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.

Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics

2020 ◽  
Vol 17 ◽  
pp. 29-46
Author(s):  
Nhung T. Hendy ◽  
Keyword(s):  
Business Ethics ◽  
Business Students ◽  
Skill Assessment ◽  
Teaching Business Ethics ◽  
Intellectual Humility ◽  
Teaching Business ◽  
Open Mind ◽  
Learning Platform ◽  
Ethics Course ◽  
Upper Level

In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed.

scholarly journals Building impactful systems-focused simulations: integrating change and project management frameworks into the pre-work phase

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mirette Dubé ◽  
Glenn Posner ◽  
Kimberly Stone ◽  
Marjorie White ◽  
Alyshah Kaba ◽  
...  
Keyword(s):  
Project Management ◽  
Complex Systems ◽  
Change Management ◽  
Systematic Approach ◽  
Reflective Learning ◽  
Healthcare Organizations ◽  
High Quality ◽  
Comprehensive Collection ◽  
Enabling Institutions ◽  
Efficient Care

AbstractHealthcare organizations strive to deliver safe, high-quality, efficient care. These complex systems frequently harbor gaps, which if unmitigated, could result in harm. Systems-focused simulation (SFS) projects, which include systems-focused debriefing (SFD), if well designed and executed, can proactively and comprehensively identify gaps and test and improve systems, enabling institutions to improve safety and quality before patients and staff are placed at risk.The previously published systems-focused debriefing framework, Promoting Excellence and Reflective Learning in Simulation (PEARLS) for Systems Integration (PSI), describes a systematic approach to SFD. It includes an essential “pre-work” phase, encompassing evidence-informed steps that lead up to a SFD. Despite inclusion in the PSI framework, a detailed description of the pre-work phase, and how each component facilitates change management, was limited.The goal of this paper is to elucidate the PSI “Pre-work” phase, everything leading up to the systems-focused simulation and debriefing. It describes how the integration of project and change management principles ensures that a comprehensive collection of safety and quality issues are reliably identified and captured.

Ethical Preferences among Business Leaders: Implications for Business Schools

2000 ◽  
Vol 63 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Roger N. Conaway ◽  
Thomas L. Fernandez
Keyword(s):  
Business Ethics ◽  
Ethical Issues ◽  
Business Schools ◽  
Environmental Risks ◽  
Business Leaders ◽  
Ethical Values ◽  
Business Faculty ◽  
Insider Information ◽  
Ethics Program ◽  
Arthur Andersen

Since 1976, the American Assembly of Collegiate Schools of Business (AACSB) has encouraged business schools to include ethics in their curricula. Because lan guage is the means for conveying values, including ethical values, business com munication faculty play an important role in deciding what should be taught, and how. But until very recently, most researchers failed to look specifically at actual practices and perceptions in the workplace. To address that need, we conducted a survey of 250 business leaders concerning their ethical preferences and compared our results with an earlier study of business faculty and students. The survey, adapted from one used in the Arthur Andersen Business Ethics Program, consists of 20 narratives which presented respondents with the need to judge the impor tance of certain issues and their approval or disapproval of the action or decision described. We found no significant differences in responses to the 14 items which addressed ethical issues in such areas as creating health and environmental risks, taking credit when credit is not due, focusing on disability issues, deceiving cus tomers with products and services, and using insider information to gain personal advantage. We did find significant differences in responses to six narratives focused on ignoring wrongdoing in the workplace, doing special favors for others to gain personal advantage, and covering up flaws in merchandise or operations. Our results, and the survey instrument itself, provide useful tools for the business com munication classroom.

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.

The essence of investing: experiential education with a student-run portfolio

2019 ◽  
Vol 46 (4) ◽  
pp. 530-547
Author(s):  
Elizabeth Tashjian
Keyword(s):  
Critical Thinking ◽  
College Graduates ◽  
Business Students ◽  
Deep Understanding ◽  
Investment Funds ◽  
Content Type ◽  
Business Skills ◽  
Successful Model ◽  
Important People ◽  
Managed Portfolios

Purpose Many undergraduates major in business in hopes of being well-prepared for a career. However, Arum and Roksa (2010) find business students perform poorly relative to peers on measures of academic gains and employers report that few college graduates are well-prepared for business careers (Lumina Foundation, 2013). Experiential courses have the potential to engage students deeply and encourage critical thinking while developing important business skills. The paper aims to discuss these issues. Design/methodology/approach This paper proposes several attributes of successful experiential courses and uses a student-managed portfolio as an example of a successful model. Findings Student-managed portfolios can improve educational and career outcomes for students. Practical implications Student-managed investment funds can provide a vehicle for teaching students research, critical thinking and writing skills while encouraging them to integrate knowledge from a broad range of business disciplines to understand a firm’s business model. Originality/value While experiential programs are touted as addressing these shortcomings, many academics remain skeptical of experiential programs which too often focus on showy trips, passively listening to important people or performing shallow analyses at the expense of developing a deep understanding of how to identify and solve complex problems. This paper offers some insight into important features of a successful experiential program.

Team Learning and Communication: the Effectiveness of Email-Based Ethics Discussions

2007 ◽  
Vol 70 (2) ◽  
pp. 166-185 ◽  
Author(s):  
Lucia Peek ◽  
George Peek ◽  
Maria Roxas ◽  
Yves Robichaud ◽  
Huguette Blanco
Keyword(s):  
Business Ethics ◽  
Team Learning ◽  
Accounting Ethics ◽  
Ethical Training ◽  
Feedback Questionnaire ◽  
Before And After ◽  
Ethics Program

In fall 2003, students from two U.S. universities and a Canadian university participated in an ethics project. One solution to overcome the obstacles to ethics discussions among students who are geographically separated is the use of email as a mode of communication. As a basis for their discussions, the students used the accounting ethics vignette titled “The Error” from the Ar thur Andersen Business Ethics Program. This ar ticle repor ts on the results of the analysis of U.S. and Canadian students' responses to pre- and postquestionnaires concerning the alternatives available to the character in the ethics scenario before and after their written email discussions and group repor ts. The students did have significant changes in their responses after their discussions of the character's alternatives. It also repor ts the students' responses to a project feedback questionnaire concerning the students' perceptions of the importance of ethical training and discussions.

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