Teaching Issues of Equity and Oppression in a Business Ethics Course

In this essay, we reflect on our experience teaching divisive issues to undergraduates in a required business ethics class. We want to share lessons learned, and what worked and what did not, in hopes that it will help other instructors who are tackling these topics. In particular, we share a list of “guiding principles” we developed that we find helpful in teaching a class that involves polarizing topics.

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A Socially Just Leadership Approach to Community-Partnered Research for Reducing Health Disparities

The Counseling Psychologist ◽

10.1177/0011000017722213 ◽

2017 ◽

Vol 45 (6) ◽

pp. 781-809 ◽

Cited By ~ 8

Author(s):

Carolyn M. Tucker ◽

Jaime L. Williams ◽

Julia Roncoroni ◽

Martin Heesacker

Keyword(s):

Health Disparities ◽

Community Based Participatory Research ◽

Lessons Learned ◽

Research Approach ◽

Community Based ◽

Guiding Principles ◽

University Partnership ◽

Partnership Approach ◽

Leadership Approaches ◽

Counseling Psychologists

Significant health disparities continue to plague many groups of people who have been systematically oppressed and largely unrepresented in health research. Community-based participatory research (CBPR) is a collaborative research approach that has been shown to be effective in addressing health disparities; a community–university partnership approach can be used to conduct this research. Counseling psychologists are well suited to establish and lead CBPR partnerships, yet there is a paucity of research to guide them in utilizing effective leadership approaches when conducting CBPR for reducing health disparities. Therefore, the aims of the present study were to (a) review existing leadership models applicable to conducting CBPR; (b) identify guiding principles of socially just leadership that emerged from the aforementioned review; (c) offer an example of how the guiding principles were used in a community–university partnership, highlighting challenges, solutions, and lessons learned; and (d) discuss the benefits of socially just leadership for counseling psychologists.

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Analyzing Data and Words—Guiding Principles and Lessons Learned

Analytics and Knowledge Management ◽

10.1201/9781315209555-12 ◽

2018 ◽

pp. 355-405

Author(s):

Denise A. D. Bedford

Keyword(s):

Lessons Learned ◽

Guiding Principles

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DEVELOPING MORAL MUSCLE IN A LITERATURE-BASED BUSINESS ETHICS COURSE

Academy of Management Learning and Education ◽

10.5465/amle.2020.0072 ◽

2022 ◽

Author(s):

Inge M. Brokerhof ◽

Sandra J. Sucher ◽

P. Matthijs Bal ◽

Frank Hakemulder ◽

Paul G.W. Jansen ◽

...

Keyword(s):

Business Ethics ◽

Ethics Course

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Business ethics course and readiness of MBA students to manage ethically

African Journal of Business Ethics ◽

10.4103/1817-7417.111024 ◽

2012 ◽

Vol 6 (2) ◽

pp. 133 ◽

Cited By ~ 1

Author(s):

WilsonMuyinda Mande

Keyword(s):

Business Ethics ◽

Mba Students ◽

Ethics Course

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Business Ethics Perceptions of Working Adults

International Journal of Asian Business and Information Management ◽

10.4018/ijabim.2014040103 ◽

2014 ◽

Vol 5 (2) ◽

pp. 23-40 ◽

Cited By ~ 3

Author(s):

Lam D. Nguyen ◽

Kuo-Hao Lee ◽

Bahaudin G. Mujtaba ◽

Sorasak Paul Silanont

Keyword(s):

Corporate Governance ◽

Business Ethics ◽

Moral Development ◽

Ethical Behavior ◽

Ethics Education ◽

Ethics Training ◽

Working Adults ◽

Ethics Course ◽

Management Experience ◽

And Training

Businesses nowadays face urgent demands to act ethically and socially responsibly. Some believe that ethically responsible companies design and use corporate governance that serves all stakeholders' interests to achieve competitive advantage and maintaining ethical behavior is very important through corporate governance. Thus, an ethical business environment is critical and ethical behavior is expected of everyone in the modern workplace. Companies devote many resources and training programs to make sure their employees live according to the high ethical standards. This study used Clark and Clark's (1966) Personal Business Ethics Scores (PBES) measure to examine the relationship between gender, age, management experience, ethics course taken, and ethics training to ethical maturity of Thai working adults. This research surveyed 236 Thai working adults to measure their Personal Business Ethics Scores (PBES). Statistically significant differences were found in the variables of ethics course taken and ethics training. Gender, age, and management experience, however, did not lead to any significant differences. Consequently, Kohlberg's Cognitive Moral Development theory regarding ethical maturity is partly supported since respondents with more ethics education and training have higher business ethics scores than those without ethics education and training. In this study, Thai background and cultural dimension, as well as literature on moral development and ethics, are presented along with practical applications, suggestions and implications for educators, managers, and employees.

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Innovative Healthy Lifestyles School-Based Public–Private Partnerships Designed to Curb the Childhood Obesity Epidemic Globally: Lessons Learned From the Mondelēz International Foundation

Food and Nutrition Bulletin ◽

10.1177/0379572118767690 ◽

2018 ◽

Vol 39 (1_suppl) ◽

pp. S3-S21 ◽

Cited By ~ 3

Author(s):

Rafael Pérez-Escamilla

Keyword(s):

Childhood Obesity ◽

Positive Impact ◽

The United States ◽

Lessons Learned ◽

Public Private Partnerships ◽

Successful Implementation ◽

Healthy Lifestyles ◽

Obesity Epidemic ◽

School Based ◽

Guiding Principles

Public–private partnerships (PPPs) have been recognized as central for addressing the childhood obesity epidemic. However, very few real-world examples have been published documenting the workings of effective PPPs. The objective of this article is to identify the factors that enabled the successful implementation of school-based PPPs focusing mainly on nutrition and physical activity in 7 countries located in Asia (China and India), Africa (South Africa), Europe (Germany, United Kingdom), and Latin America (Brazil and Mexico). We triaged qualitative data from (1) proceedings from 2 school-based healthy lifestyles program evaluation workshops in October 2013 and in May 2016; (2) Mondelēz International Foundation (MIF) annual country reports and MIF project reports; and (3) interviews with key program leaders from each program. Extracted data were mapped into each of the 11 guiding principles for effective PPPs recently developed by a multisectoral public–private group of stakeholders in the United States. Three of the 7 countries met all, and the remaining 4 met between 4 and 7 of the guiding principles. Therefore, it is not surprising that there is strong evidence that all programs are having a positive impact on healthy lifestyles knowledge and practices in the target populations. This MIF-led initiative provides important lessons as to how to establish effective PPPs designed to tackle the childhood obesity epidemic globally.

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Growing the FAIR Community at the Intersection of the Geosciences and Pure and Applied Chemistry

Data Intelligence ◽

10.1162/dint_a_00036 ◽

2020 ◽

Vol 2 (1-2) ◽

pp. 139-150 ◽

Cited By ~ 2

Author(s):

Shelley Stall ◽

Leah McEwen ◽

Lesley Wyborn ◽

Nancy Hoebelheinrich ◽

Ian Bruno

Keyword(s):

Lessons Learned ◽

Data Standards ◽

International Union ◽

Applied Chemistry ◽

Common Practices ◽

American Geophysical ◽

Guiding Principles ◽

American Geophysical Union

The geoscience and chemistry communities have numerous common practices and dependency on data standards. Recent efforts from the International Union on Pure and Applied Chemistry (IUPAC) and the American Geophysical Union (AGU) are to explore and collaborate on approaches and sharing lessons learned on efforts to implement the FAIR Guiding Principles as they apply to data in their respective communities. This paper summarizes their efforts-to-date highlighting the importance of existing communities, Scientific Unions, standards bodies and societies in taking deliberate steps to move and encourage researcher adoption of the FAIR tenets.

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Behavioral Ethics in Practice: Integrating Service Learning Into a Graduate Business Ethics Course

Journal of Management Education ◽

10.1177/1052562917702495 ◽

2017 ◽

Vol 41 (4) ◽

pp. 599-616 ◽

Cited By ~ 3

Author(s):

Kevin O’Brien ◽

Dennis Wittmer ◽

Bahman Paul Ebrahimi

Keyword(s):

Service Learning ◽

Business Ethics ◽

Learning Experience ◽

Assessment Process ◽

Behavioral Ethics ◽

Broad Definition ◽

Descriptive Ethics ◽

Ethics Course ◽

Student Reflections

Adopting a broad definition that distinguishes behavioral ethics as science and behavioral ethics in practice, we describe how service learning can be a meaningful component of a four-credit, one-quarter graduate business ethics course by blending both normative/prescriptive and behavioral/descriptive ethics. We provide a conceptual and theoretical grounding for our integration of service learning and describe how service learning is used in the course. We explain how we frame the service-learning project, the challenges we have faced, and final student reflections on the experience. Finally, we describe the assessment process used in the course. Based on the assessment of 215 students’ service-learning reflection papers, the results indicated that over 90% of students were able to make direct connections between major themes of the course and their service-learning experience. This is an indication of the efficacy of the use of service learning in teaching behavioral ethics.

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