Social Responsibility and Ethics: Clarifying the Concepts

Students coming into a third-year business ethics course I teach are often confused about the use and meaning of the terms social responsibility and ethics. This motivated me to take a closer look at a sample of the management and business ethics literature for an explanation of their confusion. I found that there are inconsistencies in the way the two terms are employed and the way the concepts are defined. This paper identifies the different ways the relationship between social responsibility and ethics has been represented, the various uses of these two terms, and the contrasting views regarding the connection between morality and ethics. While this analysis does not resolve any difficult substantive questions, it does provide conceptual clarity as a necessary first step towards facilitating students critical engagement with the substantive issues.     

Every Picture Tells a Story: Digital Video and Photography Issues in Business Ethics Classrooms

Digital video and photography are becoming aspects of everyday business activities, allowing for the quick modification and distribution of images. From development of websites to the editing of a single photograph on a desktop PC, people are using digital images in many business contexts. However, important business ethics issues are emerging concerning the malleability and veracity of digital images as well as their rapid dissemination on the Internet. Activities with digital video and photography in business ethics classrooms can underscore a number of philosophical and moral concerns involving the nature of perception and documentation as well as surveillance. The era of video and photography as reliable witnesses to human interaction is gradually passing; they are becoming recognized as highly malleable media that give photographers wide leeway in modification, leading to issues involving the trustworthiness of photographic documentation in business contexts. Various exercises and scenarios that explore image modification issues are included in this article. Hands-on exercises can also be effective; students who create and subsequently edit digital portraits of themselves in the context of a business ethics class can gain valuable perspectives on role-taking and the ethical implications of deceptive communications.     

Integrating ethics into the business school curriculum

A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business ethics and corporate social responsibility. This may be accomplished through orientation sessions, readings, packages, short classes and lectures.The key segment of the plan is to have ethics modules developed and systematically integrated throughout key business courses. In the project experiment, sample modules were developed for courses in introductory marketing, introductory management, corporate finance and business policy.The modules are designed to respond to the concerns of functional business faculty that they cannot be sufficiently authoritative in teaching ethics and that inserting coverage of ethics will displace critically important topics in their already crowded courses. On the other hand, the functional instructors found that, once encouraged, students were very willing to discuss ethical issues and that their sophistication increased throughout the course. Thomas W. Dunfee is the Kolodny Professor of Social Responsibility at The Wharton School of the University of Pennsylvania. Author of numerous textbooks (Random House, Prentice-Hall, John Wiley), he teaches courses on business ethics and commercial law. He has published numerous articles in law reviews and business periodicals and has consulted to many corporations, government agencies and law firms. Currently President-Elect of the American Business Law Association, he is a former editor-in-chief of the American Business Law Journal. Diana C. Robertson is a Senior Fellow in Business Ethics in the Department of Legal Studies at The Wharton School, University of Pennsylvania. Her publications in business ethics include Corporate Restructuring and Employee Interests: The Tin Parachute, The Ethics of Organizational Transformation: Mergers, Takeovers and Corporate Restructuring, Quorum Books, 1988, Why Superimposing Ethics on the Corporation Won't Work, Corporate University Journal, Vol. 1, No. 1, July 1988, 18–23, and Work-Related Ethical Attitudes: Impact on Business Profitability with Thomas W. Dunfee, Business and Professional Ethics Journal, Vol. 3, No. 2 (Winter 1984), 25–40.     

Everybody Else is Doing it,So Why Can’t We? Pluralistic Ignorance and Business Ethics Education

In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individuals ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study examines the influence of an underlying social cognitive error, called pluralistic ignorance. We believe that if pluralistic ignorance is reduced, the result will be more effective business ethics education programs. Eighty undergraduate management students participated in this longitudinal study, and a mixed-model ANOVA revealed that the reduction of pluralistic ignorance (due to an ethics education program designed to reduce pluralistic ignorance) resulted in higher personal ethical standards over the course of a semester, when compared to a class that did not receive a formal ethics education program as part of their course. We discuss the implications of pluralistic ignorance in training business ethics and ethics education.     

Business Ethics in the Curriculum: Assessing the Evidence from U.K. Subject Review

The growth of U.K. business ethics education has been charted at the course or micro level by Mahoney (1990) and Cummins (1999) using postal questionnaires. These surveys, normally restricted to elite providers, have not revealed the relative importance of business ethics in the business school curriculum. In the 2000–2001 subject review of business and management programmes conducted by the U.K. Quality Assurance Agency for higher education (QAA), 164 business and management programmes were required to summarise their aims and objectives. Examination of this data using QSR-N6 software shows that only 14 made explicit reference to ethics. Church Colleges of Higher Education were disproportionately represented, indicating the importance of institutional context to curriculum development. An analysis of espoused aims in relation to business ethics suggests that cognition in business ethics is largely conceived as part of a broad contextual comprehension of the business environment rather than an understanding of theoretical constructs. The expression of aims in business ethics is more frequently characterised by affective or attitudinal verbs/nouns with a close link to the promotion of value positions, such as multiculturalism and environmentalism. It is concluded that business ethics occupies a more marginal position within the curriculum than previous studies have suggested.     

Lyin' T(*)gers, And 'Cares' Oh My: The Case for Feminist Integration of Business Ethics

In this re-visioning, business ethics would integrate feminist theories and pedagogy which include the diversity of women in terms of race/ethnicity, class and sexual orientation, thereby expanding its coverage to include issues of power, gender, cultural and theoretical conceptualizations, both in the conceptualization of morality, as well as in ethical constructs of analysis. My research indicates that the integration of feminist scholarship, ethics and pedagogy would make it possible to teach ethical decision making, and ultimately increase the likelihood of ethical behavior, by showing students how to harness the multi-cultural ways of thinking needed to resolve ever more complex organizational problems.Use of the four-stage model I propose would effectively address the three major issues which make teaching business ethics in a new way to critical. The curricula, as modified, would present enriched ethical theories which are contextual and grounded in experience and which grant the connected nature of all organizational stakeholders. By recreating personal identity, autonomy and power as a theories of community, teaching its responsible use would be easier. Expanding the definition of business ethics to include authenticity and mutuality would move it beyond "social responsibility" to a model of interrelationship which encourage principled thinking leading to more ethical behavior. By combing empirically connected ethical theories, and conflict resolution techniques, ethical precepts can be molded into more usable curriculum models.The curricula, as modified, presents enriched ethical theories which address cognitive moral development from will to action. It is contextual, grounded in human experience and grants the connected nature of all organizational stakeholders. By recreating personal identity, autonomy and power as theories of community, we could fortify the moral will; by expanding the definition of business ethics to include authenticity and mutuality, sensitivity to ethical issues would move beyond "social responsibility" to discernment of interrelationship, encouraging more principled thinking. Judgment regarding responsible use of institutional resources would be easier, once students were able to combine empirically connected ethical theories and conflict resolution techniques because ethical precepts could be molded into non- abstract curricular models.My hypothesis is that this approach will produce a more holistic curricula for business ethics. That this course, when defined as the study of how humans grow in their capacity and ability to resolve ethical conflicts, might increase students' ethical analysis, and thus their willingness to act ethically when faced with future moral conflicts. My joyful discovery was that this effort at integration could be enhanced by using an interdisciplinary approach, fusing feminist scholarship from psychology, sociology, and philosophy, as well as economic and business organizational theory. My hope is that re-visioning business ethics as a holistic learning process might enhance moral growth, and better prepare business students who can confidentially use institutional power for ethical ends.     

Beyond Wages and Working Conditions: A Conceptualization of Labor Union Social Responsibility

This article integrates theory and concepts from the business and society, business ethics, and labor relations literatures to offer a conceptualization of labor union social responsibility that includes activities geared toward three primary objectives: economic equity, workplace democracy, and social justice. Economic, workplace, and social labor union stakeholders are identified, likely issues are highlighted, and the implications of labor union social responsibility for labor union strategy are discussed. It is noted that, given the breadth of labor unions in a global work environment, labor union social responsibility also has implications for NGOs, corporations, and how corporate social responsibility is viewed going forward. This article concludes by noting that the nexus of labor relations and corporate social responsibility warrants more attention in management and labor relations literatures.     

Roger boisjoly and the challenger disaster: The ethical dimensions

This case study focuses on Roger Boisjoly's attempt to prevent the launch of the Challenger and subsequent quest to set the record straight despite negative consequences. Boisjoly's experiences before and after the Challenger disaster raise numerous ethical issues that are integral to any explanation of the disaster and applicable to other management situations. Underlying all these issues, however, is the problematic relationship between individual and organizational responsibility. In analyzing this fundamental issue, this paper has two objectives: first, to demonstrate the extent to which the ethical ambiguity that permeates the relationship between individual and organizational responsibility contributed to the Challenger disaster; second, to reclaim the meaning and importance of individual responsibility within the diluting context of large organizations.Russell P. Boisjoly is Associate Professor and Chairperson, Department of Finance at the University of Lowell where he specializes in Corporate Finance. His research focuses on applications of finance to regulated firms, especially in trucking and electric utility industries. He has published a number of articles on capital structure, mergers, bankruptcy prediction, and ethics.Ellen Foster Curtis is Associate Professor of Management at the University of Lowell where she specializes in Business Policy, Corporate Social Responsibility, and Transportation. Her research focuses on labor relations, impacts of transportation deregulation, and ethical issues in business. She has published a number of articles on these topics, labor relations in the transportation industries, and ethics.Eugene Mellican is Chairperson of the Philosophy Department at the University of Lowell. He describes himself as a student of philosophy concentrating on issues in applied ethics.     

The talmudic concept of “beyond the letter of the law”: Relevance to business social responsibilities

The idea of corporate social responsibility is neither new nor radical. The core belief is that business managers, even in their role as managers, have responsibilities to society beyond profit maximization. Managers, in pursuing their primary goal of increasing shareholder value, have social responsibilities in addition to meeting the minimal requirements of the law. Nevertheless, the call for increased social responsibility on the part of business managers remains controversial. At least two major perspectives on social responsibility can be isolated. The classical view, most closely identified with Milton Friedman, suggests that social responsibility is incompatible with a free enterprise economy. By contrast, advocates of increased social responsibility point out the desirability for voluntary (and at times costly) corporate activities which promote society's well being. The purpose of this essay is to briefly describe both the classical and pro-social responsibility perspectives. We suggest that while important differences in assumptions characterize the two distinct views, there is enough overlap and agreement to move the debate beyond the current stalemate. Specifically, we argue that the concept oflifnim mishurat hadin, an innovative and ancient Jewish legal doctrine which is usually translated as beyond the letter of the law, might serve as a model for modern legal and social thought. We examine talmudic and post-talmudic sources which apply this concept to the area of business ethics, and explore its applicability to the modern situation. Although the business ethics literature rarely refers to Talmudic and rabbinic sources, these texts reflect a sophisticated understanding of business practices and ethical problems. Moses L. Pava, associate professor of accounting is the occupant of the Philip H. Cohen Professorial Chair in Accounting. He has taught at the Sy Syms School of Business of Yeshiva University for the past 5 years. In addition he has taught at Hunter College and New York University. His research interests include financial accounting, business ethics, and the social responsibility of corporations. He has recently published articles in the Journal of Accountancy, Management Accounting, Torah U'Maddah Journal, Managerial Finance, Business Credit, U.S.A. Today.His book, The Shareholder's Use of Corporate Annual Reportsis being published by JAI Press.     

Perceived ethical values of Malaysian managers

This paper examines the perceived ethical values of Malaysian managers. It is based on the opinions of 15 hypothetical ethical/unethical business situations from the 81 managers who agreed to participate in the survey. The findings of this study showed that these Malaysian managers have high ethical values. However 53% of the respondents believed that the ethical standards of today are lower than that of 15 years ago. Apparently, this is related to the existence of many unethical business practices prevalent in the modern business world. The behavior of one's immediate superior is the most important factor in influencing managers to commit unethical practices. The results also indicate only a slight variation among the managers in terms of perceived ethical values by virtue of job position, job specialization, type of business activity or the size of the business organization.A. R. M. Zabid is Head of Department, Department of Management and Marketing, University Pertanian Malaysia. He obtained his Doctorate in Management. He also teaches the course entitled Current Issues in Malaysian Management in the Bachelor and MBA Programs. His current research interest includes business ethics and social responsibility in Malaysia.S. K. Alsagoff is lecturer in Computer Science and Information Technology, Department of Management and Marketing, University Pertanian Malaysia. He obtained his Ph.D., and currently teaches courses in Data Processing and Computer in the Bachelor and MBA Programs. His research interests include computer modelling and business ethics.     

Crucial issues in successful European business

Time has come to put business ethics explicitly on the agenda of those who bear responsibility in the business world and of the scholars working in the field of business administration sciences. Reflection should bear on specific issues of concern, but also on processes of decision in business practices and on patterns of thought at work inside issues and processes. What the issues are, which processes and patterns need scrutiny, is to be decided upon in the course of the public normative debate in which ethicists, as experts of conceptual analysis and argumentation, and corporate executives as experts in decision-making each take an equal and fair share, as people who are able and willing to proffer an argued personal standpoint in an open debate.Henk J. L. van Luijk is Professor of Ethics at Nijenrode, The Netherlands School of Business, Breukelen, The Netherlands, and at the University of Groningen, The Netherlands. He is chairman of the Executive Committee of EBEN, The European Business Ethics Network. His special field is business ethics. He is the author of three books on various philosophical subjects. In his special field he published several articles, mainly in Dutch philosophical and professional journals.     

Ethics,CSR, and Sustainability Education in the <Emphasis Type="Italic">Financial Times</Emphasis> Top 50 Global Business Schools: Baseline Data and Future Research Directions

This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the Financial Times in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their MBA curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum, (2) there is a trend toward the inclusion of sustainability-related courses, (3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and (4) several schools are teaching these topics using experiential learning and immersion techniques. We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics.     

Evolution and Implementation: A Study of Values, Business Ethics and Corporate Social Responsibility

There is growing recognition that good ethics can have a positive economic impact on the performance of firms. Many statistics support the premise that ethics, values, integrity and responsibility are required in the modern workplace. For consumer groups and society at large, research has shown that good ethics is good business. This study defines and traces the emergence and evolution within the business literature of the concepts of values, business ethics and corporate social responsibility to illustrate the increased emphasis that has been placed on these issues over time. Two organizations that have successfully dealt with these issues were analyzed to identify the links among values, ethics, and corporate social responsibility as they are incorporated into the culture and management of a firm. This study identified the presence and implementation of values, business ethics, and CSR actions within the two organizations studied.     

Shared Value and the Impartial Spectator Test

Growing inequality and its implications for democratic polity suggest that corporate social responsibility (CSR) has not proved itself in twenty-first century business, largely as it lacks clear criteria of demarcation for businesses to follow. Today the problem is viewed by many commentators as an ethical challenge to business itself. In response to this challenge, we begin by examining Porter and Kramer’s (Harv Bus Rev 89(January–February):64–77, 2011) call for a shift from a social responsibility to a shared value framework and the need to respond to the problem of the ‘separation thesis’ between business and ethics (Wicks, Bus Soc 35(1):89–118, 1996; Harris and Freeman, Bus Ethics Q 18(4):541–548, 2008). We identify the eighteenth century economist and philosopher Adam Smith in his book The Theory of Moral Sentiments as a source for an ethical approach to business. Building on his central concept of ‘sympathy’, we introduce the idea of the Impartial Spectator Test, which we argue builds on traditional stakeholder perspectives and which provides an objective route to ethical criteria of demarcation. We conclude by assessing how this approach adds to the existing debate around social responsibility and shared value.     

Students' perception of corporate social responsibility: Analyzing the influence of gender,academic status,and exposure to business ethics education

Studies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception of CSR as a veritable business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results.     

Virtue Theory as a Dynamic Theory of Business

This paper develops a meta-theory of business based on virtue theory which links the concept of virtues, the common good, and the dynamic economy into a unifying and comprehensive theory of business. Traditional theories and models of business have outlived their usefulness as they are unable to adequately explain social reality. Virtue theory shows firms that pursue ethically-driven strategies can realise a greater profit potential than those firms who currently use profit-driven strategies. The theory expounds that the business of business is ethical business and that the crises that business and society face today are crises of leadership and ethics. The issues of leadership and corporate social responsibility are discussed in the context of the proposed theory.     

Integrating Ethics Content into the Core Business Curriculum: Do Core Teaching Materials Do the Job?

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues. This paper reports on an analysis of these materials. We find that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics.     

The ethics of leveraged management buyouts revisited

Although previous ethical analyses of management buyouts have presented useful insights, they have been flawed in three major ways. First, they define the transaction too narrowly, emphasizing the going private aspect and ignoring the leveraged aspect. Leveraging alters the nature of the transaction substantially and warrants additional ethical analysis. Second, these previous analyses ignore the impact of buyouts on non-stockholder constituents of the firm, an omission which renders their implicit utilitarian approach incomplete. Third, these analyses do not include Rawlsian, libertarian, or Kantian perspectives on ethics. This paper addresses these shortcomings and finds the ethical status of leveraged management buyouts to be highly suspect. Thomas M. Jones is a Professor of Organization and Environment in the School of Business Administration at the University of Washington in Seattle. He has written on such subjects as business ethics, corporate social responsibility, corporate governance, boards of directors, shareholder litigation, and business and society paradigms. His work has appeared in the Academy of Management Review, California Management Review, Boston University Law Review and the Hastings Law Journal.Reed O. Hunt, III is currently working for the Seattle Office of Peterson Consulting Limited Partnership, a national business dispute resolution consulting firm.     

Organisational Virtue,Moral Attentiveness,and the Perceived Role of Ethics and Social Responsibility in Business: The Case of UK HR Practitioners

Examination of the application of virtue ethics to business has only recently started to grapple with the measurement of virtue frameworks in a practical context. This paper furthers this agenda by measuring the impact of virtue at the level of the organisation and examining the extent to which organisational virtue (OV) impacts on moral attentiveness (MA) and the perceived role of ethics and social responsibility in creating organisational effectiveness (PRESOR). It is argued that people who operate in more virtuous organisational contexts will be expected to be more attentive to ethical issues and in turn perceive a greater role for ethics and social responsibility in business. Analysis of results based on a sample of 137 HR professionals shows that where people report that their organisation provides meaningful work, they are more likely to display reflective MA and the belief that ethics and social responsibility are compatible with business objectives, suggesting that organisations who are interested in promoting an ethical culture should focus on their work structures and practices. More generally, OV is shown to have a more complex relationship with PRESOR than hypothesised pointing towards a more nuanced view of OV. The paper examines the implications of the results for organisations and research.     

Corporate social responsibility perception in business students as future managers: a multifactorial analysis

This paper examines undergraduate business students' perception of corporate social responsibility (CSR) in cases in which they have not attended any specific course either dealing with CSR or providing training in ethics. A survey was conducted of 535 Spanish business students as future managers. The results show that the stakeholders' perspective deserves a huge attention for those students considering what the keys of business success are. Significant differences in perception were nevertheless identified when a multifactorial analysis was undertaken. Female students are more concerned about CSR issues. The maximization of value for shareholders is less valued by second‐ and third‐year students than by first‐year ones. The findings point to a number of important orientations for the future development of university curriculum.