A Role for Ethics Theory in Speculative Business Ethics Teaching

The paper discusses the role that ethics theory might play in business ethics teaching. It is noted that little attention is devoted to the explanation and application of ethics theory in business ethics textbooks, which suggests that ethics theory is held in low esteem by business ethics educators. This relative disregard has been justified by some critics on the basis of the limited usefulness of ethics theory to business ethics pedagogy. Notwithstanding these criticisms, the paper argues that ethics theory can play an important role in business ethics teaching which conforms to a speculative agenda. A speculative agenda is described, and a contribution that ethics theory can make to it is explained. This constitutes a form of immanent critique, which enables putative statements of business ethicality to be subjected to critique against the cultural values upon which their credibility rests. Ethics theory is offered as a mediating resource to facilitate such critique. Some criteria that the presentation of ethics theory needs to meet if it is to fulfill this speculative agenda are also outlined.     

A Framework for Teaching Business Ethics

What ethical framework should be used as a basis for teaching business ethics? Should business ethics be taught by ethicists in a separate course, by business faculty in business courses, or perhaps by both? These are some of the issues this paper will address. The paper begins with a review of the literature concerning approaches to teaching business ethics. Next, some ethical frameworks for teaching business ethics are considered. Finally, the paper proposes that students should apply their own personal values to business ethical issues in the classroom, thus providing future business leaders with a process for resolving ethical dilemmas.     

Corporate Social Responsibility Education in Europe

In the context of some criticism about social responsibility education in business schools, the paper reports findings from a survey of CSR education (teaching and research) in Europe. It analyses the extent of CSR education, the different ways in which it is defined and the levels at which it is taught. The paper provides an account of the efforts that are being made to ‘‘mainstream’’ CSR teaching and of the teaching methods deployed. It considers drivers of CSR courses, particularly the historical role of motivated individuals and the anticipation of future success being dependent on more institutional drivers. Finally it considers main developments in CSR research both by business school faculty and PhD students, tomorrow’s researchers and the resources devoted to CSR research. The conclusion includes questions that arise and further research directions.     

Integrating Personalism into Virtue-Based Business Ethics: The Personalist and the Common Good Principles

Some virtue ethicists are reluctant to consider principles and standards in business ethics. However, this is problematic. This paper argues that realistic Personalism can be integrated into virtue-based business ethics, giving it a more complete base. More specifically, two principles are proposed: the Personalist Principle (PP) and the Common Good Principle (CGP). The PP includes the Golden Rule and makes explicit the duty of respect, benevolence, and care for people, emphasizing human dignity and the innate rights of every human being. The CGP entails cooperation to promote conditions which enhance the opportunity for the human␣flourishing of all people within a community. Both principles have practical implications for business ethics.     

基于粤港澳大湾区人才需求的国际商务专业课程教学改革研究 ——以国际商务概论为例

国际商务概论作为学生进入国际商务专业学习的第一门专业课,同时也是国际商务专业课的先修课程与基础课程,对于国际商务专业的重要性不言而喻,但国际商务概论存在着教材内容更新慢等不足,从优化师资团队、丰富教学内容、加强校企合作等三个方面提出了相应的改革方案。     

关于持有至到期投资核算的一点体会

新会计准则出台有较长的一段时间了，持有至到期投资这个科目完全是全新的一个科目，在理论界和实务界讨论都非常多。笔者在教学过程中也接触到这个科目，因此而形成了一点想法，而且在教学的过程中也加以了运用，取得了一定的效果。     

Business Teaching in the Era of Perestroika

The reform of economy has brought the problem of training personnel quickly for the requirements of market economy in the Soviet Union. Because marketing, especially international marketink education has been a neglected, or occasionally even prohibited side of economic education it has a real demand. But this should not lead to the overemphasis of this area at the expense of other sides of business education. Against this background, I shall try to describe some basic issues of developing higher business teaching in the Soviet Union. Because of the shortages in eeneral business education and its importance even from the viewpoint of teaching in international business, I start with the general issues and deal with international business teaching later. Most arguments raised concern analogously the smaller Eastern European countries, too.     

Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade

The article briefly reviews the external pressures for teaching business ethics. It then summarizes why teaching business ethics across the curriculum is essentially a necessity in the current environment. This leads to a discussion of six commonly adopted elements used when seeking to improve a business ethics curriculum. The case study uses these six elements to provide insights into contemporary challenges facing many business schools. The particular contribution of this article is in the area of methods to assess the status of the curriculum. The case study provides details about a faculty survey used as a compelling tool to kick-start a business ethics curriculum upgrade, not only based on the information that it yields, but the potent opportunity for conversation and collaboration. The conclusion summarizes the contemporary challenges and opportunities that business schools face. The instrument itself is in the appendix.     

The Team Teaching of Business Ethics in a Weekly Semester Long Format

This article describes our team teaching of asemester long course in business ethics taught oneevening a week to mostly part-time MBA students. Wediscuss the differences and similarities in ourbackgrounds, disciplines, and preferred teachingstrategies. Our team teaching approach, thesubject matter, and teaching strategies are alsodiscussed. A typical session of the course is brieflydescribed. We discuss how student performance isevaluated. Finally, we provide some thoughts on teamteaching a business ethics course and briefly commenton our redesign of this business ethics course in afour Saturday schedule.     

商贸类专业学生创新能力与创业模式的探索

商贸类专业是培养经营管理类人才的基地,学生的创新意识和创新能力对他们未来职业的发展有着重要的影响。主要阐述了商贸类专业学生创新能力的现状,列举出若干例在校学生成功创业的模式,提出了商贸类专业学生创业能力的培养方式。     

The use of business simulation games in teaching and learning

The use of business simulation games plays a crucial role in teaching and learning even though it has been used for 60?years since the modern business simulation games started in 1955. Even previous studies have demonstrated the effectiveness of business simulation games used in teaching and learning; however, the major concerns that need to be addressed are related to sustainability issues. In the future, there is a requirement to embed the stages of employability into the curriculum, as well as in organizations, to bridge the gap between possessed skills and industry-required skills.     

论商务文化对国贸专业英语教学的影响 ——以高职院校为例

伴随经济全球化进程加深,国际贸易的发展跌宕起伏,亟待重新整合社会需求,培养更具商务文化意识的复合型国贸人才。以高职院校为例,从国贸专业英语教学的理论与实践切入,发掘商务文化的内涵,思考商务文化嵌入对英语教学的影响。语言教学需以传授语言文化背景为基础不断深化学生对语言结构形式的语用能力,国贸专业英语教学则应建构以商务文化为框架的丰富化、高效化、交际式、品质化教学模式。商务文化对国贸专业英语教学发挥基础性、多元化的作用,自觉树立商务文化意识、处理商务交际障碍、辩证把握母语文化与目的语文化关系是促进教学成果、提升学习效率、灵活商务交际、对标能力素质的必由之路。     

Scholarship of Teaching International Business: Challenges and Opportunities

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used to improve the teaching of IB, but it can also improve data-driven resource allocation for teaching IB. Clearly, the Journal of Teaching International Business has an important role to play in these processes.     

Business Ethics and the Decision to Adopt Golden Parachute Contracts: Empirical Evidence of Concern for All Stakeholders

Golden parachutes are often viewed as a form of excessive compensation because they provide senior management with substantial payouts following an acquisition while other stakeholders are subjected to layoffs, disrupted business relationships and other negative externalities. Using a sample of S&P 500 firms, an economic and ethical justification for this type of contract is given. Golden parachutes ensure effective corporate governance that, in turn, preserve the firm's value for all stakeholders. Boards of directors enter into parachute agreements to protect recently hired CEOs' human capital during periods of financial uncertainty and, thus, potential takeover activity. From an ethics viewpoint, golden parachutes are valuable to all stakeholders because they encourage merger or acquisition in lieu of bankruptcy.     

Teaching business ethics: Questioning the assumptions,seeking new directions

An examination of leading textbooks suggests the predominance of a principle-based model in the teaching of business ethics. The model assumes that by teaching students the rudiments of ethical reasoning and ethical theory, we can hope to create rational, independent, autonomous managers who will apply such theory to the many quandary situations of the corporate world. This paper challenges these assumptions by asking the following questions: 1. Is the acquisition of principle-based ethical theory unproblematic? 2. What is the transferability of classroom learning to the business context? 3. Is it appropriate to consider complementary models in the teaching of business ethics? The last question is approached from the perspective of virtues-based ethics, from the insights of feminist ethics, and from a culturally grounded orientation to moral values and norms.     

The Golden Rule and Business Ethics: An Examination

The phenomenon of globalization of markets has been accompanied by calls for a globalization of ethical norms. One principle often referred to in such calls is the so-called Golden Rule. The rule, often stated as Do unto others as you would have others do unto you, has long been used and referenced in the business literature. But those who use it often do so without full realization of the rule itself and what it stands for. This paper examines the history, meaning, and problems of the rule and attempts to show, through a case analysis, how these problems surface when using the rule in a business context. In so doing it attempts to clarify exactly what the rule means and how it can fit into a universal code of morality.     

Business Ethics – to Teach Or Not to Teach?

While some studies have explored the effects of taking business ethics classes on business students, several shortcomings in them invite greater scrutiny of this critical issue (cf. Robertson, 1993). In contrast to previous research, this study more directly assesses the impact of taking business ethics class on ethical decisions made by future business executives. To determine if teaching business ethics modifies behaviors or behavioral intentions, the current study examines decisions made in ethical situations rather than inferring the same by measuring attitudes, values, etc. Furthermore, these were measured in three different business contexts: whistle blowing, recruitment, and industrial espionage, to enhance the generalizability of the findings. Finally, unlike most previous studies, a within-subject's design was chosen to eliminate confounds that may be caused by not controlling for individual differences (Glenn, 1992). The current results indicate that business ethics classes have minimal effect on ethical decision making in any of the three contexts investigated, empirically providing support for Wolfe's (1993) and Wynd and Mager's (1989) position that teaching business ethics may have limited benefits.     

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.     

高职电子商务综合技能实训设计研究

由于电子商务具有高度的商业实践性和专业的综合性,因此需要高职电子商务专业加强实践性教学环节,使学生能够直接感受电子商务知识的商业化应用过程,并通过知识的运用深入理解电子商务原理和过程,提高学生专业能力和适应商业活动的综合素质。设计一个符合培养目标的综合技能实训方案是培养学生综合素质及专业能力的重要保障。