practitioners to identify who are the parties involved and what’s at stake for them; what are the main arguments to be countered; and what levers that can be used to influence those who (...)
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  30.  55
    Conflicting Obligations, Moral Dilemmas and the Development of Judgement Through Business Ethics Education.Patrick Maclagan - 2012 - Business Ethics, the Environment and Responsibility 21 (2):183-197.
    Learning to address moral dilemmas is important for participants on courses in business ethics and corporate social responsibility (CSR). While modern, rule-based ethical theory often provides the normative input here, this has faced criticism in its application. In response, post-modern and Aristotelian perspectives have found favour. This paper follows a similar line, presenting an approach based initially on a critical interpretation of Ross's theory of prima facie duties, which emphasises moral judgement in actual situations. However, the retention of (...)
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  31.  50
    A Critique of Giving Voice to Values Approach to Business Ethics Education.Tracy L. Gonzalez-Padron, O. C. Ferrell, Linda Ferrell & Ian A. Smith - 2012 - Journal of Academic Ethics 10 (4):251-269.
    Mary Gentile’s Giving Voice to Values presents an approach to ethics training based on the idea that most people would like to provide input in times of ethical conflict using their own values. She maintains that people recognize the lapses in organizational ethical judgment and behavior, but they do not have the courage to step up and voice their values to prevent the misconduct. Gentile has developed a successful initiative and following based on encouraging students and employees to learn (...)
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  32. Pursuing Ethics in Modern Business Ethics Education.Daniel R. Leclair - 2005 - In Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.), Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  33.  39
    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 (...)
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  34.  24
    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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  35.  15
    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” approach as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decision-making in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third (...)
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  36.  90
    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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  37.  19
    Challenging the ‘Million Zeros’: The Importance of Imagination for Business Ethics Education.Cécile Rozuel - 2016 - Journal of Business Ethics 138 (1):39-51.
    Despite increasing the presence of ‘ethics talk’ in business and management curricula, the ability of business ethics educators to question the system and support the development of morally responsible agents is debatable. This is not because of a lack of care or competence; rather, this situation points towards a more general tendency of education to become focused on economic growth, as Nussbaum claims. Revisiting the nature of ethics education, I argue that much moral (...)
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  38.  10
    Conflicting Obligations, Moral Dilemmas and the Development of Judgement Through Business Ethics Education.Patrick Maclagan - 2012 - Business Ethics: A European Review 21 (2):183-197.
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  39.  30
    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 (...)
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  40. Character Development and Business Ethics Education.Thomas I. White - 2005 - In Sheb L. True, Linda Ferrell & O. C. Ferrell (eds.), Fulfilling Our Obligation: Perspectives on Teaching Business Ethics. Kennesaw State University.
     
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  41.  17
    Strengthening Moral Judgment: A Moral Identity-Based Leverage Strategy in Business Ethics Education.Cristina Neesham & Jun Gu - 2015 - Journal of Business Ethics 131 (3):527-534.
    In this study, we examine the relationship between appeal to self-perceptions of moral identity, included in the teaching of ethics, and the strengthening of moral judgment among postgraduate business students. As appeal to moral identity emphasizes personal engagement in the appraisal of an ethically charged situation, it addresses critiques of abstract rule application and principle transfer leveled at traditional business ethics teaching. Eighty-one participants completed a series of reflective writing exercises throughout a twelve-week business (...) unit. Based on an instrument completed at the beginning and end of the education process, our results indicate a positive shift in moral judgement intensity. We, therefore, recommend appeal to moral identity as a leverage strategy to be employed in business ethics education in order to strengthen students’ moral judgment. (shrink)
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  42.  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 (...)
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  43.  21
    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 (...)
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  44.  42
    Determinants of Corporate Social Responsibility and Business Ethics Education in Spanish Universities.Manuel Larrán Jorge & Francisco Javier Andrades Peña - 2014 - Business Ethics: A European Review 23 (2):139-153.
    The current economic crisis, unsustainable growth, and financial scandals invite reflection on the role of universities in professional training, particularly those who have to manage businesses. This study analyzes the main factors that might determine the extent to which Spanish organizational management educators use corporate social responsibility (CSR) or business ethics stand-alone subjects to equip students with alternative views on business. A web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees in all (...)
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  45. A Longitudinal Study of the Effectiveness of Business Ethics Education: Establishing the Baseline. [REVIEW]Donna Fletcher-Brown, Anthony F. Buono, Robert Frederick, Gregory Hall & Jahangir Sultan - 2012 - 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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  46.  20
    Business Ethics and the Idea of a Higher Education.Bruce Macfarlane - 1998 - Teaching Business Ethics 2 (1):35-47.
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  47.  19
    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 (...)
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  48.  7
    Reconciling Economics and Ethics in Business Ethics Education: The Case of Objectivism.Eric B. Dent & John A. Parnell - 2015 - Journal of Ayn Rand Studies 15 (2):131-156.
    Today, capitalism is in question, as the 2013 Academy of Management conference theme claimed. Many view business skeptically because they see capitalism as incompatible with ethics. The same problem pervades the business ethics education classroom. Business ethics can be taught in a way that demonstrates that economics and ethics are compatible and are integrated most directly in the function of management. This essay provides an overview of Ayn Rand’s philosophy as an alternative (...)
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  49.  16
    Is There a Case for Gamification in Business Ethics Education? An Empirical Study.Michael D. Baumtrog, Hilary Martin, Zahra Vahedi & Sahar Ahadi - 2019 - Teaching Ethics 19 (2):113-127.
    This study compares two uniquely developed tools for engaging undergraduate business ethics students in case discussions: paper-based cases and interactive digital games. The cases we developed address borderline instances of sexual harassment and racism in the workplace and were used to facilitate students’ affective appreciation of the content of course lectures and readings. The purpose of the study was to assess the relative effectiveness of these two tools as teaching aids in increasing affective learning. Pre- and post-test surveys (...)
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  50.  19
    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 (...)
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