There is much still to learn about the nature of fair trade consumers. In light of the Pope’s encyclical Caritas in Veritate, this article sought to advance the current understanding by investigating the role of religion in fair trade consumption. In this study, fair trade consumers and non-consumers across many religions as well as the non-religious described their consumption of fair trade products as well as the use of their religious beliefs in their purchase behavior. It appears that the non-religious (...) are slightly more inclined toward buying fair trade products. Of the religious observers studied, Buddhists have a greater propensity to buy fair trade. The relationship between religion and fair trade consumption is complex in that religious affiliation – group membership – alone is not enough to encourage members to buy fair trade; rather, it is the use of religious beliefs as a criterion in consumption behavior that linked religion to fair trade consumption. (shrink)
There is much still to learn about the nature of fair trade consumers. In light of the Pope's encyclical Caritas in Ventate, this article sought to advance the current understanding by investigating the role of religion in fair trade consumption. In this study, fair trade consumers and non-consumers across many religions as well as the nonreligious described their consumption of fair trade products as well as the use of their religious beliefs in their purchase behavior. It appears that the non-religious (...) are slightly more inclined toward buying fair trade products. Of the religious observers studied, Buddhists have a greater propensity to buy fair trade. The relationship between religion and fair trade consumption is complex in that religious affiliation - group membership - alone is not enough to encourage members to buy fair trade; rather, it is the use of religious beliefs as a criterion in consumption behavior that linked religion to fair trade consumption. (shrink)
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 (...) the level of students’ ability to engage in more abstract and critical thinking is accelerating. The impact on student world views and the lack of engagement with meaningful and challenging discourse has severely impaired their ability to become both engaged and reflective. This model has also impacted faculty morale as concern with lack of academic rigor continues to grow. An ethical crisis has emerged within education internationally and intervention is urgently needed. (shrink)
The authors discussed the reasons for the recent economic collapse as caused by the lack of large businesses and global corporations losing touch with the people they serve. Losing touch has caused a distancing of understanding of the customers as people by these businesses and corporations. An antidote to this is that decisions that have to be made in global businesses as well as domestic organizations reflect some level of empathy. The objective is to highlight the fact that these businesses (...) are corporate citizens and in themselves must be aware of the culture in which they conduct themselves. The authors discuss how empathie decision-making can become part of the corporate fabric without losing any sense of appropriate business judgment. A process is defined to enable the empathie process. Finally, a straw man is set up to fund/enable the process while creating a positive and profitable business environment. (shrink)
Critiquing any practice, theory, or law, requires understanding the characteristics of the environment which created a need for this law. There are hundreds of different cultures in the world, and each one has its own set of norms, characteristics, and values. What in one country is perceived normal, ethical or unethical, right or wrong, may not be the same somewhere else in the world. The first civilizations begun in Africa and Europe many thousands of years ago when people were hunters (...) and nomads, it is not unreasonable to suspect that many of those traits and characteristics have been socially transferred and/or inherited by future generations. (shrink)
The recent global economic collapse brings new calls for reform and change as well as a re-examination of the ethical foundations underpining it. Most professors as well as students remain profoundly unhappy with the Business Curricula. The curricula appear to swing between technological training and academic theory. There is little genuine focus on the central issue of the problem: the students’ and faculty’s assumptive world which drives the selection of the materials chosen for presentation as well as the decision-making process. (...) In the pragmatic quest to achieve status within academe, business schools appear to have forgotten that their subject matter is not one cognate domain but a mixture of several areas including mathematics, economics, anthropology, sociology, psychology, logic and planning. Course structures must be redesigned as consilient. That is, each course contains in it the links to other courses and is not expected to be complete in themselves; the new structures proposed are no longer under the direct control of one instructor but each course is under the control of a committee. This creates a linkage between courses that together from a linked chain of knowledge where the strength of the curriculum is tied to the consilient strength of the courses. The result is an organic and developmental model for teaching and learning with a strong ethical foundation as well as developed moral links to effective decision making. (shrink)
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 (...) concrete directions for change. Universities are on the threshold of a transformation which can no longer be isolated from wider society. This environment awakened the critical task of blending corporate success with educational integrity. (shrink)
This paper summarizes three major approaches to the problem of business ethics. Comparisons and contrasts are drawn between the moralistic approach of Berhman, the social contract theory of Nash, and a comprehensive systems approach as articulated by Elbing. In the final section, some attempt is made to indicate how these models may be implemented into managerial policy decision making process by the use of group work and ascending communication. Some consideration of using organizational structure to implement ethical concerns is indicated.
Where one stands to engage with the world is not as some New Age Psychologists continue to argue, completely free and self-determined. Rather, it is formed largely beyond one’s control and is fraught with both dangers and opportunities. This pre-determined point of view is referred to as the Assumptive World (Parkes, 1975). This is defined as a “strongly held set of assumptions about the world and the self that is confidently maintained and used as a means of recognizing, planning and (...) acting…Assumptions such as these are learned and confirmed by the experience of many years” (Parkes, 1975, p. 132). There are, further, levels and intensities of assumptions, as refined by Janoff-Bulman, R. (1992). These assumptions form the centre point of our world and our consciousness. They are so much a part of us that we tend not to challenge them. Though unchallenged, these assumptions nevertheless drive our behaviors, set our expectations, and operationalize our moral views. (shrink)
This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training the will.
There remains a paucity of research investigating the efficacy of executive coaching. Ambiguity surrounds its definition, its methodology and outcomes. Despite this, the executive coaching remains a viable business proposition. Practitioners bring services to the business community offering services that transcend traditional performance management consultations establishing independent “performance-driven” relationships with executives. This paper examines the process of coaching suggesting that a better understanding of process will enhance practice efficacy and accelerates empirical investigations. In addition, ethical, confidential and legal issues require (...) attention when planning to utilize an executive coach. All this implicates the need to better understand coaching – and how it typically operates. Case studies are provided in the examination of coaching consultations in Fortune 100 settings. (shrink)
The Importance of the University in the 21st Century: Ethical Conflicts and Moral Choices Content Type Journal Article Pages 1-8 DOI 10.1007/s10805-012-9152-9 Authors Samuel M. Natale, Kellogg College, University of Oxford, England, UK Sebastian A. Sora, Adelphi University, Garden City, NY, USA Matthew Drumheller, Grand Canyon University, Phoenix, AZ, USA Journal Journal of Academic Ethics Online ISSN 1572-8544 Print ISSN 1570-1727.
This book is a collection of reflections and empirical studies which examine the many facets of the meanings of work. The authors are significant scholars in fields of study ranging from ethics to sociology. The book is a text which aims at balancing the academic with the practical and so the chapters often reflect the tensions implicit in such a venture. The reader will find in these pages historical, philosophical, educational, religious, entrepreneurial and many other points of view which combine (...) to emerge as a text which is both encyclopedic in information yet engaging and lively in style. The reader will be able to understand how the meanings of work have changed over the centuries varying according to historical place and point of view. At the same time, the diligent reader will observe the centrality that work has in the lives of people both practically and in terms of life quests. Work has previously been defined as an activity that produces something of value for other people. This definition does not even begin to include the information about work that is presented in this book. The reader will feel a invigorating sense of worth from this book. (shrink)