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1. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Juan Fontrodona What Do I Try to Achieve by Teaching Business Ethics?
2. Journal of Business Ethics Education: Volume > 1 > Issue: 1
John Hooker Introducing the Journal of Business Ethics Education - JBEE
3. Journal of Business Ethics Education: Volume > 1 > Issue: 1
John Hooker The Case Against Business Ethics Education: A Study in Bad Arguments
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Several popular arguments against teaching business ethics are examined: (a) the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses (the Milton Friedman argument); (b) business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; (c) one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; (d) moral character is formed in early childhood, not while sitting in ethics class; and (e) business students see no motivation to study ethics and will not take it seriously. The mistakes and confusion that underlie these arguments are exposed.
4. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Robert Prentice Teaching Ethics, Heuristics, and Biases
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Although economists often model decision makers as rational actors, the heuristics and biases literature that springs from the work of Nobel Prize winner Daniel Kahneman and his late colleague Amos Tversky demonstrates that people make decisions that depart from the optimal model in systematic ways. These cognitive and behavioral limitations not only cause inefficient decision making, but also lead people to make decisions that are unethical. This article seeks to introduce a selected portion of the heuristics and biases and related psychological literature, to highlight its implications for ethical decision making, and to serve as the basis for a lecture that could inform students regarding these matters. If business actors are on guard against errors in their own decision making processes, perhaps they can avoid some of the ethical pitfalls that recently put Enron and so many other companies in the news.
5. Journal of Business Ethics Education: Volume > 1 > Issue: 1
William C. Frederick Corporate Ethics: Driven by Nature, Coaxed by Culture
6. Journal of Business Ethics Education: Volume > 1 > Issue: 1
N. Craig Smith, Michelle Quirk From Grace to Disgrace: The Rise and Fall of Arthur Andersen
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In June 2002, Arthur Andersen LLP became the first accounting firm in history to be criminally convicted. The repercussions were immense. From a position as one of the leading professional services firms in the world, with 85,000 staff in 84 countries and revenues in excess of $9 billion, Andersen effectively ceased to exist within a matter of months. Although Andersen’s conviction related specifically to a charge of obstructing justice, public attention focused on the audit relationship between Andersen and its major client, Enron Corporation, particularly the actions (and inactions) that had allowed Enron to post spectacular year-on-year earnings and profit growth. As well as examining events leading up to the demise of Andersen, the case provides an opportunity to consider the broader controversy over accounting and corporate governance practices and, more generally, the pressures found within organisations that can foster unethical conduct. The case was prepared from public sources.
7. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Alexander Horniman Understanding and Appreciating Ethical Perspectives
8. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Heidi von Weltzien Høivik The Concept of Moral Imagination: An Inspriation for Writing and Using Case Histories in Business Ethics?
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The paper presents a discussion of how the concept of moral imagination can enrich the process of moral deliberation in case discussions when teaching business ethics. The author links the discussion to experiences of having written a case where the goal was to generate a wider and more comprehensive learning process. The process then may yield – depending on the case and the use of moral imagination – the creation of entirely new solutions in ways that are novel, economically viable and morally justifiable.
9. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Bruce Macfarlane, Joe DesJardins, Diannah Lowry The Ethics of Teaching Business Ethics: A Reflective Dialogue
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This paper takes the form of a reflective dialogue between three teachers of business ethics working in different continents. Originating as a conference debate, it takes as its theme the notion of ideological ‘neutrality’ and the role of the business ethics teacher. A position statement outlines an argument for ‘restraint’ as a modern day Aristotleian mean to protect student academic freedom. Two responses follow. The first of these provides a moderate advocacy position based on Socratic principles. The second response outlines the notion of teaching as a relational process necessitating delayed disclosure and moral courage on the part of the teacher. The paper concludes with a brief reflection by the author of the position statement.
10. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Richard T. De George Teaching Business Ethics as a Liberal Art
11. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Norman E. Bowie What I Try to Achieve by Teaching Business Ethics
12. Journal of Business Ethics Education: Volume > 1 > Issue: 1
Bruce Macfarlane Introduction to Education Materials
13. Journal of Business Ethics Education: Volume > 1 > Issue: 2
D. Vidaver-Cohen Fish Starts to Rot from Head: The Role of Business School Deans in Curriculum Planning for Ethics
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This article examines the role of the business school Dean in curriculum planning for ethics. First it explores why Deans must take the lead to introduce required professional responsibility courses in the business curriculum. Next it addresses how Deans can exercise both formal and informal authority to accomplish this task Finally, the article concludes with ways Deans can further promote the ethics message—both within and outside their institutions.
14. Journal of Business Ethics Education: Volume > 1 > Issue: 2
Duane Windsor A Required Foundation Course for Moral, Legal, and Political Education
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Corporate scandals reveal the need for deep transformation of management education so as to profess and promote moral leadership. AACSB and business schools bear partial fault for the recent situation. New 2003 AACSB accreditation standards do highlight business ethics. But the 2003 standards undermine moral, legal and political education by defining “ethics” narrowly and tending to signal pure “infusion” in place of any independent foundation coursework. This paper states a case for an independent foundation course, required universally at undergraduate and graduate levels of business or management education, addressing businesses in societies, legal environment of business and business ethics. Independent foundation instruction by specialists should be followed universally by systematic infusion of these areas throughout business curricula. Neither standalone coursework nor pure infusion is satisfactory. The paper discusses roles, content and location of a required foundation course—followed by systematic infusion—for moral, legal and political education of future managers.
15. Journal of Business Ethics Education: Volume > 1 > Issue: 2
Wayne Norman Put an Ethicist on the Team!: A Promising But Neglected “Third Way” to Teach Ethics in a Business School
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How can business schools best prepare their students to deal with the ethical challenges they will face in the ‘real world’? For three or four decades members of business (and other professional) schools have debated the relative merits of teaching ethics in a stand-alone “foundational” course or teaching a little bit of ethics “across the curriculum” in every course. This paper explores a third option—having an ethicist as a member of a team that teaches an integrated approach to management—which combines the advantages of the two traditional options while avoiding some of their shortcomings. The paper begins with a lengthy discussion about the interdisciplinary nature of the field of business ethics and about the pedagogical implications of this conception of the field. And it concludes with a case study of the team-teaching approach at the Sauder School of Business of University of British Columbia.
16. Journal of Business Ethics Education: Volume > 1 > Issue: 2
Norman E. Bowie Special Issue: The Stand Alone Course in Business Ethics
17. Journal of Business Ethics Education: Volume > 1 > Issue: 2
Heidi von Weltzien Høivik Learning Experiences from Designing and Teaching a Mandatory MBA Course on Ethics and Leadership
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The paper describes the particular design of a mandatory course in business ethics for MBA students at the Norwegian School of Management. The title “Ethics, Values, and Integrity in Management” instead of “business ethics” was chosen on purpose in order to allow students—who all come with extensive job experience—to distinguish on their own between moral leadership and ethics management by the end of the course. The ultimate goal of the course is to help students understand the normative demands of good leadership without sacrificing either managerial effectiveness or ethics. Especially, when the international student body consists of participants from different parts of the world, it was important to make sure that students could relate ethics to the concept of leadership based on their own cultural traditions. A short survey conducted for this paper among the alumni MBA students yielded information about the usefulness of the course after it has been running for 10 years. The survey confirmed increased ethical awareness and the usefulness of skills for moral reflections and decision making.
18. Journal of Business Ethics Education: Volume > 1 > Issue: 2
Laura P. Hartman, Edwin M. Hartman How to Teach Ethics: Assumptions and Arguments
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The American Assembly of Collegiate Schools of Business has called for stronger ethics programs. There are two problems with this battle cry. First, the AACSB rejects, with weak arguments, the single best way to get ethics into the curriculum. Second, the AACSB can only vaguely describe some unpromising alternatives to that strategy. A number of leading business ethicists have challenged the AACSB to defend and clarify its views, to little avail. The proposed Procedures and Standards cannot by themselves bring about any significant change in the teaching of business ethics. There is a gap between the AACSB’s professed objectives and the means for achieving the objectives and determining whether they are being achieved. The Statement about Curriculum Content gives great prominence to the teaching of business ethics, but the interpretation of the statement, especially in the standards for measuring achievement, shows how improbable it is that the proposed Procedures and Standards will have the desired impact. We must recognize the constraints on the AACSB as we consider current standards and the controversy over a free-standing course versus an integrated curricular approach. The evident conclusion is a call, not only to the AACSB but to all business school educators, to set the stage for strengthened ethics education rather than to have standards imposed on us from outside.
19. Journal of Business Ethics Education: Volume > 10
Dennis Masaka Ethics of Black Market Trading in the Context of a Political Economy of Crisis: The Case for Zimbabwe
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This present paper analyses the ethical implications of the upward growth of black market trading in Zimbabwe in the context of its political economy of crisis that was predominant from 2000 to 2008. It argues that the growth of black market trading during the stated period can be situated in the prevailing political economy of crisis and strained state-market relations. Poor policy decisions by government as well as the imposition of targeted sanctions on the country by the United States of America (USA) and European Union (EU) contributed to this crisis. Grounded on the theoretical framework of political economy, such an analysis of the ethical implication of black market trading is necessary for students of business ethics not only because black market trading has had some significant implications on the economy of Zimbabwe, but also because it leads us to question the extent to which people take ethics to be of importance in business.
20. Journal of Business Ethics Education: Volume > 10
Robert J. Hanlon, Stephen Frost Teaching Corporate Social Responsibility, Human Rights and Corruption: A Survey of 343 Faculty at the Top 20 Business Schools in the Financial Times Global MBA Rankings
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This paper aims to test whether business schools are teaching business students about corporate social responsibility, human rights and corruption. The purpose is to understand if a business school environment facilitates or impedes the learning experience of business ethics. Grounded in constructivist learning theory, we hypothesize that business schools are ineffective learning environments for teaching human rights. A questionnaire was then disseminated to 2,852business teachers at the top 20 Financial Times Global MBA ranked business schools concerning human rights and corruption. Findings suggest that the majority of the 343 respondents hold a narrow understanding of human rights and corruption. In fact, educators are contributing to a learning environment that struggles to incorporate any meaningful or explicit study of human rights and corruption. We conclude that without a greater commitment to teaching the ethics behind human rights and corruption in business school, graduates will continuously fail to understand how their business decisions could negatively impact the communities in which they work.