Strengthening “Giving Voice to Values” in Business Schools by Reconsidering the “Invisible Hand” Metaphor

The main contention of this paper is that our ability to embed a consideration of values into business school curricula is hampered by certain normative parameters that our students have when entering the classroom. If we don’t understand the processes of valuation that underpin our students’ reasoning, our ethics teaching will inevitably miss its mark. In this paper, we analyze one of the most prevalent metaphors that underpin moral arguments about business, and reveal the beliefs and assumptions that underpin it. By revisiting the content of Adam Smith’s “invisible hand” metaphor, we show that the moral content of the metaphor has been significantly misconstrued through its subsequent reception in economic theory. The “Giving Voice to Values” (GVV) pedagogy aims to enable students to act on their tacit values and address the rationalizations that they may encounter for not acting on these values (Gentile in Giving voice to values. How to speak your mind when you know what’s right, Yale University Press, Yale, 2010a; Discussions about ethics in the accounting classroom: student assumptions and faculty paradigms, Darden Business Publishing,2010b. http://store.darden.virginia.edu/Syllabus%20Copy/Discussions-about-Ethics-in-Accounting_S.pdf; Educating for values-driven leadership across the curriculum: giving voice to values, Business Expert Press, New York, 2013). We believe our analysis can strengthen the employment of GVV in three ways: (1) understanding tacit blockages to moral action, i.e., how students’ belief in the moral efficacy of the invisible hand could undermine their own sense of moral duty; (2) addressing common rationalizations that may emerge from different assumptions about morally appropriate courses of action in the workplace; and (3) resolving values conflicts on how to act.     

Business Cases and Corporate Engagement with Sustainability: Differentiating Ethical Motivations

This paper explores links between different ethical motivations and kinds of corporate social responsibility (CSR) activities to distinguish between different types of business cases with regard to sustainability. The design of CSR and corporate sustainability can be based on different ethical foundations and motivations. This paper draws on the framework of Roberts (Organization 10:249–265, 2003) which distinguishes four different ethical management versions of CSR. The first two ethical motivations are driven either by a reactionary concern for the short-term financial interests of the business, or reputational, driven by a narcissistic concern to protect the firm’s image. The third responsible motivation works from the inside-out and seeks to embed social and environmental concerns within the firm’s performance management systems, and the fourth, a collaborative motivation, works to bring the outside in and seeks to go beyond the boundaries of the firm to create a dialogue with those who are vulnerable to the unintended consequences of corporate conduct. Management activities based on these different ethical motivations to CSR and sustainability result in different operational activities for corporations working towards sustainability and thus have very different effects on how the company’s economic performance is influenced. Assuming that corporate managers are concerned about creating business cases for their companies to survive and prosper in the long term, this paper raises the question of how different ethical motivations for designing CSR and corporate sustainability relate to the creation of different business cases. The paper concludes by distinguishing four different kinds of business cases with regard to sustainability: reactionary and reputational business cases of sustainability, and responsible and collaborative business cases for sustainability.     

Justice,sexual harassment,and the reasonable victim standard

In determining when sexual behavior in the workplace creates a hostile working environment, some courts have asked, ‘Would a reasonableperson view this as a hostile environment?’ Two recent court decisions, recognizing male-female differences in the perception of social sexual behavior at work, modified this standard to ask, “Would a reasonablevictim view this as a hostile environment?” As yet, there is no consensus in the legal community regarding which of these standards is just. We propose that moral theory provides the framework from which business people can construct just procedures regarding sexually hostile environments. We argue that the natural duty of mutual respect of persons and the natural duty not to harm the innocent compels business people to identify sexually hostile work environments from the perspective of the reasonable victim, usually from the woman's perspective. Within the context of this moral framework, a training approach designed to reduce the incidence of sexually harassing behaviors in the workplace is proposed.     

Drug testing and corporate responsibility: The “ought implies can” argument

Most of the debate about drug testing in the workplace has focused on the right to privacy. Proponents of testing have had to tackle difficult questions concerning the nature, extent, and weight of the privacy rights of employees. This paper examines a different kind of argument — the claim that because corporations are responsible for harms committed by employees while under the influence of drugs, they are entitled to test for drug use. This argument has considerable intuitive appeal, because it seems, at least at first glance, to bypass the issue of privacy rights altogether. The argument turns, not on rights, but on the nature and conditions of responsibility. We may therefore call it an ought implies can argument.In spite of its initial appeal, however, the argument does not succeed in circumventing the claims of privacy rights. Even responsibility for the actions of others does not entitle us to do anything at all to control their behavior; we must look to rights, among other things, to determine what sorts of controls are morally permissible. In addition, the argument rests on unjustified assumptions about the connection between drug testing and the prevention of drug-related harm. Jennifer Moore is Assistant Professor of Philosophy at the University of Delaware. She does teaching and research in business ethics and business law and is co-editor of the anthology, Business Ethics: Readings and Cases in Corporate Morality, published by McGraw-Hill.     

Voicing Moral Concerns: Yes,But How? The Use of Socratic Dialogue Methodology

After a selective review of relevant literature about teaching business ethics, this paper builds on a summary of Fred Bird’s thoughts about the voicing of moral concerns provided in his book about moral muteness (Bird in The muted conscience, 1996). Socratic dialogue methodology (in the tradition of L. Nelson and G. Heckmann) is then presented and the use of this methodology is examined, for business ethics teaching in general, and for addressing our paper topic in particular. Three short form Socratic dialogues about the paper topic are summarized for illustration, together with preparation and debriefing suggestions for a Socratic dialogue unit as part of a business ethics course. In conclusion, Socratic dialogue design is related to the experiential learning approach, and characterized by a few basic traits, which imply both risks and opportunities for business ethics teaching.     

Correction to: Developing Ethical Confidence: The Impact of Action-Oriented Ethics Instruction in an Accounting Curriculum

After the USSR collapsed, the Russian economy underwent serious changes from being plan-based to a market economy. These changes, together with political instability, created a business environment where no attention was paid to ethics. Russian managers have little experience operating in a market economy, which created many misunderstandings with foreign partners, especially regarding ethical issues of doing business. This study examined the factors influencing the ethical judgments of Russian employees to understand how they perceive ethical issues and make ethical or unethical decisions at work. The Ferrell and Gresham (J Mark 49:87–96, 1985) framework was employed in this study to understand the process of making ethical decision by an individual. Transparency was proposed as a moderator of the relationship between opportunity factors and employees’ ethical judgments. Findings of this study show that Russian employees tend to be more tolerant towards ethically questionable behaviors at a workplace. Moreover, the results also demonstrate that transparency moderates the influence of opportunity to behave unethically on ethical judgments.     

Economy of Mutuality: Merging Financial and Social Sustainability

The article posits the concept of economy of mutuality as an intellectual mediation space for shifts in emphasis between market and social structures within economic theory and practice. Economy of mutuality, it is contended, provides an alternative frame of reference to the dichotomy of market economy and social economy, for inquiry about what business is for and what values it presupposes and creates. The article centers around the objective of gaining a broadened understanding of business so as to include not just market economy, but social enterprise and social economy. In pursuit of this objective, a range of various archetypes of business enterprise are considered in light of higher ends of economic life. The highest telos of business encompassing all such archetypes, it is argued, is founded on reciprocity and integral human development. The article concludes that, compared to market economy per se, economy of mutuality provides a better conceptual framework for business in undertaking the challenges of sustainability.     

Toward a Model of Cross-Cultural Business Ethics: The Impact of Individualism and Collectivism on the Ethical Decision-Making Process

In this paper, we explore the impact of individualism and collectivism on three basic aspects of ethical decision making – the perception of moral problems, moral reasoning, and behavior. We argue that the inclusion of business practices within the moral domain by the individual depends partly upon individualism and collectivism. We also propose a pluralistic approach to post-conventional moral judgment that includes developmental paths appropriate for individualist and collectivist cultures. Finally, we argue that the link between moral judgment and behavior is related to individualism and collectivism.

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.     

Reconciling the irreconcilable: The global economy and the environment

This paper focusses on the relationship among structural adjustment policies and practices, the business activities of transnational corporations and what Robert Reich has called the coming irrelevance of corporate nationality. The argument presented is that the force of these combined factors makes environmental sustainability impossible.Dr. Deborah Poff is a professor of philosophy and the Dean of Arts and Science at the University of Northern British Columbia. Professor Poff has published extensively in the areas of feminism, equity, violence and applied ethics. She is the editor of theJournal of Business Ethics.     

Manager Perspectives on Embedding Workplace Spirituality into the Business Curriculum: Bridging the Gap

The purpose of this article is to share findings from an Australian qualitative study (n = 40) about the perspectives of managers and professionals around embedding workplace spirituality into the business curriculum. Academics are now publishing work that addresses workplace spirituality in the business curriculum, but few studies exist that focus on the perspectives of managers and professionals in the field. This article seeks to bridge that gap. Analysis revealed that managers as participants constructed rationales focusing on why workplace spirituality should or should not be addressed in the business curriculum and issues about how it might occur. Some of the perceived complexities of embedding workplace spirituality into public university programs were also identified. The findings of the paper would be particularly relevant to business schools considering the inclusion of workplace spirituality into their curriculum and structuring discussions to incorporate stakeholder perspectives from the business community. © 2015 Wiley Periodicals, Inc.     

The impact of workplace support and identity on training transfer: a case study of drug and alcohol safety training in Australia

Previous research has indicated that the transfer climate of work organisations is an important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace. In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme * * The training evaluated in this study is part of the Building Trades Group Drug and Alcohol Programme. This is a national drug and alcohol programme for the Australian Building and Construction Industry. For more information on this programme, visit: http//www.btgda.org.au .
to examine the impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the influence of workplace social support on training transfer was moderated by the degree to which trainees identified with workplace groups that provided this support. This study supports the proposition that in order to fully understand training transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and situational factors that may interact to influence learning and transfer.     

Meeting the Needs of Global Companies Through Improved International Business Curriculum

The global workplace requires specific knowledge, skills, and abilities on the part of workers. There is a growing body of research indicating a gap between the global industry demand for skills and the higher education system's ability to supply that demand. Leveraging the work from Yu, Guan, Yang, and Chiao (2005 Yu, C. J., Guan, J., Yang, K. and Chiao, Y. 2005. Developing the skills for international business management: The implications of the Management Education Opportunity Grid. Journal of Teaching in International Business, 16(4): 5–26. [Taylor &; Francis Online] , [Google Scholar]) and Prestwich and Ho-Kim (2007 Prestwich, R. and Ho-Kim, T. 2007. Knowledge, skills and abilities of international business majors: What we teach them versus what companies need to know. Journal of Teaching in International Business, 19(1): 29–55. [Taylor &; Francis Online] , [Google Scholar]), this study investigated this gap. The sample included global leaders of Fortune 500 companies. Exploratory in nature, the primary purpose of this study was to understand the needs of global business organizations that form the hiring market for international business graduates. The findings highlight the gap between the topics being taught by educators and the skills actually needed by the target international businesses. This information is relevant to the challenges facing global businesses as well as higher education institutions and provides insights into improvements for the good of both industries and especially the students aiming for careers in global organizations.     

An assessment of ethics instruction in accounting education

Business school faculty have begun to increase ethics instruction, but very little has been done to assess the effectiveness of this instruction. Curricula-wide studies present conflicting results of the effect of ethics integration into the business curricula. Several studies suggest that courses like business ethics and business and society might have an effect on the ethical awareness or ethical reasoning of business students. A belief of many individuals interested in business ethics is that students must be exposed to ethical awareness and ethical reasoning in business ethics and business and society-type courses and this should be supplemented by discussions of these topics in various business courses such as Accounting, Finance, Marketing, and others.This study reports the results of integrating a unit of business ethics into eleven accounting classes at two universities. An approach for measuring the effect of ethics integration into accounting and other business courses is suggested, and an assessment is made of the impact of ethics integration on students in accounting classes. Results indicate that the principles on which students rely when making moral decisions were affected by ethics integration. After ethics integration, students relied more heavily on the disclosure rule, the golden rule, and the professional ethic.Kenneth M. Hiltebeitel, Ph.D., CPA is an Associate Professor of Accountancy at Villanova University. He has included a unit on business ethics in his Auditing and Advanced Accounting classes for the past two years.Scott K. Jones, Ph.D. is an Assistant Professor of Accounting at the University of Delaware. He has included a unit on business ethics in his Cost Accounting classes for the past two years.     

Ethical attitudes of students and business professionals: A study of moral reasoning

A questionnaire on business ethics was administered to business professionals and to upper-class business ethics students. On eight of the seventeen situations involving ethical dilemmas in business, students were significantly more willing to engage in questionable behavior than were their professional counterparts. Apparently, many students were willing to do whatever was necessary to further their own interests, with little or no regard for fundamental moral principles. Many students and professionals functioned within Lawrence Kohlberg's stage four of moral reasoning, the law and order stage. Individualism and egoism remain strong patterns in the moral reasoning of many professionals, but they influence moral reasoning patterns among students to a much greater degree.John A. Wood is Associate Professor or Religion at Baylor University.Justin G. Longenecker is Emeritus Chavanne Professor of Christian Ethics in Business at Baylor University.Joseph A. McKinney is Professor of Economics and Co-Director of Master of International Management Program at Baylor University.Carlos W. Moore is an Edwin W. Streetman Professor of Marketing at Baylor University.     

Virtue Ethics and the Practice–Institution Schema: An Ethical Case of Excellent Business Practices

This paper aims to contribute to a greater understanding of the theory of virtue ethics and its applications in the business arena. In contrast to other prominent approaches to ethics, virtue ethics provides a useful perspective in making sense of various business ethics issues with an emphasis on the moral character of the individuals and its transformational influences in driving ethical business conduct. Building on Geoff Moore’s (Bus Ethics Q 12(1):19–32, 2002; Bus Ethics Q 15(2):237–255, 2005; Bus Ethics Q 18(4):483–511, 2008) treatment of Alasdair MacIntyre’s practice–institution schema, the paper discusses how individuals, as moral agents, can serve to promote virtuous business conduct and help foster a moral and ethical climate in the organization and in society at large. Using interview data from a broader study of the New Zealand wine industry as explanatory examples, the paper argues that while many companies’ sustainable practices are still largely market based, such excellent business practices are often driven by individuals’ moral and ethical pursuits.     

Correlation of gender-related values of independence and relationship and leadership orientation

This study compares the relationship between the moral reasoning modes and leadership orientation of males versus females, and managers versus engineers/scientists. A questionnaire developed by Worthley (1987) was used to measure the degree of each participant's respective independence and justice, and relationships and caring moral reasoning modes. Leadership orientation values and attitudes were measured using the Fiedler and Chemers (1984) Least Preferred Coworker Scale.The results suggest that, although males differ from female in their dominant moral reasoning modes, managers are not distinguishable from the engineers/scientists they manage in terms of their moral reasoning mode or Least Preferred Coworker score.Clarence E. Butz is a Professor of Management in the School of Business and Management at Azusa Pacific University, California. Dr. Butz's teaching areas include general management, organizational behavior, and business ethics. Phillip V. Lewis is Dean of the School of Business and Management at Azusa Pacific University. He is the author of Organizational Communication (Gorsuch Scarisbrich, 1996) and Bank Ethics: An Exploratory Study of Ethical Behaviors and Perceptions in Small, Local Banks (Journal of Business Ethics, 11: 197–205, 1992).     

The Moral of the Story: Re-framing Ethical Codes of Conduct as Narrative Processes

This paper re-frames business ethical codes (BCEs) as narrative processes by reflecting critically on key ontological assumptions underpinning the existing research, and introducing new and relevant concepts based on alternative assumptions. The first section draws on recent decision-making research to develop a theoretical account of BCEs as complex, socially embedded sensemaking processes. The second section addresses the content of codes, and differentiates between narrative and logico-scientific modes of reasoning. The third section focuses on the quality of code communication and identifies several distinct types of narrative process. We provide research directions for how this new understanding of BCEs may be further developed, as well as implications for practitioners. In response to the call for new conceptual models (O’Fallon and Butterfield, in J Bus Ethics 59:375–413, 2005), the paper provides organizational researchers with a more nuanced understanding of how BCEs enable or constrain ethical behavior in organizations.     

Business experience and start-up size: Buying more lottery tickets next time around?

This paper explores the determinants of start-up size by focusing on a cohort of 6,247 businesses that started trading in 2004, using a unique dataset on customer records at Barclays Bank. Quantile regressions show that prior business experience is significantly related with start-up size, as are a number of other variables such as age, education and bank account activity. Quantile treatment effects (QTE) estimates show similar results, with the effect of business experience on (log) start-up size being roughly constant across the quantiles. Prior personal business experience leads to an increase in expected start-up size of about 50 %. Instrumental variable QTE estimates are even higher, although there are concerns about the validity of the instrument.