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 (...) teaching business ethics and when in the curriculum business ethics should be taught. (shrink)

This book describes how the ethical conduct of business has become a topic of major interest in the USA and a subject for serious study in American universities and business schools. In Europe, including Great Britain, public concern is increasing about the moral aspects of business behaviour. Professor Mahoney shows how this growing concern is reflected in the programmes of business studies offered by various European universities and business schools. The results of a survey point (...) to future developments in this area. (shrink)

Business ethics should be taught in business schools as an integrated part of core curricula in MBA programs with a dual focus on both analytical frameworks and their applications to the business disciplines. To overcome the reluctance of many faculty to handle ethical issues, a critical mass of faculty must develop suitable materials, educate their peers in its use, and take the lead by introducing it in their own courses and on senior management programs.

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 ...

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 (...) teach ethics in business schools—the challenges of definition, abstract, cultural relativism, and integration. (shrink)

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 the (...) effectiveness of these methods, moral judgment competence levels for undergraduate and graduate students from three institutions were measured and compared based upon the pedagogical method used in a business class. Significant differences were found for moral reasoning and moral competence scores depending on the method used for ethics instruction. Students in classes with more highly integrated ethics coverage scored higher in moral reasoning and moral competence. (shrink)

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 (...) teach ethics in business schools—the challenges of definition, abstract, cultural relativism, and integration. (shrink)

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 (...) business ethics and CSR. First, a framework of political views on CSR is presented. Second, approaching CSR by means of “problem based learning” is discussed. Finally, the paper reflects on the role of the business ethics teacher in light of tendencies towards commodification of education in the global economy. (shrink)

Based on our experience in teaching ethics, we have developed, tested, and presented in this article a program of instruction that rests on four pillars: popular feature films, a six-stage ethical decision-making process, the principles necessary to address ethical situations, and the classroom instructor. Taken separately, there is nothing new or unique in these pillars. Taken together, however, and to our knowledge, these four pillars, including the requirement that each student is expected to prepare a written abstract of (...) the film prior to the classroom discussion of that film in which the student is expected to demonstrate a practical application of ethical principles to actual and concrete moral situations, constitute a new, unique, and tested way to teach ethics to undergraduate students of management and economics. (shrink)

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 positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

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 positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

Teaching experiments are valuable when it comes to sensitizing students for business ethics that addresses the behavior of agents in modern societies. Many students are coined by the often predominantly individualistic ethical reasoning that they are accustomed to from their living environments. In our classes, we confront them with the volatility of their own ethical behavior by the use of experiments that ideally work with real incentives. We believe experiments to be a powerful tool not only to (...) illustrate theoretical concepts, but also to make students experience the compulsion of economic incentives first-hand. This may lead to the insight that one is more prone to the contingencies of the situation than expected. Experiments may make students question their own behavior and re-evaluate the implementability of their moral ideals - as consumers, citizens and managers. (shrink)

This paper starts off from what seems to be a difficulty of ethics in African Business today. For several years now Transparency International has placed some African countries high on its list of most corrupt countries of the world. The conclusion one draws from this assessment is that either African culture has no regard or concern for ethics, or that there has been a gradual loss of the concept of the ethical and the moral in contemporary African (...) society. Equally problematic is the teaching and promotion of Business ethics in organizations. Western philosophical theories and systems alone have not succeeded in providing access to ethical life of people in modern Africa. This paper is an attempt to inject an orientation that takes into account African manners and customs, their religious convictions and their understanding of the world as a whole, in the teaching of Business Ethics. East and Central Africa have been selected due to their common lingua franca, Kiswahili, and the fact that the author has more teaching experience within that region. (shrink)

Teaching business ethics offers an opportunity to encourage students to use ethical theory to develop critical thinking skills and to use these skills to practice creative, ethical problem solving that will serve them well in the course of their professional lives. In the first part of this article, I detail how the disciplined use of ethical theory not only develops students’ moral perceptions but also gives them the conceptual tools to engage in detailed, innovative analysis. In the (...) second section of the article, I use Nike’s “green rubber” dilemma to illustrate how students can use ethical theories to construct analyses of business challenges and design innovative solutions that further the interests of diverse stakeholders. In the last section, I describe class exercises and assignments that both model detailed, creative problem solving and direct students to practice these cognitive skills on their own. (shrink)

This study examines the effectiveness of teaching business ethics. It fills an important gap in the literature by utilizing students’ own personal reflections and reassessments involving an actual workplace ethical dilemma they have already faced. After submitting a personal ethical dilemma at the beginning of a business ethics course, students are later asked following the course whether they believe they would behave in a similar manner if they faced the same ethical dilemma again, and for (...) what reasons. The paper is organized as follows. Part one briefly summarizes the normative and descriptive research that has been conducted on the effectiveness of teaching business ethics. Part two outlines the qualitative research methodology used in the study followed by a discussion of the results and implications. The study finds that nearly one third of students would now act differently if they faced the same ethical dilemma again in the future. (shrink)

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 (financial, ethical, etc.) 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 from 121 students taken from six semesters of the course were sorted by choice of topic, as well as by which decision criterion was given top priority. Results showed significant differences (Chi-square value of 38.50562, significance level of 5.45963E-10) between the personal examples and the news examples. Students typically put ethical concerns first when analyzing news events. However, whenit came to personal events, more self-serving concerns often took priority. These disparate results suggest that even when knowledge is gained from study of theory and cases, it may not be applied to dilemmas that arise in students’ own experiences. (shrink)

Without question “business ethics” is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also (...) heeding this call, since the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University’s Engineering Professional Development program made the decision to produce—based on the author’s Executive MBA course in Business Ethics—a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation. (shrink)

The purpose of this article is to show how meditation can be used to help a student to become an ethical person. Discursive and non-discursive meditation give the student an awareness of ethical issues and lead to the discovery and application of models of ethical conduct. In part one, the student is led through non-discursive meditation to discover him/her self as an ethical person. The student is also given the tools to explore ethical issues. Part two discusses a transition stage (...) from non-discursive to discursive meditation. The student is led to use non-discursive meditation to construct an ethical value system and apply it to his/her own life. An art medium is especially helpful at this stage. Discursive meditation gives the chance for the student to compare who he/she is with what he/she should be. Part three discusses four elements in the construction of an ethical vision with discursive meditaton: First, a picture of reality; second, models of ethical rules; third, models of ethical conduct; fourth, current personal and social values. The conclusion contains a description of the ethical person. (shrink)

This paper reports the findings of a survey of business deans from AACSB International member universities to determine attitudes regarding the teaching ofbusiness ethics in schools of business.

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 (...) ethics education based on broadly accepted standards of social accountability should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

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 (...) ethics education based on broadly accepted standards of social accountability (SA8000, GRI, ISO 26000, SOX 404) should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

This study examines ethics-related learning outcomes that emerged from an experience-based project in a personal selling and sales management course. Using qualitative research methods, we classified students’ experiences according to domains of ethical issues associated with personal selling and according to conceptualizations of learning identified in the education literature. Patterns we observed in our data suggest that the experience-based project encouraged learners to employ higher-order thinking about business ethics. Higher order problem-solving about ethical issues helps ensure that (...) lessons students learn about ethical decision making carry forward to their professional careers. Based on our findings, we recommend ways instructors can formulate ethics-related learning objectives, develop learning assessments that measure ethics-related learning outcomes, and design teaching and learning activities that help ensure students learn ethical concepts in a way that will carry forward to their careers. (shrink)

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 (...) the appropriate mix and timing of these micro-insertions. With this in mind, we propose a qualitative and example-based approach that endeavors to provide a versatile way for business teachers to incorporate ethics into their general business classes. We also present a conceptual and theoretical framework that underpins this method, and we further provide a set of specific examples and a practical table that show how business instructors might integrate ethics-oriented micro-insertions into their teaching. (shrink)

Facing a near-death experience naturally pushes people to re-examine their basic moral values. During the recent global economic melt-down, calls to solve the concomitant ‘moral’ crisis come in from all fronts. The presumption is that we need business ethics courses to teach our business students to learn to take the moral high-road; we need ethics pledges and codes of ethics to teach business students to do the right thing. But in reality, what impact can (...) a business ethics class have on business people in the real world of tough choices and intense competition? It is my contention that if we look at the teaching of business ethics from the traditional Foundational Platonic perspective, we over-promise and under-deliver. By contrast, a Post- Foundational perspective gives us a pragmatic and viable picture of business ethics pedagogy that can make a real difference. (shrink)

The business enterprise is a major instrument in the creation of a just society. However the tension between profit and ethicality requires sound decision making and business ethics instruction is central to creative alternatives to business leaders. Therefore, instruction is aided with a model for framing one’s thoughts about ethics and while several earlier business ethics models exist, they tend to be closed and at times parochial. This paper draws on insights from other (...) academic disciplines to offer a broader yet flexible framework for professors, students, scholars, and decision makers. At the center of the model is the four stage framework of Rest et al. as impacted by four sets of variables—individual, organizational, environmental, and issue. These are rooted in the work of Dunlop’s Industrial Relations Theory and Jones’ Moral Intensity. A literature review of important variables is presented and the paper concludes with several take aways for instruction and policy suggestions. (shrink)

We address the question: what can experience of narrative film bring to a business student? The medium of narrative film allows discussions of ethical issues, as well as discussions of film as a product in terms of its artistic creativity versus its business goal and its marketing of an underlying ideological position. Hence, we look at films from philosophical (ethical), aesthetic (artistic), and business perspectives. We describe the effort and the outcome of delivering a new course in (...) the business undergraduate program at the College of Business at Stony Brook University in New York, USA. The course was entitled Ethics: Critical Thinking through Film and it was designed to address various business and societal problems through narrative films. A diverse set of films allowed us to discuss questions about problems facing contemporary society, as well as ethical issues arising in business, including workforce ethics, greediness, bribery, whistle-blowing, and fraud. (shrink)

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 (...) class='Hi'>ethics 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)

An examination of leading textbooks suggests the predominance of a principle-based model in the teaching of business ethics. The model assumes that by teaching students the rudiments of ethical reasoning and ethical theory, we can hope to create rational, independent, autonomous managers who will apply such theory to the many quandary situations of the corporate world. This paper challenges these assumptions by asking the following questions: 1. Is the acquisition of principle-based ethical theory unproblematic? 2. What (...) is the transferability of classroom learning to the business context? 3. Is it appropriate to consider complementary models in the teaching of business ethics? The last question is approached from the perspective of virtues-based ethics, from the insights of feminist ethics, and from a culturally grounded orientation to moral values and norms. (shrink)

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 online (...) faculty development and two accomplished online business ethics instructors, one teaching at a small college and the other at a research-oriented university—their successes, learning opportunities, and recommendations. (shrink)

What ethical framework should be used as a basis for teaching business ethics? Should business ethics be taught by ethicists in a separate course, by business faculty in business courses, or perhaps by both? These are some of the issues this paper will address. The paper begins with a review of the literature concerning approaches to teaching business ethics. Next, some ethical frameworks for teaching business ethics are (...) considered. Finally, the paper proposes that students should apply their own personal values to business ethical issues in the classroom, thus providing future business leaders with a process for resolving ethical dilemmas. (shrink)

Teachers and managers strive to be determining causes, leading those whom we instruct or supervise to act in some ways rather than others. If we are seeking to be causes, then we ought to admit our mission and monitor how well we are doing. Yet, instead of owning up to our failures, we hide behind claims such as “some students are unteachable because their habits are bad,” or “we have little time to affect our students who are being indoctrinated by (...) other business school professors to believe that narrow self-interest does and should rule the world.” Perhaps it is we who have failed our students, not the reverse. Examining our business ethics pedagogy is crucial because regulation is not by itself going to prevent future scandals. This paper presents three structures for teaching business ethics in a liberal arts, transformative way. While no pedagogy comes with a guarantee, these approaches at least have the potential to transform students because they force students to have “some skin in the game.”. (shrink)

In this article, I discuss the problems and promise of teaching business ethics for both philosophers and non-philosophers. I emphasize the importance of teaching skills of ethical thinking (as opposed to ethical theories), especially Mary Gentile’s Giving Voice to Values curriculum. I also survey the typical topics covered in business ethics courses and give some tips on what to emphasize when covering each topic. Throughout the article, I urge instructors to consider the needs of (...) students going into business and not to underestimate the amount of business knowledge necessary to teach the course. While covering the ethical problems with business, I also urge instructors to incorporate positive cases and to consider showing how profit- able business and ethical behavior can coincide by managing for stakeholders. (shrink)

In light of the continued erosion of business ethics in America, the ongoing question is what are the nation's business schools doing to prepare ethically responsible future leaders of industry and government? This paper reports the findings of a survey mailed to every program accredited by the American Assembly of Collegiate Schools of Business. The curriculum treatment of business ethics is identified at the undergraduate and the graduate levels in public as well as in (...) private colleges and universities. In addition, the paper presents the status (required versus elective), credits, and enrollment patterns associated with institutions offering a special course whose primary focus is the ethical or moral component of business decisions. Depending on one's perspective, the results range from encouraging to disappointing and suggest that more can and should be done within the curriculum of American post-secondary higher education. (shrink)

Teaching business ethics to undergraduates has disclosed difficulties for both students and teacher which raise deeper issues about what is the purpose of teaching ethics and of engaging in business. The author is Lecturer in Business Ethics in the Faculty of Business and Social Studies, Cheltenham & Gloucester College of Higher Education, Swindon Road, Cheltenham, Glos GL50 4AZ, UK.