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181. Journal of Business Ethics Education: Volume > 4
Phil Beaumont Trust in Senior Management in the Public Sector: Where Has It Gone?
182. Journal of Business Ethics Education: Volume > 4
David Christensen, Jeff Barnes, David Rees Developing Resolve to Have Moral Courage: A Field Comparison of Teaching Methods
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Ethics research literature often uses Rest’s Four Component Model of ethical behavior as a framework to teach business and accounting ethics. Moral motivation, including resolve to have moral courage, is the third component of the model and is the least-tested component in ethics research. Using a quasi-experimental design with pretest and posttest measurements, we compare the effectiveness of several methods (traditional, exhortation, reflection, moral exemplar) for developing resolve to have moral courage in 211 accounting students during one semester. Results show that traditional, reflection, moral exemplar methods increased resolve to have moral courage, and that the reflection and moral exemplar methods were more effective than the other methods.
183. Journal of Business Ethics Education: Volume > 4
Monica Godsey Ethics Education: Let the Adventure Begin!
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The recent corporate climate in the United States has elicited a newfound emphasis on ethical behavior within organizations. While ethics education is considered to be the responsibility of many entities, organizations typically look to college educators for the ethical development ofpotential employees, causing academics to take a closer look at the components of current ethics education programs. The result has been a debate about the effectiveness of ethics courses. This paper proposes a novel approach to ethics education by aligning its goals and desired outcomes with the components and potential outcomes of adventure education techniques.
184. Journal of Business Ethics Education: Volume > 4
Ann Lewis Ethics in The High Street: A Challenge for Professionals
185. Journal of Business Ethics Education: Volume > 4
John Hooker In This Volume
186. Journal of Business Ethics Education: Volume > 6
Michael S. Poulton Undergraduate Business Ethics Pedagogy: Writing Constructed Narratives
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Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the personal nature of ethical decision making. The discussion focuses on the use of the short story as a model for developing such cases for classroom use.
187. Journal of Business Ethics Education: Volume > 6
Cathy Driscoll, Mengsteab Tesfayohannes “Big” Business Ethics Textbooks: Where Do Small Business and Entrepreneurship Fit?
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We content-analyzed sixteen business ethics textbooks to assess the extent to which small business and entrepreneurship concepts appear in these texts. We found that scenarios related to large corporations and executive level decision-making dominate discussions and applications. These texts have very little to no coverage of small business and entrepreneurship and relevant ethical issues. We discuss this missing link and implications for integrating small business,entrepreneurship, and ethics into business ethics education.
188. Journal of Business Ethics Education: Volume > 6
David M. Wasieleski American Business Values: A Global Perspective, 6th Edition
189. Journal of Business Ethics Education: Volume > 6
William C. Frederick Business Ethics and Ethical Business
190. Journal of Business Ethics Education: Volume > 6
John Hooker In This Volume
191. Journal of Business Ethics Education: Volume > 6
Zucheng Zhou, Ping Ou, Georges Enderle Business Ethics Education for MBA Students in China: Current Status and Future Prospects
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By 2007, 127 universities had obtained permission from the Ministry of Education of the People’s Republic of China to run MBA programs. To gain a thorough understanding of the status of business ethics education in MBA programs in China, we conducted a national survey. This survey was begun in October 2006 and concluded in December 2007. Our goal in conducting this survey was twofold. We wanted to understand, first, the extent of business ethics teaching currentlybeing offered in MBA programs, and second, the prospects for the development of business ethics teaching in the near term. Our survey results show that business ethics instruction is presently offered on a limited scale, and there are constraints impacting business ethics education. However, we also discovered that future prospects for business ethics teaching are promising.
192. Journal of Business Ethics Education: Volume > 6
Patricia McCourt Larres, Mark Mulgrew A Review of an Initiative to Introduce a Short Ethics Component into a Non-Ethics Course at a U.K. University
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This paper discusses the introduction of a short ethics component into a first-year undergraduate accounting information systems course at a UK university. The influence of this ethics component on students’ ethical perceptions—where ethical perceptions are represented by the extent to which students’ conclusions regarding unethical actions coincide with those of experts in the field—is then assessed using computer-based scenarios to represent seven categories of ethicalnorms. The ethical perceptions in each of the scenarios are then statistically compared between two groups of students, namely those who have studied the ethics component and those who have not. Results indicate no significant difference in ethical perceptions between the two groups across all of the ethical norms. Possible explanations for this result are discussed and implications for future ethics teaching are considered.
193. Journal of Business Ethics Education: Volume > 6
Gary Ferraro Leadership, Change, and Responsibility
194. Journal of Business Ethics Education: Volume > 6
David M. Wasieleski Introduction to: “Pedagogical Book Reviews”
195. Journal of Business Ethics Education: Volume > 6
Thierry C. Pauchant The Moral Leader: Challenges, Insights, and Tools
196. Journal of Business Ethics Education: Volume > 6
Michael H. Moffet, Gregory Unruh Deck’s Romanian Joint Venture
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The Deck Romania case is intended for MBA and Executive Education programs and focuses on the ‘gritty’ aspects of business in emerging market countries. It is particularly powerful in combining traditional managerial concerns like emerging market strategy and global supplier relationships with the larger challenges of cross-cultural and country differences in the conduct of business. Deck is a U.S.-based automotive supplier and part of a joint venture in Romania. In October 2006 the JV needed to expand to meet the needs of one of its major global customers, Renault. The investment would be to support Renault-Dacia’s highly successful new world car, the Logan. But the question of expansion reveals that the JV does not meet many of Deck’s global manufacturing and business practice criteria. Deck’s dilemma is how to respond to the pressure from its global customer to make a substantial investment in a small market that may not meet financial or business practice expectations.
197. Journal of Business Ethics Education: Volume > 6
Joanne B. Ciulla Teaching the Moral Leader: A Literature Based Leadership Course
198. Journal of Business Ethics Education: Volume > 6
James Haines, Kanalis Ockree, David Sollars A Framework for Review of Ethics Instruction
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“Assessment of learning” is a key phrase well known to all quality business schools. This paper presents a detailed description of the processes undertaken by one university’s school of business to assess its ethics education learning environment with respect to internal values and goals, AACSB standards and expectations, and best practices established by external entities. This paper shows that generous resources are not the sine qua non of quality ethics instruction. There are many steps that cost virtually nothing, beyond focused effort, that a school can take to improve the quality of ethics instruction. This paper provides guidance and lessons learned for those who may be undertaking an extended review of ethics instruction. Many elements of this framework also may be adapted to a similar analysis in other competency areas.
199. Journal of Business Ethics Education: Volume > 6
Aaron A. Buchko, Kathleen J. Buchko So We Teach Business Ethics—Do They Learn?
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A study was done with incoming freshmen, sophomore, senior, and graduate business students (n = 185) to assess the effects of moral development, gender, education level, and context on the moral choices in a simulated business situation, a potential hostile takeover of a fictional company. The results indicated that level of moral development did affect the decisions of students; however, main effects for gender, the level of education, and context were not significant. Theresults did find significant interaction effects between context and moral development and gender and moral development. Students with lower levels of moral development were less likely to consider the contextual situation when making their decisions. The effect of moral development was more pronounced for female business students than for male business students. The implications of these results for ethics education in business schools are discussed.
200. Journal of Business Ethics Education: Volume > 6
Sefa Hayibor Essentials of Business Ethics: Creating an Organization of High Integrity and Superior Performance