Using Hard Times to Teach Business Ethics

In this research we employ an inter-disciplinary project that uses active learning theory to help bridge the gap between a university’s extensive liberal arts core and its business program. We believe this project will improve and enrich classroom discussions of the more complex and nuanced issues found in the application of business principles. To redress the fact that many undergraduate students do not have extensive work experience to draw on when discussing the application of business ethics principles, we present a project that uses a classic novel, Hard Times, to improve students’ abilities to contextualize and apply common business ethics frameworks. The project focuses on active learning and non-linear thinking, and aims to immerse the student in a fictional environment that models the complexity of, without being identical to, a real world business setting.

Stakeholders Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Programs

Contributing to the efforts to foster business postgraduate students development toward becoming responsible business leaders is the goal of this study by examining the state of responsible management education in business postgraduate programs in Sudan. We examined perceptions and attitudes toward responsible management and its education among postgraduate-level students and constructed a comprehensive framework appropriate for developing responsible management education programs in under-developed countries. This study’s data were gathered via a structured questionnaire answered by 106 postgraduate business students from the largest four Sudanese business schools and facilities. The students were distributed among the management, finance, and marketing fields. The students exhibited affirmative corporate social responsibility (CSR) perceptions and attitudes with a heightened focus on acting ethically and a diminished focus on financial considerations. A key lesson learned from this study is the need for the continued development of CSR and general ethics across business school curriculums in Sudan.

The Sustainable Development Goals and Business Students’ Preferences: An Exploratory Study

To effectively teach the United Nations Sustainable Development Goals (SDGs) to enhance corporate social responsibility, we need to understand the predictors of business student predispositions towards the SDGs. We examine whether location, authoritarianism, religiosity, and individualism influence university business student SDG preferences. Results (n=262) indicate authoritarian and religious business students emphasize SDGs with an orientation towards the health and economic well-being of their local communities. The results also indicate the most significant factor in predicting SDG preference was university location. Southeastern U.S. students were more supportive of people/prosperity-oriented SDGs, indicating greater concern with the social safety net and basic human needs, whereas Hawaiian students were more supportive of planet-oriented SDGs indicating greater concern for environmental issues. Implications for teaching SDGs to university business students are discussed.

Rebuilding an Empire

From modest beginnings, the conglomerate Odebrecht became one of the most relevant actors of development for Brazil and Latin America. By 2010, the conglomerate was elected the best family business in the world. Annual revenues rose from US$ 24 billion in 2008 to US$ 41.8 billion in 2014. However, by 2015 Odebrecht was in a very different situation, embroiled in a multi-billion-dollar corruption scandal. To illegally secure more than 100 projects, Odebrecht had paid approximately US$ 788 million in bribes across 12 countries. Corruption was not new in Latin America, but so many powerful people facing jail time in the region certainly was. In 2016, Odebrecht agreed to pay a record breaking fine of US$ 2.6 billion for violating the Foreign Corrupt Practice Act. This case describes Odebrecht’s corruption scandal, touching on possible causes, the company’s handling of the criminal allegations, and probable defenses to protect against future setbacks.

Ethical Case Analysis Template: Learning to Develop Ethical Values Through Practice

Ethical behaviors are taught in business classrooms using multiple methods, among which case studies are a standard method. However, when introduced at the undergraduate level, until students have developed a strong foundation in moral philosophy, a prescriptive case analysis template may help them build constructive mental models towards that foundation. The paper thus proposes a case analysis method template based on critical components identified in the Ethics literature that lead to ethical decision-making that can be used as a tool by teachers in Ethics in Business classrooms. The critical components entail the development of moral awareness by training the students to develop ethical values through practice. Students learn how to identify an ethical dilemma, analyze various stakeholder characteristics, explore ethical principles, and make moral judgments before recommending moral actions in each context. A sample case analysis is also provided for classroom use. The implications and value to educators, students, and managers are discussed.

Using Open Mind to Foster Intellectual Humility in Teaching Business Ethics

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.

Armor Holdings Inc.

The U.S. Foreign Corrupt Practices Act (FCPA) has gained significant popularity in recent years across borders due to the increased investigation and penalties under the law. The following case is a real-life case that highlights the main provisions of the FCPA. Using cases in teaching an auditing or ethics course is much needed to develop students’ professional judgment, critical and analytical thinking skills and communication skills. Presently, there are a few cases that address the Foreign Corrupt Practices Act and its effect on financial reporting and auditor responsibilities about illegal acts. The Armor Holdings case is interesting and information is publicly available regarding the circumstances that describe the bribery act, lack of whistle-blower protection, the tone at the top, and the accounting treatment. In addition, the increase in actions brought by the Securities and Exchange Commission (SEC) under the FCPA since 2010 heightens the relevance of this case and underscores the need for students to learn the skills necessary to ensure compliance with FCPA and related key regulations such as the Sarbanes Oxley and the Dodd Frank Act. Therefore, cases like this one provide a rich tool to navigate topics and enforce students’ learning of client’s illegal actions and their consequences. These skills are invaluable in practice.

“I Am in Room 523”

Initiatives to encourage more women in STEM-related industries have had mixed results. Adding more women to longstanding male-dominated STEM occupations has highlighted issues in workplace culture that are hostile to women. In this case, the CEO of an engineers' professional association, NSE, is accused of making a sexually suggestive remark to two female engineers at the annual convention. One of the women, Claire, lodged a complaint with the board. After reviewing the investigation report, the board voted to ask the CEO to quietly apologize to both women. Claire, in the meantime, posted a negative review of the NSE's handling of her complaint which is getting considerable media attention. The purpose of this case is for students to examine the competing interests NSE faces in promoting the safety of female members, protecting its reputation for advancing the profession and women in engineering and supporting an otherwise “brilliant CEO”.

Educating the Virtuous Leader: Exploring the Reflexive Practicum

The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice is tracked from Argyris and Schon’s reflection on and in action to reflexivity. The paper considers the essence of Aristotle’s virtue ethics in proposing an integrative framework of skill and behaviour acquisition in organisational ethical decision-making. Reflective leadership and reflexivity are examined in relation to practitioner learning and the concept of a reflexive practicum explored to provide a praxis dimension to ethics education practice.