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.

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

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.

Entrepreneurial Tricks and Ethics Surveyed in Different Countries

2011 ◽  
Vol 2 (3) ◽  
pp. 46-63 ◽  
Author(s):  
Miroslav Pivoda ◽  
Frank Hoy ◽  
Kiril Todorov ◽  
Viktor Vojtko
Keyword(s):  
Business Ethics ◽  
Business Students ◽  
Business Environment ◽  
Teaching Business Ethics ◽  
Teaching Business ◽  
Creative Solutions ◽  
Different Levels

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.

What's the Point of a Business Ethics Course?

1991 ◽  
Vol 1 (4) ◽  
pp. 335-354 ◽  
Author(s):  
Ronald F. Duska
Keyword(s):  
Business Ethics ◽  
Teaching Business Ethics ◽  
Essential Ingredient ◽  
Ethical Knowledge ◽  
The Third ◽  
Teaching Business ◽  
Business Executives ◽  
Ethics Course ◽  
Business Behavior ◽  
Ethics Courses

The paper argues that the point of a business ethics course is to improve behavior in business, and that an essential ingredient in that improved behavior is knowing what's right or wrong. To make that claim, the paper attempts to dispose of three arguments which support the contrary claim, that business ethics courses are useless. First, it is argued that morals can't be taught, since they only result from training. Second, it is argued that such courses are unnecessary because business executives already know right from wrong. Third, it is argued that ethical knowledge is impossible, so there is nothing to teach. The first two arguments are dealt with briefly, and the third is addressed extensively. The paper argues that the scepticism about ethical knowledge is part of a pervasive “relativism” in our society, but shows that such a relativism/scepticism is untenable and indicates how ethical knowledge is possible. If, then, knowledge of right and wrong is an essential ingredient for improving business behavior, and such knowledge can be imparted in an ethics course, there is some point to teaching business ethics.

The One Necessary Condition for a Successful Business Ethics Course: The Teacher Must be a Philosopher

1998 ◽  
Vol 8 (3) ◽  
pp. 561-574 ◽  
Author(s):  
E. R. Klein
Keyword(s):  
Business Ethics ◽  
Necessary Condition ◽  
Teaching Business Ethics ◽  
Scholarly Literature ◽  
Teaching Business ◽  
Corporate World ◽  
Pedagogical Issue ◽  
Ethics Course ◽  
Successful Business ◽  
The One

Abstract:The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the Business Ethics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers given to the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is in stagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses for our students once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses in Business Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy.

Teaching business ethics: Bringing reality to the classroom

1992 ◽  
Vol 11 (3) ◽  
pp. 225-229 ◽  
Author(s):  
Dietrich L. Schaupp ◽  
Michael S. Lane
Keyword(s):  
Business Ethics ◽  
Teaching Business Ethics ◽  
Teaching Business

Teaching Business Ethics in Hong Kong: Challenges and Response

2018 ◽  
pp. 23-33
Author(s):  
Dennis P. McCann ◽  
Joanna Kit Chun Lam ◽  
Randy K. Chiu
Keyword(s):  
Hong Kong ◽  
Business Ethics ◽  
Teaching Business Ethics ◽  
Teaching Business
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