Showing Business Students How to Contribute to Organizational Cultures Grounded in Moral Character

Author(s):  
William I. Sauser ◽  
Ronald R. Sims

The ethical crisis in business is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge we face as business leaders if we are to regain the respect and confidence of the public. As educators of future business leaders, how can we prepare our students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this chapter the authors distinguish among four corporate cultures with respect to ethics in business—cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing business students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about business ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. They conclude the chapter by providing two examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business students how to contribute to organizational cultures grounded in moral character.

2018 ◽  
pp. 485-507 ◽  
Author(s):  
William I. Sauser Jr. ◽  
Ronald R. Sims

The ethical crisis in business is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge we face as business leaders if we are to regain the respect and confidence of the public. As educators of future business leaders, how can we prepare our students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this chapter the authors distinguish among four corporate cultures with respect to ethics in business—cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing business students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about business ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. They conclude the chapter by providing two examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business students how to contribute to organizational cultures grounded in moral character.


Author(s):  
William Irvin Sauser Jr. ◽  
Ronald R. Sims

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.


2014 ◽  
Vol 3 (1) ◽  
pp. 33-53 ◽  
Author(s):  
William I. Sauser ◽  
Ronald R. Sims

The ethical crisis in business and information technology is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge people face as leaders if they are to regain the respect and confidence of the public. As educators of future business and information technology leaders, how can educators prepare their students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this article the authors distinguish among four corporate cultures with respect to ethics —cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. The authors conclude the article by providing three examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business and information technology students how to contribute to organizational cultures grounded in moral character.


2015 ◽  
pp. 1591-1617
Author(s):  
William Irvin Sauser Jr. ◽  
Ronald R. Sims

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.


2015 ◽  
pp. 1901-1923
Author(s):  
William I. Sauser Jr. ◽  
Ronald R. Sims

The ethical crisis in business and information technology is very real. Countering this crisis by creating organizational cultures grounded in moral character is the challenge people face as leaders if they are to regain the respect and confidence of the public. As educators of future business and information technology leaders, how can educators prepare their students to understand, appreciate, and contribute to the establishment of cultures of character in the organizations which employ them—and which they may ultimately lead? In this article the authors distinguish among four corporate cultures with respect to ethics —cultures of defiance, compliance, neglect, and character—and present a blueprint for constructing an organizational culture grounded in moral character. With respect to showing students how to contribute to such a culture, the authors then (a) describe how to establish an effective learning context for teaching about ethics, (b) proffer a number of practical suggestions for student assignments and experiences that can empower students to understand, appreciate, and contribute to organizational cultures of character, and (c) explain how to enhance experiential learning by conducting an effective debriefing session. The authors conclude the article by providing three examples from their own experience illustrating how these ideas can be incorporated into programs designed to show business and information technology students how to contribute to organizational cultures grounded in moral character.


2016 ◽  
Vol 5 (1) ◽  
pp. 104 ◽  
Author(s):  
Sheri Grotrian-Ryan ◽  
Kyle Ryan ◽  
Alan Jackson

<p>Higher education continues to place an emphasis on service-learning, specifically within business and management sciences (Kenworthy-U’Ren &amp; Peterson, 2005). A local academic business organization at a small institution chose to embark on a service-learning endeavor. The purpose of this study was for business majors, active in Phi Beta Lambda (PBL), and their advisors/professors to further investigate microlending and other business-related concepts through the use of service learning. Service was provided to the campus community, area high school Future Business Leaders of America (FBLA) students, and to the borrowers of their Kiva loans. The research, qualitative in nature, employed case study methodology. Themes emerged in academic, personal, and civic dimensions as a result of analysis of student responses to guided questionnaires.</p>


Public Voices ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 63
Author(s):  
Terry Newell

On August 9,1974, Gerald Ford took the oath as president when Richard Nixon resigned in the wake of Watergate.   Ford's inaugural remarks and the actions that followed, aimed at restoring trust in government and gaining the legitimacy he needed to confront national problems, rested on both his character and his leadership talent.  His public approval rating soared.  Thirty-one days later, Ford spoke to the nation again, announcing his pardon of the disgraced former president.  That speech and the actions connected to it also depended on Ford's character and leadership skills.  Yet, his approval plummeted, dooming his prospects to win the 1976 election. This one-month period offers important lessons for public leaders who want to both be good and do good.  Ford succeeded in the first speech and failed in the second.   The ability to articulate a transcendent public purpose, persuade the public in a compelling way, and master the art of building political support proved decisive in both cases.   Also decisive was his character and the way he sought to call forth the moral character of the nation.   


2017 ◽  
Vol 59 (6) ◽  
pp. 550-564 ◽  
Author(s):  
Mario Duarte Canever ◽  
Maria Renata Martínez Barral ◽  
Felipe Garcia Ribeiro

Purpose The purpose of this paper is to explore the causal links between public and private university environments and the entrepreneurial intention (EI) of students. Design/methodology/approach The impact of different university environments on the students’ EI was checked using a model adapted from Krueger et al. (2000). The study comprised a sample of students enrolled in business administration from three public and three private universities at first semester (freshmen) and at the last two semesters (senior) in Brazil. The model was measured through various questions and later assessed by principal component analysis to build constructs. Via t-test and path analysis the EI and the antecedents were subjected to a comparative analysis to test the equality of the models across the four categories emerged. Findings The two main types of Brazilian university environments (public and private) do not present significant differences in the way they influence EI and its antecedents. Both the tests of means and the tests of measurement of the structural relations between constructs confirm this finding with only a few exceptions. The result of this study is opposed to other studies carried out in Brazil, by showing that the public university environment is not worse for the entrepreneurship than the private. The environmental effects are mostly equal and they as a whole are not conducive to the development of EI. Research limitations/implications The study comprises business students only, and enrolled on regular universities. It is worth highlighting that evidence was brought to the debate for a group of universities in Brazil. Replicating the study with students from other areas and other universities, as well as students in Master’s and Doctorate programs could enrich the analyses. Practical implications This study provides insight into entrepreneurship education, as to which the university environment is conducive to the entrepreneurship. It brings insights for the development of entrepreneurial universities. Originality/value This study contributes to understanding the differences between the public and private universities environment regarding students’ EI.


2004 ◽  
Vol 60 (4) ◽  
Author(s):  
Marinus Schoeman

Virtuosity and greatness: Aspects of Hannah Arendt’s “extra-moral” ethic of virtueThis article focuses on the “extra-moral” character of Arendt’s view of action and virtuousness. Particular attention is given to her a-teleological, performative (dramaturgical) view of action, which was inspired by the ancient Greeks and Romans, as well as certain aspects of Renaissance humanism, especially Machiavelli’s idea of virtue. According to this view, virtue relates to the virtuosity and “greatness” of the actor’s words and deeds, which in turn presupposes an agonistic ethos where different actors constantly try to surpass one another and to achieve exemplary status. This implies that virtue, or a truly ethical existence, has nothing to do with one’s inner feelings and intentions. Neither can it be measured against some transcendent norm or set of norms. Rather, it manifests itself in the performing of great and virtuosic actions in the presence of others. These actions thus depend on the existence of a vigorous public sphere, while at the same time being co-constitutive of the public sphere, helping to sustain it and keeping it alive. I


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