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.

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.

scholarly journals PENGARUH PENDIDIKAN ETIKA TERHADAP PERSEPSI ETIS MAHASISWA AKUNTANSI

2018 ◽  
Vol 9 (2) ◽  
pp. 38
Author(s):  
Padma Adriana Sari
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Analysis Data ◽  
Accounting Students ◽  
Survey Method ◽  
Ethical Perception ◽  
Business Ethics Education ◽  
Significant Difference ◽  
Ethics Course ◽  
Student's Perceptions

<p><strong><em>The Influence of Business Ethics Education to Ethical Perception of Accounting Students</em></strong><em></em></p><p><em>The main focus of this study is to understand the effect of business ethic course to student’s ethical perception.</em><em> This study used survey method in gathering the data, which used students from Politeknik Negeri Malang as the participants. Ethical perception was assessed by giving scenarios abaout unethical accountants, and students were asked to respond to questions about the scenarios. </em><em>The analysis data method used independent sample t-test.</em><em> </em><em>The result of this study indicates that there were no significant difference between student’s perceptions </em><em>who have accomplished business ethics course and who have not accomplished the course yet.</em><em></em></p><p><em>Keywords: Ethics Education, Ethical Perception.</em></p>

scholarly journals Topics to be included in a meaningful and informative undergraduate business ethics course for accountancy students: A South African perspective. Part 2.

2015 ◽  
Vol 13 (1) ◽  
pp. 1335-1345
Author(s):  
Nandi Lubbe ◽  
Dave Lubbe
Keyword(s):  
South Africa ◽  
Business Ethics ◽  
South African ◽  
Undergraduate Students ◽  
Business Education ◽  
Business Practices ◽  
Ethics Course ◽  
African Perspective

Unethical business practices in South Africa, as in many other countries, is at the order of the day. As a result there is increasing pressure on the auditing and accounting professions to devote sufficient attention to business education during the training of prospective auditors and accountants. This is the second in a series of two articles regarding topics that should be included in a meaningful and informative business ethics course for undergraduate students in the fields of accounting and auditing.

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