Attitudes toward business ethics: empirical investigation on different moral philosophies among business students in Vietnam

2020 ◽  
Vol 14 (2) ◽  
pp. 123
Author(s):  
Dina Clark ◽  
Thomas Tanner ◽  
Loan N.T. Pham ◽  
Wai Kwan Lau ◽  
Lam D. Nguyen
Keyword(s):  
Business Ethics ◽  
Empirical Investigation ◽  
Business Students ◽  
Moral Philosophies

scholarly journals Business Ethics and Ethics Education in American Business Programs

Competitio ◽  
2008 ◽  
Vol 7 (2) ◽  
pp. 195-200
Author(s):  
John D. Keiser
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Business Students ◽  
Jel Classification ◽  
American Business ◽  
Business Practices ◽  
Teaching Ethics ◽  
Ethical Business ◽  
Business Programs ◽  
The Difference

This essay presents an overview of what American business programs cover in their curricula regarding ethics and the reasons behind teaching ethics-related material to business students. Topics for the paperinclude; requirements for having ethics in the curricula, broad perspectives of what constitutes ethical business practices, and the difference between professional ethics and business ethics. Journal of Economic Literature (JEL) classification: M14, A20

Techniques for Preparing Business Students to Contribute to Ethical Organizational Cultures

2015 ◽  
pp. 221-248 ◽  
Author(s):  
William Irvin Sauser Jr. ◽  
Ronald R. Sims
Keyword(s):  
Organizational Culture ◽  
Experiential Learning ◽  
Business Ethics ◽  
Business Students ◽  
Moral Character ◽  
Organizational Cultures ◽  
Learning Context ◽  
Ethical Organizational Culture ◽  
Effective Learning

This chapter distinguishes among four corporate cultures with respect to ethics—cultures of defiance, compliance, neglect, and character—and outlines a plan for constructing an ethical organizational culture. Some proven ideas are then shared for showing business students how to contribute to such a culture. These include (a) describing how to establish an effective learning context for teaching about business ethics, (b) offering a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to ethical organizational cultures, and (c) explaining how to enhance experiential learning by conducting an effective debriefing session. The chapter concludes with three examples from the authors' experience illustrating how these ideas can be incorporated into programs designed to teach business students how to contribute to organizational cultures grounded in moral character.

Shadow-Boxing: A Comment on Miller's The Shadow of Ethics

1991 ◽  
Vol 1 (4) ◽  
pp. 405-407
Author(s):  
Mark D. Schneider
Keyword(s):  
Business Ethics ◽  
Business Students ◽  
Teaching Business Ethics ◽  
Teaching Business ◽  
Ethical Approach ◽  
Moral Theories

PROFESSOR Miller, responding to Pamental, suggested that business ethics should be taught to (business) students by adopting or endorsing an ethical approach within which to discuss and evaluate business ethics issues. That is, when teaching business ethics, one ought to reveal to the students, one's own reasoned answers to the issues, and one's bias as between deontological and consequentialist approaches. Miller claims that otherwise, students get confused, having to choose between moral theories while having to decide on the morality of some specific business ethics issue.

The Course In Business Ethics: Why Don't The Philosophers Give Business Students What They Need?

1991 ◽  
Vol 1 (4) ◽  
pp. 385-393 ◽  
Author(s):  
George L. Pamental
Keyword(s):  
Decision Making ◽  
Business Ethics ◽  
Ethical Theory ◽  
Business Students ◽  
Moral Imagination ◽  
Business Faculty ◽  
Business Programs

Ethical theory in business ethics texts lacks sufficient specificity to be used as a tool of analysis. The result is that business faculty do not see the course in business ethics as helpful to their students, and the students do not see the course as helpful in their careers.A further difficulty is the inclusion of material which is not seen by business faculty, as appropriate or germane to the practice of decision-making. Issues such as the legitimacy of the corporation, or capitalism versus Marxism, are of little interest or help to the person in business.Finally, the text cases are too often of a policy nature, and do not deal with issues faced by a majority of those in business. The result is the lack of engaging the moral imagination of the students.Unless the course is redesigned so that it is seen by business faculty as more relevant, it will continue to be required by only a small number of business programs.

PowerPoint-Based Lectures in Business Education: An Empirical Investigation of Student-Perceived Novelty and Effectiveness

2008 ◽  
Vol 71 (3) ◽  
pp. 277-296 ◽  
Author(s):  
Lisa A. Burke ◽  
Karen E. James
Keyword(s):  
Education Research ◽  
Business Education ◽  
Empirical Investigation ◽  
Business Students ◽  
Classroom Interaction ◽  
Cognitive Learning ◽  
Classroom Behaviors ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Undergraduate Business Students

The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

scholarly journals Persepsi Mahasiswa Tentang Nilai-Nilai Etika Dalam Penyajian Pelaporan Keuangan Perusahaan yang Bertanggung Jawab

2012 ◽  
Vol 12 (2) ◽  
pp. 13
Author(s):  
Hotman Tohir Pohan
Keyword(s):  
Business Ethics ◽  
Business Students ◽  
Financial Statement ◽  
Accounting Students ◽  
Ethical Values ◽  
Professional Code ◽  
Management Accountant ◽  
Ethical Concept ◽  
Economic Faculty

<span>The aim of this research to know the perception of students about ethics values in <span>professional code of ethic and business ethics. The analysis is based on the answer from responden where its data are gathered from accounting students and business students of economic faculty Trisakti University. The questioners about ethical concept is took from code of ethic management accountant or internal accountant that is Competence, Confidentiality, Honesty, Objectivity, Accountability and Responsibility. Result showed that, first there are not significantly perception different between accounting students and bussines student about ethical concept of competence, objectivity, and accountability ,but there are significantly perception different between accounting students and bussines students about ethical concept confidentiallity and honesty. Secondly there are not significantly perception different between students after took subject code of ethic and students before took subject code of ethic. Thirdly, there are not significantly perception different between gender of students about code of ethic and bussines ethics.<br />Keywords: Perception, Ethical Values, Code of Ethic, Preparation and<br />Presentation of Financial Statement.<br /></span></span>

scholarly journals A Proposition For Effective Integration Of Ethics Across The Business Curriculum

2011 ◽  
Vol 1 (3) ◽  
Author(s):  
Mary Ann Boose ◽  
F. Peter Dean
Keyword(s):  
Critical Thinking ◽  
Business Ethics ◽  
Systematic Approach ◽  
Business Students ◽  
Business Curriculum ◽  
High Quality ◽  
Ethics Program ◽  
Upper Level ◽  
Core Course ◽  
Effective Integration

This paper proposes a model for providing business students with a rigorous, well-integrated, complete, and systematic approach to ethics that is grounded in critical thinking and presented in a progressive series of modules that are related to each other and to the specific business discipline of each business core course. Using this model, colleges and schools of business can take positive, cutting-edge steps toward developing a high quality, meaningful business ethics program. Companion studies examine two pilot initiatives. The first is an application of this model in core business classes and the second is an application in an upper level course that is an elective in a business major.

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