Because Effort Matters!

Project effort is critical for the success of software development projects. It has a major impact on whether constraints in time and budget can be complied with. But although requirements affect project effort, requirements engineering (RE) methods are not capable of assessing project effort.     

Balance of International Payments Matters!

For decades, China＇s export-oriented economic growth pattern has been constantly criticized as the culprit that destroys the world economic balance. Especially,     

Enron Ethics (Or: Culture Matters More than Codes)

This paper describes and discusses the Enron Corporation debacle. The paper presents the business ethics background and leadership mechanisms affecting Enron's collapse and eventual bankruptcy. Through a systematic analysis of the organizational culture at Enron (following Schein's frame of reference) the paper demonstrates how the company's culture had profound effects on the ethics of its employees.     

Ethics Programs and Ethical Culture: A Next Step in Unraveling Their Multi-Faceted Relationship

One of the main objectives of an ethics program is to improve the ethical culture of an organization. To date, empirical research treats at least one of these concepts as a one-dimensional construct. This paper demonstrates that by conceptualizing both constructs as multi-dimensional, a more in-depth understanding of the relationship between the two concepts can be achieved. Through the employment of the Corporate Ethical Virtues Model, eight dimensions of ethical culture are distinguished. Nine components of an ethics program are identified. To assess the relationship between ethics programs and ethical culture, a survey was conducted of 4,056 members of the U.S. working population. The results show that the relationships between the components of an ethics program and the dimensions of ethical culture differ in strength, nature, and significance. Implications for research and practice are discussed.     

Mapping Ethics Education in Accounting Research: A Bibliometric Analysis

Journal of Business Ethics - The attention being paid to ethics education in accounting has been increasing, especially after the corporate accounting scandals at the turn of the century. This...     

Your Advice for China's 12th Five-Year Plan Matters!

On November 2,China's economic planner called on its people to give advice and suggestions for the drawing up of the 12th Five-Year(2011-2015)Plan for National Economic and Social Development.     

Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education

Unethical conduct has reached crisis proportions in business (Walker et al., Wall Str J East Edn, 258(37):A1–A10, 2011) and on today’s college campuses (Burke et al., CPA J, 77(5):58–65, 2007). Despite the evidence that suggests that more than half of business students admit to dishonest practices (McCabe et al. 2006), only about 5 % of business school deans surveyed believe that dishonesty is a problem at their schools (Brown et al., Coll Stud J A, 44(2):299–308, 2010). In addition, the AACSB which establishes standards for accredited business schools has resisted the urging of deans and business experts to require business schools to teach an ethics class, and fewer than one-third of businesses schools now teach a business ethics course at the graduate or undergraduate levels (Swanson and Fisher, Advancing Business Ethics Education, 2008). In this paper we briefly introduce the status of business ethics education and report the results of a survey of business students, deans of the top business schools, and business ethics subject matter experts about ten ethical outcomes. We then offer five specific recommendations to encourage business ethics faculty and decision makers to improve the teaching of business ethics.     

Another Big Step Forward in the Reform of China's Banking System

ChinamadeanotherbigstepforwardinthereformofitsbankingsystemonApril20,1999whenChinaXingdaPropertyManagementCorp.wasestablishedinBeijing,thefirstfinancialcompanyinChinathattakesover,managesandsettlesthebadloanstransferredfromChina'scommercialbanks.FundedbytheMinistryofFinance,thissolelyStateownedcompanyhasaregisteredcapitalofRMB10billionorapproximatelyUS$1.2billion.Thebusinessgoalofthisnewcompanyistoreducelossesandprotecttheendangeredpropertiesasmuchaspossible.Atpresent,Xingdaisonlyattemp…     

可持续发展是快乐的事业，要步步向前访谈嘉宾：可口可乐大中华区公共事务及传讯部可持续发展总监田文红

“十多年前,一个在川西某贫困山区采访的记者遇到一个小女孩,在闲谈中,记者随口问道：‘你知道可口可乐吗？’‘知道啊。’     

The Ethics of Credit Rating Agencies: What Happened and the Way Forward

During the short span of a few months in 2008, 14 trillion dollars of highly rated bonds fell into junk status, surprising the global financial system and accelerating an economic decline. The result was the worst fracture of the US financial system since the Great Depression. Credit rating agencies (CRAs) in particular have come under intense scrutiny as a result of this latest disaster, both domestically and internationally, including many congressional inquiries and government investigations. Most of the public and scholarly discussions about CRAs focus on reforming the financial system so that the crisis of the magnitude of the 2008 disaster will not happen again. An important overtone of industry criticisms includes a sense of ethical impropriety on the part of CRAs and ethical uncertainty about the institutional mechanisms that are currently in place. Rarely, however, are the ethics of the industry the explicit subject of analysis. In this article, we discuss the lessons from the policy debates and recent legislation to develop an account of the ethics of the CRA industry.     

Ethics and Accounting Education

Some aspects of ethics and accounting education are explored in this research. Research findings suggest that there is strong support for the inclusion of ethics in business and accounting curricula. The majority of respondents who responded to the ethics coverage question think that ethics should be integrated with all accounting courses. Moreover, the respondents are of the opinion that there are four main objectives of accounting education. These are: broad-based education, development of balanced skills, development of moral values and practical-biased programmes. The respondents also suggested different ways of implementing these objectives. The study further reveals that in ethics teaching, real examples and case studies should be used.     

Legislated Ethics or Ethics Education?: Faculty Views in the Post-Enron Era

The tension between external forces for better ethics in organizations, represented by legislation such as the Sarbanes–Oxley Act (SOX), and the call for internal forces represented by increased educational coverage, has never been as apparent. This study examines business school faculty attitudes about recent corporate ethics lapses, including opinions about root causes, potential solutions, and ethics coverage in their courses. In assessing root causes, faculty point to a failure of systems such as legal/professional and management (external) and declining personal values (internal). We also found that faculty recommend external forces as a remedy more often than increased ethics educational coverage; we contextualize this finding with recent ethics education literature. We conclude by proposing that neither legislation nor ethics education alone are complete when addressing widespread unethical corporate acts and offer a multi-faceted approach to ethics educational opportunities. Jeri Mullins Beggs is an Assistant Professor of Marketing at Illinois State University. She earned her Ph.D. in marketing at Saint Louis University. Her current research interests are ethics education, health care marketing, and social marketing. Her work has been presented and published at various conferences and journals including most recently the Journal of Management Education, Marketing and Public Policy conference and the Consumer Satisfaction, Dissatisfaction, and Complaining Behavior conference. She also recently served as co-editor of a special issue of Journal of Management Education on Teaching Business ethics. Kathy Lund Dean is a member of the management department at Idaho State University. She earned her Ph.D. in organizational behavior and philosophy from Saint Louis University. Her current research interests lie in operationalizing non-traditional research methodologies, immersion pedagogies such as service-learning, and spiritual wholeness and authenticity in work place. Her research has appeared in multiple journals including Journal of Management Education, Journal of Management, Spirituality, and Religion, Journal of Organizational Change Management, International Journal of Public Administration, and Academy of Management Executive. She serves as the Associate Editor for the Journal of Management Education.     

Unapplied Ethics: On the Need For Classical Philosophy In Professional Ethics Education

The central claim of this essay is that thoseof us who teach applied ethics courses shouldconsider infusing those courses withdiscussions of central issues in classicalphilosophy, issues which lie beneath thesurface of contemporary ethical problems in theprofessions. I will argue that the current,widely-used approach of discussing traditionalethical theories as an introduction to andfoundation for such courses may not adequatelyserve what should be the overarching goal ofpre-professional ethics education which is toteach a kind of ethical thinking which is notto be identified exclusively with ethical``decision-making'. Such thinking, it will beargued, is both practical and theoretical innature and therefore has a greater breadth thanthe more delimited ethical decision-makingoften taught in applied ethics courses. In whatfollows, I will therefore advocate thatteachers include a substantive ``unapplied'component in professional ethics educationcourses. While I believe that my argument foran unapplied approach to professional ethicseducation is relevant to many professionalfields, I will focus on business ethicseducation.     

Teaching Business Ethics: The Role of Ethics in Business and in Business Education

The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the ethics of doing, however, constitute just one dimension of ethics. A second has to do with what we see and how we see it; a third with who we or what I describe as the ethics of being. Of these three dimensions, the first and the third have been most carefully explored by philosophers and are most frequently the focus of attention when teaching business ethics is being discussed. I argue that this focus is unfortunate in as much as it is the second dimension which falls most naturally into the ambit of modern secular educational institutions. It is here that moral education is most obviously unavoidable, and most clearly justifiable in modern secular teaching environments. I conclude by describing the importance of this second dimension for the modern world of business.     

Delivering Ethics in Business Education

Business ethics programs face many problems, including those of resources constraint, interdisciplinary jurisdictions, individual and collective learning. This paper examines the causes in the growth of ethical dilemmas, and the practicalities in the delivery of ethics in business education in a cross-disciplinary context.     

Compulsory Ethics Education and the Cognitive Moral Development of Salespeople: A Quasi-Experimental Assessment

This study investigated several basic research questions suggesting a positive relationship between education and cognitive moral development. More specifically, these research questions examined the relationship between government mandated ethics education and cognitive moral development by testing the efficacy of a compulsory ethics intervention. Kohlberg's (1969, 1984) Cognitive Moral Development Theory was applied to test the efficacy of compulsory ethics education on the moral development of real estate salespeople used comparative statistical measures of ethical reasoning ability.The results of this research, while somewhat counterintuitive, suggest that the value of compulsory ethics education as an intervention to improve the moral reasoning of real estate salespeople is highly questionable. However, the results of the study do provide new insights into the relationship between ethics education and cognitive moral development.     

A Comparison of the Ethics of Convicted Felons and Graduate Business Students: Implications for Business Practice and Business Ethics Education

This research compares and contrasts the ethics of convicted felons in three midwestern United States prison systems with those of a cross section of MBA students from previous research. Building on and replicating seminal works in business ethics, this study identifies the differences and many similarities between students and inmates on several dimensions of ethics and values. Both groups expressed similar views of which ethical issues need attention from the business community, those constituencies that are most important to business firms, and perceptions of the ethics of other salient groups. When confronted with difficult ethical situations, inmates usually, although not always, tended to be more willing do what was asked and less willing to speak out regarding the conflict. Inmate priorities for ethical issues and constituency groups tended to be very similar to the MBA student sample. Implications for business practice and business ethics education are discussed.