scholarly journals Business Ethics Education: One Management Educators Perspective

2006 ◽  
Vol 3 (10) ◽  
Author(s):  
Nancy J. Niles
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Ethical Issues ◽  
Business Students ◽  
Ethical Reasoning ◽  
Ethical Challenges ◽  
Business Ethics Education ◽  
Business Faculty ◽  
Resource Center ◽  
The Past

Results from the 2005 National Business Ethics Survey (NBES) indicate that over half of employees observed at least one type of misconduct in the workplace during the past 12 months, with nearly 40% observing two or more violations (http://www.ethics.org). The President of the Ethics Resource Center, Dr. Patricia Harned, has stated that this statistic has not changed much over the past 5 years even though there is a rise in the number of companies that have implemented ethics programs (http://www.ethics.org) Business faculty has the opportunity to provide business students with ethical reasoning opportunities to meet these ethical challenges successfully.  AACSB has stated in their 2004 Ethics Education in Business Schools that…business education must encourage students to develop an understanding of the challenges surrounding business ethics and provide students with the tools to recognize and respond to ethical issues, both personally and organizationally (9). This paper outlines a proposed undergraduate business ethics education model that is developed in compliance with AACSB standards.

scholarly journals Business ethics education

2015 ◽  
Vol 4 (4) ◽  
pp. 476-485
Author(s):  
Isaias Rivera
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Social Issues ◽  
Business Environment ◽  
Past Century ◽  
Business Practices ◽  
Review Of The Literature ◽  
Business Ethics Education ◽  
The Past ◽  
Personal Ethics

This paper makes the review of the literature dedicated to relevant social issues that have been addressed by business practices and the business ethics literature, especially during the past century. The review of practical literature is undertaken from the perspective of the practitioner and demonstrates that the business ethics literature has been lax in the sense that it mostly addresses specific managerial problems and personal ethics within the business environment.

Facilitating embodied learning in business ethics education: the use of relational sculpting

2014 ◽  
Vol 6 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Sheldene Simola
Keyword(s):  
Business Ethics ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Ethical Issues ◽  
Emotional Awareness ◽  
Business Ethics Education ◽  
Embodied Learning ◽  
Ethical Guidelines ◽  
Innovative Teaching ◽  
Content Type

Purpose – The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context. Design/methodology/approach – Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted. Findings – Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole. Research limitations/implications – Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature. Practical implications – Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided. Originality/value – Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

scholarly journals ETHICAL-ECONOMIC DILEMMAS IN BUSINESS EDUCATION

2014 ◽  
Vol 12 (2) ◽  
pp. 303-317
Author(s):  
Anna Remišová ◽  
Anna Lašáková ◽  
Zuzana Búciová
Keyword(s):  
Business Ethics ◽  
Cognitive Skills ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Business Students ◽  
Business Ethics Education ◽  
Economic Interaction ◽  
Ethics Courses ◽  
Edm Process ◽  
Economic Dilemma

The main purpose of the article is to support the idea of institutionalizing business ethics education at all business schools. Further, the article stresses the importance of using ethical-economic dilemmas in business ethics education. It argues that business students should learn that managerial work is too complex to make do with expertise and experience and help them to acquire the skill of ethical reflection of economic activity. Solving ethical-economic dilemmas in business ethics courses helps to develop cognitive skills in considering economic or managerial problems on the basis of ethical and economic interaction. In order to support the main purpose stated above, we aimed at getting a picture of how respondents assess and solve an ethical-economic dilemma. Hence, this article presents results of an empirical investigation of the ethical decision-making (EDM) process on a sample of Slovak students of Management.

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

Ethical rationales for past and present military medical practices

2018 ◽  
Vol 165 (4) ◽  
pp. 273-278
Author(s):  
Edmund Howe
Keyword(s):  
Ethical Issues ◽  
Military Medicine ◽  
Service Members ◽  
Ethical Challenges ◽  
The Past ◽  
Occupied Territory ◽  
The Usa ◽  
The Individual ◽  
Hearts And Minds ◽  
Extract Information

This paper reviews changes in the ethical challenges that have arisen in military medicine over the past four decades. This includes the degree, if any, to which providers during the Vietnam conflict have carried out what we now refer to as harsh interrogation measures in an attempt to extract information from captured enemy soldiers, the extent, if any, to which the USA used medicine as a means to try to win over the hearts and minds of civilians in occupied territory and how providers should treat service members who return from the front with combat fatigue. An issue that arose during the first Gulf War in 1991 is discussed, namely US service persons being required to take botulism vaccine without their consent. Finally, present challenges are discussed including interrogation measures such as waterboarding and the ethical issues posed in the recent past by the exclusion of gay service members and those posed presently by the inclusion of transgender members. Two ethical values are suggested that have remained constant, namely giving priority to the individual needs of service personnel over those of the unit when there are no urgent combat needs and the reliance on individual virtue when what they should do is morally unclear.

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