6 found
Caroline Josephine Doran [4]Caroline J. Doran [1]Caroline Doran [1]
  1.  68
    The Role of Personal Values in Fair Trade Consumption.Caroline Josephine Doran - 2009 - Journal of Business Ethics 84 (4):549-563.
    Research in the U. S. on fair trade consumption is sparse. Therefore, little is known as to what motivates U. S. consumers to buy fair trade products. This study sought to determine which values are salient to American fair trade consumption. The data were gathered via a Web-based version of the Schwartz Value Survey (SVS) and were gleaned from actual consumers who purchase fair trade products from a range of Internet-based fair trade retailers. This study established that indeed there are (...)
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  2.  4
    Ἐμπάθɛια and Caritas: The Role of Religion in Fair Trade Consumption.Caroline Josephine Doran & Samuel Michael Natale - 2011 - Journal of Business Ethics 98 (1):1-15.
  3.  28
    Fair Trade Consumption: In Support of the Out-Group. [REVIEW]Caroline Josephine Doran - 2010 - Journal of Business Ethics 95 (4):527 - 541.
    Two sets of self-transcendence values -universalism and benevolence - act as a source of motivation for the promotion of the welfare of the other rather than the self This article sought to determine the exact nature of the interaction between these sets of values and the consumption of fair trade products. In an earlier study, universalism values were found to have a significant influence on fair trade consumption whereas benevolence values did not, despite their shared goal and values theory. Additionally, (...)
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  4.  52
    Marketization of Education: An Ethical Dilemma. [REVIEW]Samuel M. Natale & Caroline Doran - 2012 - Journal of Business Ethics 105 (2):187-196.
    The Marketing of Education has become epidemic. Business practices and principles now commonly suffuse the approach and administration of Higher Education in an attempt to make schools both more competitive and “branded.” This seems to be progressing without reference to the significant ethical challenges as well as the growing costs to society, students, and educators in pursuing a model with such inherent conflicts. The increased focus on narrowly defined degrees targeted to specific job requirements rather than the focus on raising (...)
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  5.  6
    Measuring Mainstream US Cultural Values.Caroline Josephine Doran & Romie Frederick Littrell - 2013 - Journal of Business Ethics 117 (2):261-280.
    To determine and describe ‘mainstream US culture’ responses to the Schwartz Values Survey version 57 were collected and analyzed amongst two samples, one from 49 states, disregarding state of residence, and another from 27 US states comparing samples by state, with the 27-state populations representing about 82 % of the total US population. Statistical comparisons indicate that the responses of the samples categorised by the total US and state of residence samples and Schwartz’ ten individual cultural values show a cohesive (...)
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  6.  7
    For-Profit Education: The Sleep of Ethical Reason.Samuel M. Natale, Anthony F. Libertella & Caroline J. Doran - 2015 - Journal of Business Ethics 126 (3):1-7.
    This article argues the philosophical concerns and foundational challenges raised by a for-profit model of education. The for-profit model is governed by a business paradigm, without reference to the context in which it is found. The authors explore primary ethical questions and challenges presented by this model. As such, they present potential solutions to the growing problem in higher education as a corporate entity. The authors introduce a potential model for analysis of the issues and suggest an interventional technique with (...)
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