1.  34
    How Teaching Business Ethics Makes a Difference.Edward R. Balotsky & David S. Steingard - 2006 - 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 2) shift ethical attitudes in either (...)
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  2.  47
    Where Strategy and Ethics Converge: Pharmaceutical Industry Pricing Policy for Medicare Part D Beneficiaries.Edward R. Balotsky - 2009 - Journal of Business Ethics 84 (S1):75 - 88.
    On January 1, 2006, Medicare Part D prescription drug coverage was initiated. Concern was immediately voiced by the American Association of Retired Persons (AARP) and Families USA that, in response to this program, the pharmaceutical industry may raise prices for drugs most often used by the elderly. This article examines the ethical implications of a revenue-maximizing pricing strategy in an industry in which third party financing mitigates an end product's true cost to the user. The perspectives of three stakeholder groups (...)
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  3.  24
    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 relationship and quantifies the (...)
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