Conservationists criticized the Walt Disney Company after word leaked out that shark fin soup would be served at Hong Kong Disneyland. Disney understood shark fin soup as a traditional item featured in Chinese wedding banquets and in sealing business deals. Eliminating the delicacy from the menu might undermine local customs and engender loss of “face”. Environmentalists argued that securing the shark fin involved a barbaric practice destroying the shark ecosystem, and that the soup represented an emerging status symbol rather than an intrinsic feature of Chinese culture. Case study participants will gather together as Disney management executives to discuss the ethics of serving shark fin soup in light of environmental sensitivities, cultural factors, and existing stakeholder fiduciary responsibilities. Hong Kong Disneyland’s resolution surfaced after initial indecisiveness; their current corporate policy on social responsibility should not affect each management teams’ deliberation process and rationale for a recommendation regarding shark fin soup.

Business schools around the globe are seeking effective ways of incorporating business ethics into their programs (Melé 2008, Swanson 2004). Indications from both the market and accrediting bodies suggest best-practice programs will include ethics education. However, the debate continues as to whether meaningful learning is best achieved through stand-alone ethics experiences or via an integrated theme across the program of study (Tesfayohannes & Driscoll 2010, Wilhelm 2005). While many examples of required ethics-experiences can be found, to date, there is only one business school that we are aware of that has implemented a required full-term postgraduate ethics course based on the Giving Voice To Values (GVV) (Gentile 2008) philosophy and content.The purpose of this article is to share the tacit knowledge gained in the authors’ experience of implementing such a course at the University of Western Australia’s Business School.

This paper presents the use of the Giving Voice To Values (GVV) pedagogical approach for educating entrepreneurial leaders. First, we introduce a new framework for entrepreneurial leadership and review the three principles of this framework. Second, we discuss how the GVV pedagogical approach provides a unique way to educate entrepreneurial leaders. Finally, we describe how Babson College plans to use the GVV approach in our curricula.

This article suggests that one of the key developments in Indian business following liberalization has been the increase in the number, diversity and activism of its stakeholders. This has presented managers with several ambiguous problems and tricky ethical dilemmas. Managers need to develop new competencies to cope, especially enhanced self-awareness, an ethical orientation, and the ability to think through, make judgments on and implement action after consideration of multiple (stakeholder) perspectives. Management education in India is yet to respond effectively to the new competency requirements. There is need to introduce changes in the curriculum to inculcate these competencies. In this context, the suitability of the GVV approach to teaching ethics is reviewed. The evidence from the initial experiences of using the GVV approach in India, while anecdotal, has been positive.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Even with the rich inventory of GVV cases available, faculty may want to develop their own teaching materials. One option is to add GVV questions onto current teaching notes for existing cases to bring in an ethical dimension or to flesh out the complexity of a decision. Another option is to write your own case entirely. This article discusses the benefits of both paths, and shares best practices for doing so.

Despite the emphasis on moral intuition in the research literature, little attention has been given to the ways in which moral intuition can be educated within management settings (Dane & Pratt 2007). In this paper, I discuss an experiential learning approach that links Robin Hogarth’s (2001, 2008) work on the learning of intuition with Mary Gentile’s (2010) educational program on values-based leadership, Giving Voice To Values (GVV). Building on Hogarth’s proposal that intuitions are primarily acquired and thus shaped by our experiences, GVV offers a pedagogical framework for reflective, experiential learning. Specific attention is given to the themes of learning environments, how these structures shape intuitions, and how students can identify these structures using the GVV emphasis on examination of past experiences.