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Displaying: 21-39 of 39 documents


teaching articles
21. Journal of Business Ethics Education: Volume > 9
Michael Elmes, Katie King Moral Sensemaking Through Digital Storytelling
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Beginning with the idea that digital storytelling can be a useful tool for moral sensemaking and development for undergraduates, the paper reviews the process of digital storytelling and details how the lead author incorporated a digital storytelling project into a course on leadership ethics. The paper provides a theoretical basis for the project in Gentile’s (2010, 2011) work on Giving Voice to Values, and in perspectives from aesthetics, phenomenology, and personal narrative. This is followed by two autoethnographic narratives of the experience: one from the course designer and professor who discusses his motivation for the project and the moral dilemma he faced in assigning it, and another from one of the students in the class who investigates the challenges she faced in engaging a deeply-felt moral dilemma in a public way. Finally, the paper discusses the implications for this approach with respect to leadership development and research.
22. Journal of Business Ethics Education: Volume > 9
Robert D. Perkins Leading an Ethical Corporate Culture? Apply Seven Lessons from the U.S. Marines
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The United States Marine Corps (USMC) trains 40,000 recruits in ethical conduct each year. The Marines operate under highly stressful conditions and are perceived as moral exemplars. This study investigates their recruit training practices at Parris Island, SC and suggests applications consistent with ethical and psychological research that offer potential for building ethical corporate cultures and improving ethical behavior. The lessons were: 1) select values that fit the business, 2) use organizational-derived “hero stories”, 3) socialize members with conviction and repetition, 4) utilize line leaders to conduct the training to provide specific guidelines for behavior, 5) closely monitor and reward ethical behavior, 6) add emotional control to the cognitive training, and 7) train with realistic business simulations. The seven lessons from the USMC can help business leaders earn a reputation for trustworthy leadership, a vital corporate asset.
23. Journal of Business Ethics Education: Volume > 9
Dennis Wittmer Agoricus: A Platonic Exploration of the “Good” Businessperson
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This is written as a dialogue with the central question, “What constitutes the essence of a ‘good’ businessperson?” Written in the form of a Platonic dialogue, this is an imaginary exchange between Socrates and Agoricus, the fictitious son of a well-respected businessperson of Athens at a time of unethical business practice. Various qualities are entertained in terms of defining a successful and good businessperson, including producing quality products at low prices, effectivesales techniques, creativity and innovation, respectful treatment of the customer, business “know-how” (e.g. accounting), contributing to the community welfare, as well as being honest and trustworthy. Eventually the discussion winds its way to a kind of care and concern for customer welfare and satisfaction, leaving the initial question partially answered, while raising another question related to the proper way of teaching business. Connections to classical and contemporary business readings are made throughout the dialogue by the use of footnotes. The dialogue could be used with various graduate and undergraduate audiences, and it can be used in various ways, including class discussion regarding whether business should be conceived as a profession and whether ethical conduct lies at the heart of business. This only adopts the format of a Platonic dialogue for purposes of exploring the question. However, the dialogue does not claim to representthe ideas or position that Socrates or Plato might take on the question at hand.
24. Journal of Business Ethics Education: Volume > 9
Michelle M. Fleig-Palmer, Kay A. Hodge, Janet L. Lear Teaching Ethical Reasoning Using Venn Diagrams
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Concern about high-profile ethical lapses by business managers has led to an increasing emphasis on ethics instruction in business schools. Various pedagogical methods are used to expose business students to real-world ethical dilemmas, yet students may not readily grasp the linkages between ethical theories and dilemmas to identify possible ethical solutions. Venn diagrams are a valuable instructional tool in business ethics classes when used with other teaching methodologies such as case studies. We describe how the use of Venn diagrams assists students in visualizing the key points of and the connections between ethical theories and dilemmas to shed light on possible ethical solutions. Examples of teaching exercises are provided along with ideas for future research in the use of Venn diagrams in activating moral imagination and improving ethical reasoning. Overall, positive student reactions to the introduction of Venn diagrams in business ethics classrooms support the use of this methodology.
themed section: “teaching business ethics: expectations and disappointments” (aben conference 2012)
25. Journal of Business Ethics Education: Volume > 9
Susan L. Kirby, Eric G. Kirby, Douglas W. Lyon Expectations and Disappointments: Ethical Legitimacy of the U.S. Financial Sector
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The 2008 financial crisis has raised serious ethical questions about behaviors associated with the free market system and the effectiveness of undergraduate business ethics education. We offer opposing interpretations of the crisis, a “Markets Work” and a “Critical” perspective, in order to provide students with an opportunity to examine their ethical assumptions. We frame our discussion around legitimacy; therefore, we utilize an institutional theory lens to frame the processes by which financial organizations are rewarded with social legitimacy for using “proper” structures and following “appropriate” procedures and punished when they do not. By presenting these two opposing narratives of the crisis, we provide a richer framework for discussing the crisis and relating it to the larger issue of corporate malfeasance. We draw upon a wealth of readily available, easily accessible material. We identify films, readings, and provide notes that may use to set the direction and tenor of classroom discussion.
26. Journal of Business Ethics Education: Volume > 9
Marc A. Cohen Empathy in Business Ethics Education
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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 business ethicsis not that our students (and that we ourselves) sometimes reason poorly, or that moral decisionmakingis subject to characteristic kinds of errors. The problem is that our students (and—again—we ourselves) do not always care enough, we do not modify our behavior consistently enough.
27. Journal of Business Ethics Education: Volume > 9
Robert A. Giacalone, Lisa Calvano An Aspirational Reframing of Business Ethics Education
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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 should be a desire among students to use business to enhance the well-being of all stakeholders, repair damage done to the economy, society, and the environment, and leave the world better than they found it.
28. Journal of Business Ethics Education: Volume > 9
Albert D. Spalding, Jr., Rita A. Franks Religion as the Third Rail of Ethics Education: What to Do about the R-Word
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29. Journal of Business Ethics Education: Volume > 9
Christopher Michaelson Cantor Fitzgerald and September 11
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30. Journal of Business Ethics Education: Volume > 9
Aundrea Kay Guess, Carolyn Conn Heaven Help Us: Embezzlement in a Religious Organization
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Larry Barnes, Executive Director of the Southwest Missouri Baptist Association (SMBA), received a telephone call that no executive wants to receive. The pastor at Hilltop Baptist Church reported suspicions of embezzlement by the church bookkeeper. Whatever decision Barnes made in advising the pastor would impact Hilltop, the church members, the SMBA, and a number of stakeholders, including himself. His primary duty as Executive Director was to provide guidance and advice to pastors of SMBA churches, help them expand, and assist in establishing new churches. However, did his professional responsibilities encompass this situation? If not, did he have an ethical obligation to help? What if his involvement caused legal and financial problems for the SMBA? What was the likelihood the bookkeeper and her family might sue the SMBA and Barnes? Many Hilltop Church members were personal friends of Barnes. He worried about jeopardizing hisfriendship with them, particularly if the accusations were incorrect. An equally important concern was whether Hilltop Church would continue to exist. Financial problems had plagued the church in recent years and the relationship between the pastor and members was already contentious. An embezzlement scandal could cause the 150 year old church to close its doors. Barnes had to decide whether to get involved and, if so, what to recommend as a course of action to Hilltop’s pastor.
31. Journal of Business Ethics Education: Volume > 9
Nimruji Jammulamadaka Smart Strategy or Great Tragedy? Vedanta Alumina and the Dongria Kondhs
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The case recounts the ongoing conflict between Vedanta Alumina and the indigenous people and environmentalists over the mining and refining of aluminium at Niyamgiri in Orissa in India. Vedanta Alumina is a subsidiary of FTSE listed Vedanta Resources Plc. The company acquired a license for mining alumina from the state owned Orissa Mining Corporation and began work on the project that would make it the world’s largest integrated producer of aluminium. Sincethe very beginning, this project has faced stiff resistance from the endangered indigenous tribes of the area and the environmentalists for its adverse impact. The case depicts the several ups and downs of both the company and the resistance movement and the methods employed by each of them during the decade old struggle that has been fought over continents and is now a very charged political issue in India. The case also illustrates how the state and political leadership has, at times supported the indigenous people, and at other times the corporate interests.
32. Journal of Business Ethics Education: Volume > 9
Bala Mulloth, Marc D. Griffiths, Jill Kickul Verdant Power: A Case of Ethical Leadership
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We describe the ethical leadership dilemmas confronting Verdant Power. Formed in 2000, this New York City marine renewable energy company develops projects and technology that delivers electricity directly into the local power grid. Set in early 2010, the case outlines the tensions, challenges and costs (both financial and time) that management faces as it attempts to commercialize a technology in an industry with strict and rigid regulatory policies. The key teaching objectives of the case include a) understanding the leadership role that the company must assume in paving the way for regulatory reform for US-based marine renewable technology ventures, and b) appreciating the importance and implications of sustainability given the pursuit of the financial and environmental mission of the founders.
book reviews
33. Journal of Business Ethics Education: Volume > 9
Bradley R. Agle The Importance of Understanding the Students in Our Business Ethics Classes
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34. Journal of Business Ethics Education: Volume > 9
Carlo Carrascoso Business Ethics by K. Praveen Parboteeah and John B. Cullen
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35. Journal of Business Ethics Education: Volume > 9
Wade M. Chumney Organization Ethics: A Practical Approach, 2nd Edition by Craig E. Johnson
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36. Journal of Business Ethics Education: Volume > 9
Helena Knorr The Ethics of Management, 6th Edition by LaRue Tone Hosmer
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37. Journal of Business Ethics Education: Volume > 9
Barrie E. Litzky Review of EthicsGame Simulation
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38. Journal of Business Ethics Education: Volume > 9
Gerard Magill White Coat, Black Hat: Adventures on the Dark Side of Medicine by Carl Elliott
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39. Journal of Business Ethics Education: Volume > 9
Rajat Panwar Churning the Earth: The Making of Global India by Aseem Shrivastava and Ashish Kothari
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