This study of Credit Lyonnais, a large French bank, examines the environment of European banking, the market strategies available to European banks, and the human resource management strategies necessary to implement these market strategies. Credit Lyonnais provides a particularly good example of a large bank which is determined to succeed through growth in products and extensions into new markets. Realising early that its product and market strategy needed an equally strong and defined human resource strategy, it set out to define the changes it needed and to develop programs and policies to achieve its goals. This case study chronicles the successes and difficulties faced by the organisation.

Ford Motor Company considers a foreign direct investment in Eastern Europe for the low cost production and export of component parts to their Western European assembly plants. Determining the discounted cash flow becomes less complicated than the bargain they attempt to implement with the Hungarian Government.

This case presents a situation for political action by Rhonda Ward, the director of public and governmental affairs for the trade association of the rent-to-own (RTO) industry. Congressional hearings have begun whether to consider RTO transactions equivalent to consumer credit transactions, and thus regulated under consumer credit and state usury regulations. In light of a damaging story on the industry in the Wall Street Journal, Ms. Ward must quickly evaluate her political position and decide on a course of action.

This case describes the situation facing Cathy Meredig who has a creative product that seems to be filling a need but has not yet been able to establish the doll with toy retailers. The case illustrates that a good idea, even one that seems to be socially conscious, needs to be well marketed and financed.

Life requires unrelenting effort, a willingness to try—and contrary to a widely held conception, humans are well fitted for the effort. In humans, the long process of evolution has produced a species of problems solvers, happiest when engaged in tasks that require not only physical effort but also the engagement of mind and heart

For three years, MBA students enrolled in my Business & Society class have been volunteering their services at homeless shelters and low-income housing projects throughout the Madison, Wisconsin community. This paper provides an outline of these projects with the hope that other B&S professors will adopt them for their classes.

The mandatory Business Ethics class offered to graduate students is innovative in its approach to sensitizing future business people to society’s problems. The course requires each student to interact alone and in a group setting to experience several harsh realities. Through volunteer work, each individual works at a homeless shelter, canvasses a low-income neighborhood and submits an issue brief to resolve a poverty related problem. The following note attempts to address the issues, concerns and opposition which can be expected from the advocate, neutral, and opponent segments of the class.

This paper addresses the question "Can business ethics be taught?" with a twist: Can it be done on television? As universities turn to distance education as a method for reaching non-traditional students, many educators will find themselves teaching before television cameras. This article documents some of the unique challenges associated with this medium based on the authors' experiences teaching a televised business ethics course.

A fade-out effect in business and society education has been noted (Arlow & Ulrich, 1983). This article probes the reasons for such fade-out and makes several recommendations for addressing the problem. The recommendations focus on both course content and process. Content suggestions center on integrating the writings of M.Scott Peck into the course's assigned reading list. Process recommendations include placing increased emphasis on encouraging the student to identify and face their own challenges of personal growth, responsibility and development.

Each year management educators are forced to cover an ever-increasing body of knowledge in time-constrained courses while management practitioners are more and more critical of the business graduate’s skills and abilities. Current thinking in management is centered around a common theme-an everchanging business environment--and the skills-problem solving, interpersonal and communications skills, and self renewal--necessary for successfully adapting to change. This paper reviews current. literature regarding these issues and concludes with recommendations for reengineering management education which will change .course content, reduce the volume of material covered in some courses, and incorporate teaching methods which develop the skills required of management practitioners in the changing business environment.