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.     

Integrating business ethics into an undergraduate curriculum

The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University's College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.Dr. Bishop teaches in the Management Department of Northern Illinois University's College of Business. He teaches managerial principles, human resource management and strategic management. His research interests have focused on applied human resource issues and managerial ethics, including the professional ethics of human resource managers.     

A longitudinal survey of business school graduates' assessments of business ethics

A longitudinal survey of business graduates over a four-year period revealed stability over time in their assessments of proposals to improve business ethics except for significantly greater disapproval of government regulation. A comparison of graduates and executives indicate both favor developing general ethical business principles, business ethics courses, and codes of ethics, while disapproving government regulation and participation by religious leaders in ethical norms for business. The mean rankings by business graduates over time of factors influencing ethical conduct show significant declines in school-university training and significant increases for religious training and industry practices. Graduates and executives rank family training as the most important influence and school-university training as least important. The authors conclude that a more careful consideration be given to matching reform proposals and influence factors, and to increasing the depth of change efforts in individual business ethics. Peter Arlow is Associate Professor of Management at Youngstown State University, Youngstown, Ohio 44555, U.S.A., where he teaches MBA and undergraduate management courses. His previous publications have appeared in the Academy of Management Review, Business Horizons, Long-Range Planning, and other journals. Thomas A. Ulrich is Professor of Accounting at Loyola College in Maryland. He received his doctorate from Michigan State University and is a Certified Management Accountant as well as a Chartered Financial Analyst. Dr. Ulrich has published previously in the Journal of Accountancy, Management Accounting, The Internal Auditor, Journal of Commercial Bank Lending, Bankers Magazine, The Magazine of Bank Administration, Journal of Small Business Management and the American Journal of Small Business.     

Internationalizing doctoral education in business: A call for action

The changing parameters of business call into question the relevance of the business education our current bachelor's, master's, and doctoral students are receiving. Of particular concern is the content and process of education provided to future professors who will be educating generations to lead the global business community in directions that will mean better lives for ourselves and our world neighbors. Recently, a forum of leading business educators (doctoral program directors, deans, graduate faculty, and representatives of the American Assembly of Collegiate Schools of Business and the Academy of International Business) met for two days in order to exchange experiences and generate ideas regarding the internationalization of doctoral programs in business. Their findings and views are contained in a book just published and a summary report. This article sums up some of the conclusions drawn from these publications and revisits the imperatives for internationalizing-which parallel the imperatives driving business to accept the global challenge. © 1998 John Wiley & Sons, Inc.     

The teaching of business ethics: A survey of AACSB member schools

This report presents the findings of a survey of business ethics education undertaken in the Fall of 1988. The respondents were the deans of colleges and universities associated with the AACSB.Ethics, as a curriculum topic, received significant coverage at over 90 percent of the institutions, with 53 percent indicating interest in increasing coverage of the subject. The tabulations of this survey may prove useful to schools seeking to compare or develop their emphases in business ethics. Lyle F. Schoenfeldt is currently the Ernest and Dorothy Niederer Professor of Business Administration. His principal research is in the area of management talent, and as a result is Director of the CBA Fellows Program, a management identification and development effort. He has published numberous research articles and is a coauthor of Human Resource Management (Houghton Mifflin, 1990). He currently serves on the editorial boards of several journals.Don M. McDonald is currently a Ph.D. student concentrating on human resources and labor relations. Stuart A. Youngblood's current research interests focus on unjust dismissal disputes, turnover and absenteeism, and the determinants of ethical decision-making. He has published numerous research articles and is a coauthor of Effective Personnel Management (West Publishing Co., 1989) with R. Schuler and N. Beutell. He currently serves on the Editorial Boards of Academy of Management Journal and Journal of Management.     

Will the ethics of business change? A survey of future executives

This article reports the results of a study of attitudes of future business executives towards issues of social responsibility and business ethics. The 455 respondents, who were MBA students during 1985 at one dozen schools from various regions in the United States, were asked to respond to a series of open-ended and closed-ended questions. From the responses to the questions the authors were able to conclude that future executives display considerable sensitivity, though to varying degrees, towards ethical issues in business. Women, in particular, tend to evince strong feelings regarding such issues. Thomas M. Jones is Associate Professor of Organization and Environment at the School of Business Administration, University of Washington. He is the author of several articles which have been published in journals such as Academy of Management Review and California Management Review. Frederick H. Gautschi, III, is Associate Professor of Engineering Management at Old Dominion University. His articles have been published in Research in Corporate Social Performance and Policy and Industrial and Labor Relations Review.     

Christ and business: A typology for Christian business ethics

H. Richard Niebuhr's typology of the relation between Christ and culture can function as a heuristic device to identify different approaches to Christian business ethics. Five types are outlined: Christ Against Business, The Christ of Business, Christ Above Business, Christ and Business in Paradox, and Christ the Transformer of Business. This typology may facilitate discussion on the relative adequacy of various theological assumptions about ethical change in business. Louke Siker received her Ph.D. in Religion and Society from Princeton Theological Seminary in 1987 (dissertation: Interpreting Corporate Cultures: Philosophical and Theological Reasons for Doing Business Ethics in a Hermeneutical Mode). She has taught Christian ethics and business ethics at Wake Forest University and Loyola Marymount University. Her research interests include methodology in business ethics. She is the author of An Unlikely Dialogue: Barth and Business Ethicists on Human Work, Annual of the Society of Christian Ethics, 1989.     

The business of ethics and the ethics of business

This is an essay in personal business ethics of executives as distinguished from the institutional ethics of corporations. Its purpose is to give practical moral guidance to executives for the conduct of their lives both as corporate decision-makers and as human beings. The pivotal concept in this model of personal business ethics is a direct appeal to the self-interest of executives in their being moral. Our thesis is that generally there is a twofold return on investment in ethics (ROIE) for executives. The first one is related to employee output: by becoming a self-actualizing moral type, executives indicate commitment to excellence. Accordingly, they so manage employees that the latter can also live up to their full potential and excell. And that would increase corporate productivity and product or service quality. The second payback of morality is personal: fully developed, self-actualized managers are generally happier people than those whose growth has been arrested. In brief, moral self-actualization is the same as commitment to excellence and there is a payback in being the best. Return on investment in ethics and return on investment in excellence can both be abbreviated as ROIE. We accomplish the purpose and establish the thesis of this essay by seeking answers to the following questions: What business does ethics have in business? What business does business have in ethics? Is there a return on investment in ethics for executives? and Does being moral help executives become more effective managers? In sketching answers to these questions, we first show why executives need a personal business ethics especially in today's world. Then, we sketch the nature of ethics and of business. After these introductory materials, the body of the paper argues for a personal business ethics for executives by correlating elements of management theory with ethics. Specifically, it links a theory of employee motivation with a scale of values, management character types with moral types, and management leadership styles with morality. Then, the practical technique of life by objectives (LBO) is explained. It can help executives manage their lives more effectively in both the business and ethical sense. We conclude by explaining ideals of excellence which can guide executives in their work and development both as managers and as human beings.     

Business ethics today: A survey

This essay surveys the state of business ethics in North America. It describes the distinctive features of business ethics as an academic sub-discipline and as a pedagogical topic, and compares and contrasts three rival models of business ethics current among philosophers. William H. Shaw is professor of philosophy and chair of the philosophy department at San Jose State University. Among other writings, he is the author of Business Ethics (Wadsworth 1991) and, with Vincent Barry, of Moral Issues in Business, 6th ed. (Wadsworth 1995).     

Economic efficiency: A paradigm for business ethics

Current teaching, writing and thinking in business ethics reflects (more than) a tendency to subsume business into the theoretical, idealistic and impractical objectives of philosophical ethics. Professors Primeaux and Stieber argue against this tendency. They propose the basic business model of economic efficiency as a practical and appropriate paradigm for business ethics. Understood from a behavioral perspective, economic efficiency reflects all of the ethical considerations of the academic study of philosophical ethics, but in a much more concrete and applicable manner. In effect, they are proposing that any study of business ethics defines its starting point and focus of reference in terms of economic efficiency. qu]Is there a need for business ethics? Yes, of course! Can business ethics be taught? Well, yes. But ... But, what? But, how?     

Using role play to integrate ethics into the business curriculum a financial management example

Calls for increasing integration of ethical considerations into business education are well documented. Business graduates are perceived to be ethically naive at best, and at worst, constrained in their moral development by the lack of ethical content in their courses. The pedagogic concern is to find effective methods of incorporating ethics into the fabric of business education. The purpose of this paper is to suggest and illustrate role play as an appropriate method for integrating ethical concerns.Dr. Kate Brown is a senior lecturer in the Department of Finance and Quantitative Analysis at the University of Otago in Dunedin, New Zealand. She teaches financial management and a course in entrepreneurship and venture capital. Her research interests include corporate finance, regulatory economics, and issues in the teaching of finance.     

Giving ethics the business

The criminal conviction of Amway Corporation for evasion of Canadian customs duties not only belies the high ethical profession of its president, Richard DeVos, but his reissuing of the book which makes this profession, without mentioning the conviction, supports the view that ultimately ethics and business are pulling in opposite directions.Colin Grant is Professor of Religious Studies at Mount Allison University, Sackville, N. B. He teaches The Ethics and Ethos of Business and has published articles in Liberal Arts and Religious Studies Periodicals.     

Theological ethics and business ethics

Philosophers have constituted business ethics as a field by providing a systematic overview that interrelates its problems and concepts and that supplies the basis for building on attained results. Is there a properly theological task in business ethics? The religious/theological literature on business ethics falls into four classes: (1) the application of religious morality to business practices; (2) the use of encyclical teachings about capitalism; (3) the interpretation of business relations in agapa-istic terms; and (4) the critique of business from a liberation theological point of view. Theologians have not adequately addressed the questions of whether there are particular theological tasks in the field as they define it, and whether, if they define it, the theological definition is different from the philosophical.     

A quick justification for business ethics

The article examines the question of whether business ethics courses ought to have an impact. Despite the still common attitude among students and some business professionals that ethical considerations are less pressing in business, I argue that moral obligations are just as important there as elsewhere. The emphasis on profits in business is related to other realms (e.g., hobbies and seeking and education) in which, though private goals are dominant, moral limits remain in force. Business ethics courses can play a crucial role in emphasizing the necessity of ethical analysis in business. Louis G. Lombardi is Assistant Professor of Philosophy at the Lake Forest College and the author of Inherent Worth, Respect, and Rights in Environmental Ethics.     

A management perspective on business ethics

In recent years the institutionalisation of ethics as a means of enhancing the ethical nature of business operations has received widespread empirical coverage. To date, however, few studies have been conducted in the Australian business context. This paper examines the institutionalisation of ethics by a sample of companies based in Perth, Western Australia. In particular, company representatives were asked if their company was institutionalising ethics, why this initiative was undertaken, how this was taking place and what specific issues were being addressed in the institutionalisation process. The results suggest that perceptions of external parties were the primary motivation for ethics institutionalisation efforts although there was also considerable focus on trying to internalise ethical values. In terms of how ethics were being institutionalised the responding companies were more likely to have conducted ethics training programs than to have written Codes of Conduct and in general it appears that few companies were developing comprehensive formal ethics programs. The primary issue covered by these institutionalisation efforts was the observance of laws.Geoffrey Soutar is the Professor and Head of School of Management and Marketing, Curtin Business School. He has an Economics Honours Degree, Master of Arts and a Ph.D.Margaret McNeil is a Senior Lecturer, Curtin Business School. She has an Arts Honours Degree, an Education degree and a Master of Business (Distinction).Caron Molster is a research assistant, Curtin Business School, and has a Bachelor of Business (Honours). She has an interest in business ethics, an area in which she undertook her honours research project.     

Ethical theory in business ethics: A critical assessment

How is ethical theory used in contemporary teaching in business ethics? To answer this question, we undertook a survey of twenty-five of the leading business ethics texts. Our purpose was to examine the ways in which normative moral theory is introduced and applied to cases and issues. We focused especially on the authors' views of the conflicts and tensions posed by basic theoretical debates. How can these theories be made useful if fundamental tensions are acknowledged? Our analysis resulted in a typology, presented here, of the ways in which normative theory, and the difficulties within it, are handled in business ethics texts. We conclude that there is a serious lack of clarity about how to apply the theories to cases and a persistent unwillingness to grapple with tensions between theories of ethical reasoning. These deficiencies hamper teaching and ethical decision-making.     

Teaching business ethics

Business ethics should be taught in business schools as an integrated part of core curricula in MBA programs with a dual focus on both analytical frameworks and their applications to the business disciplines. To overcome the reluctance of many faculty to handle ethical issues, a critical mass of faculty must develop suitable materials, educate their peers in its use, and take the lead by introducing it in their own courses and on senior management programs.Jeffrey Gandz is an Associate Professor in the School of Business Administration, The University of Western Ontario. Following ten years of management experience in Europe and North America, Professor Gandz completed his Ph.D. at York University. He is active as a mediator and arbitrator in labour disputes, teaches Organizational Behavior, Human Resource Management, and Labour Relations at Western, and has published widely in those fields.Nadine Hayes is a Ph.D. candidate at The University of Western Ontario and a graduate of Western's Honors Business Administration Program. She has written several case studies in the field of Business Ethics and has worked with Jeffrey Gandz in developing the School's approach to the teaching of business ethics.