Business ethics course and readiness of MBA students to manage ethically

2012 ◽  
Vol 6 (2) ◽  
pp. 133 ◽  
Author(s):  
WilsonMuyinda Mande
Keyword(s):  
Business Ethics ◽  
Mba Students ◽  
Ethics Course

DEVELOPING MORAL MUSCLE IN A LITERATURE-BASED BUSINESS ETHICS COURSE

2022 ◽  
Author(s):  
Inge M. Brokerhof ◽  
Sandra J. Sucher ◽  
P. Matthijs Bal ◽  
Frank Hakemulder ◽  
Paul G.W. Jansen ◽  
...  
Keyword(s):  
Business Ethics ◽  
Ethics Course

Business Ethics Perceptions of Working Adults

2014 ◽  
Vol 5 (2) ◽  
pp. 23-40 ◽  
Author(s):  
Lam D. Nguyen ◽  
Kuo-Hao Lee ◽  
Bahaudin G. Mujtaba ◽  
Sorasak Paul Silanont
Keyword(s):  
Corporate Governance ◽  
Business Ethics ◽  
Moral Development ◽  
Ethical Behavior ◽  
Ethics Education ◽  
Ethics Training ◽  
Working Adults ◽  
Ethics Course ◽  
Management Experience ◽  
And Training

Businesses nowadays face urgent demands to act ethically and socially responsibly. Some believe that ethically responsible companies design and use corporate governance that serves all stakeholders' interests to achieve competitive advantage and maintaining ethical behavior is very important through corporate governance. Thus, an ethical business environment is critical and ethical behavior is expected of everyone in the modern workplace. Companies devote many resources and training programs to make sure their employees live according to the high ethical standards. This study used Clark and Clark's (1966) Personal Business Ethics Scores (PBES) measure to examine the relationship between gender, age, management experience, ethics course taken, and ethics training to ethical maturity of Thai working adults. This research surveyed 236 Thai working adults to measure their Personal Business Ethics Scores (PBES). Statistically significant differences were found in the variables of ethics course taken and ethics training. Gender, age, and management experience, however, did not lead to any significant differences. Consequently, Kohlberg's Cognitive Moral Development theory regarding ethical maturity is partly supported since respondents with more ethics education and training have higher business ethics scores than those without ethics education and training. In this study, Thai background and cultural dimension, as well as literature on moral development and ethics, are presented along with practical applications, suggestions and implications for educators, managers, and employees.

Behavioral Ethics in Practice: Integrating Service Learning Into a Graduate Business Ethics Course

2017 ◽  
Vol 41 (4) ◽  
pp. 599-616 ◽  
Author(s):  
Kevin O’Brien ◽  
Dennis Wittmer ◽  
Bahman Paul Ebrahimi
Keyword(s):  
Service Learning ◽  
Business Ethics ◽  
Learning Experience ◽  
Assessment Process ◽  
Behavioral Ethics ◽  
Broad Definition ◽  
Descriptive Ethics ◽  
Ethics Course ◽  
Student Reflections

Adopting a broad definition that distinguishes behavioral ethics as science and behavioral ethics in practice, we describe how service learning can be a meaningful component of a four-credit, one-quarter graduate business ethics course by blending both normative/prescriptive and behavioral/descriptive ethics. We provide a conceptual and theoretical grounding for our integration of service learning and describe how service learning is used in the course. We explain how we frame the service-learning project, the challenges we have faced, and final student reflections on the experience. Finally, we describe the assessment process used in the course. Based on the assessment of 215 students’ service-learning reflection papers, the results indicated that over 90% of students were able to make direct connections between major themes of the course and their service-learning experience. This is an indication of the efficacy of the use of service learning in teaching behavioral ethics.

Lonmin Plc: mining and responsible investment – dangerous liaisons?

2018 ◽  
Vol 8 (2) ◽  
pp. 1-22
Author(s):  
Stephanie Giamporcaro ◽  
Marilize Putter
Keyword(s):  
South Africa ◽  
Business Students ◽  
Investment Strategy ◽  
Subject Area ◽  
Content Type ◽  
Responsible Investment ◽  
Mba Students ◽  
Ethics Course ◽  
Platinum Mining ◽  
Sustainable And Responsible Investment

Subject area The case presents a responsible investment dilemma case. Swedish institutional responsible investors have to make a choice about their investment in Lonmin, a platinum mining company whose operation are located in South Africa and has been the theatre of workers’ killings. Study level/applicability The case targets MBA students and can be taught in a corporate finance course, a corporate governance course, a business ethics course or on sustainable and responsible investment. Case overview The teaching case follows the journey of Hilde Svensson, the head of equities for a Swedish responsible investor. She has been tasked to visit the site of Lonmin in South Africa which is the theatre of a tragic workers’ unrest that led to the killings of 44 workers in August 2012. She must decide what the best responsible investment strategy is to adopt with Lonmin for the future. Expected learning outcomes The students are expected to learn about what responsible investment entails and the dilemmas that can be faced by responsible investors. The case also gives insight to business students and the complexities of environment, social and governance (ESG) analysis and how to integrate financial and ESG analysis when you are a responsible investor. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CCS 1: Accounting and Finance

Highlighting Moral Courage in the Business Ethics Course

2015 ◽  
Vol 146 (3) ◽  
pp. 703-723 ◽  
Author(s):  
Debra R. Comer ◽  
Michael Schwartz
Keyword(s):  
Business Ethics ◽  
Moral Courage ◽  
Ethics Course

scholarly journals Ethics and Education: Curriculum Issues

10.28945/2882 ◽  
2005 ◽  
Author(s):  
Dennis Bialaszewski ◽  
Marsha Bialaszewski
Keyword(s):  
Business Ethics ◽  
File Sharing ◽  
Class Discussion ◽  
Education Curriculum ◽  
Sufficient Time ◽  
Ethical Considerations ◽  
Course Structure ◽  
Midwestern University ◽  
Ethics Course ◽  
Privacy Issues

Ethical considerations are a very important aspect for each one of us. However, faculty typically are often so concerned with covering all content associated within course structure they may not have sufficient time for class discussion regarding ethical considerations relevant for one’s discipline. This is sometimes addressed by designing a specific course with a specific purpose being ethical considerations. For example one may see the existence of a “Business Ethics” course as a requirement for a business major. One of authors of this paper has designed an “Ethics and Information Systems” course offered as an elective in the MIS major. Issues such as downloading music without paying, ergonomic issues, issues of copyright, privacy issues, et cetera are covered through case studies. There is an examination of codes existing at the Midwestern university to cover ethical considerations related to computing. It is interesting to note that currently a student from this same Midwestern university is being sued for his file sharing practices.

Business Ethics Perceptions of Working Adults

2015 ◽  
pp. 320-336
Author(s):  
Lam D. Nguyen ◽  
Kuo-Hao Lee ◽  
Bahaudin G. Mujtaba ◽  
Sorasak Paul Silanont
Keyword(s):  
Corporate Governance ◽  
Business Ethics ◽  
Moral Development ◽  
Ethical Behavior ◽  
Ethics Education ◽  
Ethics Training ◽  
Working Adults ◽  
Ethics Course ◽  
Management Experience ◽  
And Training

Businesses nowadays face urgent demands to act ethically and socially responsibly. Some believe that ethically responsible companies design and use corporate governance that serves all stakeholders' interests to achieve competitive advantage and maintaining ethical behavior is very important through corporate governance. Thus, an ethical business environment is critical and ethical behavior is expected of everyone in the modern workplace. Companies devote many resources and training programs to make sure their employees live according to the high ethical standards. This study used Clark and Clark's (1966) Personal Business Ethics Scores (PBES) measure to examine the relationship between gender, age, management experience, ethics course taken, and ethics training to ethical maturity of Thai working adults. This research surveyed 236 Thai working adults to measure their Personal Business Ethics Scores (PBES). Statistically significant differences were found in the variables of ethics course taken and ethics training. Gender, age, and management experience, however, did not lead to any significant differences. Consequently, Kohlberg's Cognitive Moral Development theory regarding ethical maturity is partly supported since respondents with more ethics education and training have higher business ethics scores than those without ethics education and training. In this study, Thai background and cultural dimension, as well as literature on moral development and ethics, are presented along with practical applications, suggestions and implications for educators, managers, and employees.

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.

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