Entrepreneurial Tricks and Ethics Surveyed in Different Countries

To resolve entry and growth problems, entrepreneurs use creative solutions or tricks, which some may find to be ethically questionable. Generating mistrust is a negative consequence when engaging in entrepreneurial tricks. In spite of that, 66% of entrepreneurs (out of 201 respondents) and 76% of business students (out of 213) consider using some tricks as absolutely necessary if an entrepreneur wants to succeed in his or her domestic business environment. Surprisingly optimistic, 52% of entrepreneurs and 57% of students believe that business ethics can be improved substantially by teaching business ethics to entrepreneurs. And of course, there are different levels of ethics standards or custom practices in different countries emerging from our survey in five countries and a few responses from 21 other countries. The authors also discuss the possible future for business tricks, and if there might be any benefits of them.

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

Business Ethics Quarterly ◽

10.2307/3857606 ◽

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.

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Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics

Journal of Business Ethics Education ◽

10.5840/jbee2020173 ◽

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.

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