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161. Journal of Business Ethics Education: Volume > 3
N. Craig Smith, Robert J. Crawford The Wal-Mart Supply Chain Controversy
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Wal-Mart received widespread praise for its response to Hurricane Katrina when it hit the Louisiana coast in August 2005 and low prices at the world’s largest retailer are estimated to save consumers billions of dollars a year. Nonetheless, it was coming under increasing criticism for corebusiness practices, ranging from detrimental effects on communities when Wal-Mart stores are established, to abusive labour practices, to alleged sourcing from sweatshops. This case looks at the benefits and the potentially harmful consequences of the Wal-Mart business model. The focus is on supply chain issues and, more specifically, a lawsuit brought by the International Labor Rights Fund (ILRF) charging that Wal-Mart failed to meet contractual obligations specified in its Standards for Suppliers Agreement. However, the retailer must respond to a range of criticisms that chief executive Lee Scott recognizes are harming its reputation. Scott asks, in reference to Wal-Mart’s response to Katrina, “what would it take for Wal-Mart to be that company, at our best, all the time?” More fundamentally, the case asks, how sustainable is Wal-Mart’s business model?
162. Journal of Business Ethics Education: Volume > 3
Stephen R. Latham Review of The Story of Success: Five Steps to Mastering Ethics in Business
163. Journal of Business Ethics Education: Volume > 3
Joseph DesJardins, Lori Ryan, James Weber Overarching Goals of Teaching Business Ethics: What Should We Be Trying to Achieve?
164. Journal of Business Ethics Education: Volume > 3
Christoph Lütge, Zucheng Zhou Forum: What I Try to Achieve by Teaching Business Ethics
165. Journal of Business Ethics Education: Volume > 3
Carolin Plewa, Pascale Quester Case Development: An Innovative Approach to Case Studies and Experiences from a Graduate Marketing Ethics Course
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Ethics has become increasingly prominent in business education and educational research. With a prolific research stream developing in the area of business ethics teaching, our understanding of related approaches and issues has deepened. While researchers focus on the holistic approach to teaching business ethics, specific knowledge about teaching methods in this area remains sparse. This paper discusses an innovative approach to the case method, called case development, and its preliminary assessment in a postgraduate marketing ethics course. Groups of students were asked to research a chosen marketing ethics topic, develop a case study as part of their assessment and to subsequently analyse and present it to the class. Based on an initial assessment by means of a student survey, case development emerged as beneficial in terms of student learning and experience. Following a discussion of the approach and related results, the paper concludes withrecommendations and directions for future research.
166. Journal of Business Ethics Education: Volume > 3
Iordanis Kavathatzopoulos, Georgios Rigas A Measurement Model for Ethical Competence in Business
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Ethical Competence Questionnaire-Working Life and Business (ECQ-WLB) is an effort to build an instrument that measures ethical competence in business as a psychological problem-solving and decision-making skill. The questionnaire is constructed in a way that aims to avoid connection to any particular moral philosophical theory. Its theoretical base is the autonomy hypothesis of Piaget. Autonomous reasoning as measured by the questionnaire correlated positively to the level of organizational hierarchy. ECQ-WLB demonstrated satisfying psychometricproperties and reasonable reliability properties. A confirmatory factor analysis showed that the measurement model is compatible with the data.
167. Journal of Business Ethics Education: Volume > 3
Ken Kipnis Review of Analysing Ethical Codes of UK Professional Bodies
168. Journal of Business Ethics Education: Volume > 3
John C. Cassidy A Pedagogy for Integrating Catholic Social Ethics into the Business Ethics Course
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Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, the Method of Shared Inquiry, and a model of moral behavior grounded in the student’s worldview. This framework makes plausible a learning goal of increasing not only students’ moral awareness and moral reasoning, but their moral motivation as well—a goal particularly appropriate to a Catholic management education. Attitudes of students toward the course are examined and implications drawn for implementing it in the curriculum.
169. Journal of Business Ethics Education: Volume > 3
Terry Halbert Coke in Kerala
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In March 2004, Coca-Cola suspended production at its $12 million bottling plant in Kerala, southern India. The plant had become the focus of an around-the-clock protest by local citizens, who noticed that the water in their wells had either dried up or become polluted within months of the plant’s opening. They were joined first by local and eventually by global activists concerned about resource privatization on a larger scale. As the controversy snowballed, figuring persistently in print and online media, the local governing authority, which had initially welcomed the plant, refused to renew its license. Even state government, normally supportive of foreign investment, became part of the vortex of forces aligned against Coca-Cola, and the company finds itself caught in a web of legal, strategic and ethical challenges. Rather than presenting the deepening crisis primarily from the perspective of corporate management, this case study offers a wholistic narrative, with first-person accounts from a wide array of stakeholders.
170. Journal of Business Ethics Education: Volume > 4
RuthAnn Althaus, Al Rosenbloom Memorial to the Murdered Jews of Europe
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This case explores the ethical dilemmas faced by Wolfgang Thierse and other board members of the Memorial Foundation for the Murdered Jews of Europe. They must decide whether Degussa AG, a memorial subcontractor, can continue working on the memorial, despite Swiss andGerman media reports that a former subsidiary of Degussa’s, named Degesch, manufactured and supplied the nerve gas that killed Jews and other individuals in the Auschwitz concentration camp. The board’s decision is complicated by negative publicity the memorial has received, by the fact that Degussa has already applied its anti-graffiti coating to some of the pillars that form the memorial’s main design, and by questions of whether the board exercised due diligence when Degussa was originally proposed as a project subcontractor. Students are asked to help Thierse reach a personal decision about Degussa’s continued participation and, in his role as board chair, formulate a discussion strategy for the upcoming, potentially volatile board meeting.
171. Journal of Business Ethics Education: Volume > 4
Ken McPhail Professional Anxiety, Deliberative Democracy and Ethics Education
172. Journal of Business Ethics Education: Volume > 4
Colin Stewart Ethics and the City
173. Journal of Business Ethics Education: Volume > 4
Ken McPhail Interdisciplinary Perspectives on Professional Ethics and Some Thoughts on Social Network Analysis
174. Journal of Business Ethics Education: Volume > 4
David F. Bean, Richard A. Bernardi A Proposed Structure for an Accounting Ethics Course
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The article argues for a stand-alone ethics course in accounting and details the shortfalls and questionable approach of “teaching ethics across the curriculum”, especially for those preparing for professional careers in accounting. The need for a prerequisite course in the philosophy of ethics and moral reasoning is also addressed. A proposed semester listing of course topics for an accounting ethics course is presented, with supporting reasoning for their inclusion, and a detailed semester course syllabus is provided for consideration.
175. Journal of Business Ethics Education: Volume > 4
Bin Jiang, Patrick J. Murphy Attacking the Roots: Shiraishi Garments Company and an Evolving Thicket of Business Ethics in China
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This case examines management underpinnings of conducting socially purposeful business in contexts where the labor conditions and ethics are questionable. Shiraishi Garments Company was a Japanese entrepreneurial venture in the clothing industry that evolved into a highlysuccesssful multinational company. After its supply chain had extended into China, some ethical labor issues emerged. The decision point is focused squarely on the company’s CEO, who must deal with conflicting forces stemming from his personal values and professional responsibilities. In exploring the issues, the case illustrates business risks of superficial standards auditing of international operations. The case also describes how multinational firms are often part of the problem and the solution when it comes to ethical labor issues. On these grounds, the case study reveals some alternative approaches to the audit model based on more meaningful partnerships. Implications pertain to successful and ethical supply chain relationships between foreign entrepreneurial firms and the developing economic systems they enter.
176. Journal of Business Ethics Education: Volume > 4
Kathy Lund Dean, Jeri Mullins Beggs, Charles J. Fornaciari Teaching Ethics and Accreditation: Faculty Competence, Methods and Assessment
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New standards adopted by the Association to Advance Collegiate Schools of Business International (AACSB) stress business curriculum-wide learning objectives, of which ethics is a critical part. “Knowledge and skills” in ethical responsibilities are required as part of institutionalaccreditation. An exploratory study offers insight into ethics integration, perceived comfort in teaching ethics, and methods used. The main tension presented balances calls for ethics across business curricula with the assertion that ethics instruction, in the hands of an untrained professor, may do more damage than good. Results suggest that while faculty include ethics in their courses, only slightly more than half have received some kind of ethics training. We also explore ethics pedagogies and found differences between methods respondents used in the classroom and desired learning methods for themselves. We offer insights about and possible explanations for the gaps we found in our study, contextualizing them in new literature. We finish with a brief discussion of how our findings impact accreditation assessment.
177. Journal of Business Ethics Education: Volume > 4
Sarah Thewlis Ethical Issues for a Health Care Regulator: Why Good Governance Matters
178. Journal of Business Ethics Education: Volume > 4
John Hooker Professional Ethics: Does It Matter Which Hat We Wear?
179. Journal of Business Ethics Education: Volume > 4
Michael Wilks What’s Going to Be New in Medical Ethics
180. Journal of Business Ethics Education: Volume > 4
David Gordon Ethics and the Entrepreneur—Combining Values and Business