The Relevance of Ancient Greeks to Modern Business? A Dialogue on Business and Ethics

What follows is a dialogue, in the Platonic sense, concerning the justifications for "business ethics" as a vehicle for asking questions about the values of modern business organisations. The protagonists are the authors, Gordon Pearson – a pragmatist and sceptic where business ethics is concerned – and Martin Parker – a sociologist and idealist who wishes to be able to ask ethical questions of business. By the end of the dialogue we come to no agreement on the necessity or justification for business ethics, but on the way discuss the uses of philosophy, the meanings of integrity and trust, McDonald's, a hypothetical torture manufacturer and various other matters.     

How Not to Make Ethical Decisions: Guidelines from Management Textbooks

Since 1974, business programs have responded to the AACSB's requiring enhancement of instruction in ethics. One way has been through the integration of ethics coverage across departments. In Management, the introductory textbooks that provide coverage of ethics often attempt to simplify for students the process of making ethics decisions by presenting guidelines or tests. We examine two such guidelines, the TV and significant others tests, and discuss their myriad severe deficiencies. Specific ways in which four of the stakeholders in this issue – authors, publishers, instructors, and business schools – can respond to these deficiencies are suggested.     

Are You Ethical? Please Tick Yes □ Or No □ On Researching Ethics in Business Organizations

This paper seeks to explore the empirical agenda of business ethics research from a methodological perspective. It is argued that the quality of empirical research in the field remains relatively poor and unconvincing. Drawing on the distinctions between the two main philosophical positions from which methodologies in the social sciences are derived – positivism and interpretism – it is argued that it is business ethics' tradition of positivist, and highly quantitative approaches which may be at the root of these epistemological problems. Six distinct aspects of business ethics research are identified and assessed according to their methodological impact. Accordingly, it is argued that more interpretive approaches may offer substantial liberating potential in the development of a stronger and more theory-rich empirical base. The author concludes by arguing for greater plurality and diversity in empirical research methodologies in the business ethics field.     

Teaching Business Ethics: Targeted Outputs

Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business ethics should be taught.     

Lessons for Business Ethics from Bioethics

Three widely accepted principles – autonomy, beneficence and justice – provide a useful analytic framework for considering controversies and conflicts in bioethics. Since these principles capture key concepts found in diverse normative theories they provide a starting point from which consistent ethical analysis and comparison can begin. While justice is commonly discussed in the business ethics literature, the other two principles are not widely discussed. This paper investigates whether the principles of autonomy and beneficence provide a framework that is equally useful for framing issues in business ethics. It is argued that they do. First, the principle of autonomy, with its associated notions of informed consent, privacy, confidentiality, voluntariness, self-mastery, and so on, provides a consistent approach to the analysis of diverse issues that arise in business ethics from market research to recruitment practices. Second, it is argued that the relationships between a business and its stakeholders ground duties of beneficence. The principle of beneficence provides a framework for considering the issues that arise in these relationships.     

Examining the Profession and the Practice of Business Ethics

During the evolution of business ethics as a profession, the fields it draws from have identified separate knowledge and skills they believe define business ethics; however, there is little agreement among these fields. This means the strengths of each are seldom combined to guide ethical decision making in business and industry, which leaves business ethicists looking less effective, and perhaps less professional, than their counter-parts in medicine and law. It also means that those who have been thrust into the role of guiding business ethics – or those who have added the title of ethics consultant after their name, without having the preparation to do so, have no standards to look to.This article examines one of the touchstones of mature professions, performance standards by which members of the profession can measure themselves and the profession can self-monitor. Further, it suggests that business ethics has not yet addressed one of the standards by which all professions are measured, that of service.Finally, the article describes how other professions have used qualitative methods to develop performance standards and suggests that the leaders in the filed of business ethics could use some of these methods to identify the sets of knwoeldge and skills that ought to be the standards for the profession and practice of business ethics.     

From the Business Ethics Course to the Sustainable Curriculum

Universities want to prepare students intellectually so that they might eventually find successful, fulfilling work. Since work is synonymous with business – no work ever exists outside of business – one of the academy's primary goals is to help students enter the world of business, regardless of their majors. Many universities also declare within their mission statements a desire to cultivate a student body capable of making ethically informed decisions. Consequently we might conceptualize "business ethics" as not simply one field within the academic constellation, but rather the conceptual glue holding together the curriculum. And since the most significant new development in business within the past decade is arguably the emergence of theories of sustainable business practice, we would do well to consider the role business ethics can play in the creation of a new "sustainable curriculum."     

Service Learning in Business Ethics

Those of us engaged in the education of future businesspersons need to ask about the efficacy of our efforts. The business person is, first and foremost, a member of the community, a citizen, attempting to meet the needs of that community by providing goods and services. The general public often perceives the businessperson as violating the ethical standards of the community. Business risks losing its social legitimacy by such activity. Universities are the appropriate institutions in which to inculcate the importance of ethics and should go as far as it can to influence the ethical reasoning of graduates. However, research suggests that the traditional way of integrating ethics education into required functional courses actually results in a decline in moral reasoning. It is suggested that ethics educating needs to be personalized based on the individual student and that there is a need for experiential learning methods which would supplement and enhance standard classroom based ethics education. An appropriate goal for business ethics courses would be to make students aware of the ethical and social dimensions of the business decision making process. I suggest that a service-learning pedagogy would be one way to educate the business student in ethics. An integrated service project stressing rights and responsibilities could create a feeling of what it means to be a member of a community and would emphasize the importance of social involvement. In this paper, I explore some of the roots of service in higher education and the efficacy of service-learning in business ethics.     

Two views of business ethics: A popular philosophical approach and a value based interdisciplinary one

I distinguish between two problems related to business ethics. (1) How can business ethics help morally conscientious business people to resolve moral problems in business? (2) Given the widespread belief that immorality, or at least amorality, is too prevalent in business, how can one discover both the sources of business amorality and immorality and make business as morally respectable an institution as possible? Philosophers who have concerned themselves with business ethics have emphasized (1), i.e., they consider the normative ethical principles applicable to solving moral questions in business. Although some benefit can be derived from this approach, there are a number of problems with this position. I then argue that, in considering (2), we ought to analyze business life styles (ideals) that have determined the character of American business people, and show both their negative and positive moral consequences. This analysis reveals the morality, or lack of it, in modern American business, possible changes in business morality, and possible ways of developing a desirable and viable business ethic. In a sketchy way, I show how this project can be developed.     

Dealing with Swindlers and Devils: Literature and Business Ethics

Part of the value of stories is moral, in that understanding them, and the characters within them, is one way in which we seek to make moral sense of life. Arguably, it has become quite common to use stories in order to make moral sense of business life. Case method is the standard teaching method in top business schools, and so-called “war stories” are customary for on-the-job training. Shakespeare is a trendy purveyor of leadership education. Several books and articles have been written on the intersection between literature and business and/or business ethics. Still, it is one thing to claim that literature can contribute to our understanding of business conduct, but yet another to claim that literature can contribute to␣the related goal of improving moral conduct in business. Supporters of the claims tend to presume they go together, while skeptics and detractors often discard them as a package. These claims warrant further investigation if they are to be perceived by business scholarship and practice as worthy of serious attention, not just a quaint search for lowbrow moral fables or a vain pursuit of highbrow poetry. One instrumental function of literature is to imitate life, thereby expanding our vision beyond our parochial interests; to see literature merely as a didactic instrument to serve business interests misses the point that literature should expand understanding, our sense of what in addition to business is interesting and valuable.     

Business Ethics in China

First I briefly review the emergence and development of business ethics, following three stages (1978–1984; 1984–1994; 1994 to the present) and driven by four factors: the inheritance of Chinese traditional ethics; the influence of Marxist philosophy and ethics; the reflections on the economic reform; and the influence of business ethics from abroad. Then, from a practical and a theoretical perspective, I discuss the main challenges for business ethics in China: issues of the economic system, of corporate ethics, and of management. After commenting on the role of business ethics for the social development in China, I offer some reflections about what China can contribute to, and learn from, other peoples.     

Business ethics in context: Researching with case studies

This paper discusses criticisms of survey research in business ethics as conceptually naive and methodologically unsound. A query is raised about the neglect of case-study methods by business ethics researchers — probably for prudential and ideological reasons. It is argued that the case-study approach is more appropriate to inquiries into the complex, diverse contents and contexts of business ethics. Investigatory case study in particular can do much to rectify the inadequacies of the prevailing positivist paradigm by evolving grounded theoretical questions for further research. Case study offers an alternative to the measurement of ethical behaviour, i.e., naturalistic generalisation which is rooted in the context of organisational cultures and economic systems. It results in enhanced conceptual understanding of the interaction between ethical beliefs of individuals and corporate and market pressures on business decision-taking.Stephen Brigley has taught professional and business ethics at universities and colleges in the UK. Currently, he is researching and teaching business ethics at the University of Bath (UK). His previous research interests and publications include school management, governance and accountability (doctoral thesis), moral and social education and research methodology.     

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.     

Vice and Virtue in Everyday (Business) Life

This paper describes how a family of ethical concepts can be taught through focusing on how values play out at the most basic level – in the sphere of everyday business interactions. If our goal is to create an "ethical business culture," it makes sense to attend to our treatment of one another in the simplest, and most frequently occurring of duties. The paper examines the kinds of daily interactions common to many business settings – attending meetings, sharing information, taking phone calls, utilizing common resources – and demonstrates how these practices set up encounters in which lived moral values can make a difference in the quality of life, morale, and company productivity.     

Business Ethics and Moral Motivation: A Criminological Perspective

The prevalence of white-collar crime casts a long shadow over discussions in business ethics. One of the effects that has been the development of a strong emphasis upon questions of moral motivation within the field. Often in business ethics, there is no real dispute about the content of our moral obligations, the question is rather how to motivate people to respect them. This is a question that has been studied quite extensively by criminologists as well, yet their research has had little impact on the reflections of business ethicists. In this article, I attempt to show how a criminological perspective can help to illuminate some traditional questions in business ethics. I begin by explaining why criminologists reject three of the most popular folk theories of criminal motivation. I go on to discuss a more satisfactory theory, involving the so-called “techniques of neutralization,” and its implications for business ethics.

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.     

Ethical Entrepreneurship and Fair Trade

Due to several recent scandals, Business Ethics is now firmly embraced. Whereas in the 1980s and early 1990s there were serious doubts expressed about combining ethics and business, the link now seems to have become self-evident. Fundamental questions about the tensions between business and ethics however continue to receive little attention. In this paper, based upon a debate concerning the Fair Trade company, the strains between business and ethics are analyzed. The article shows how several great thinkers have already considered this tension. Three ways to conceptualize the tension between business and ethics have been distinguished, and these are outlined in the paper. In one approach, ethical entrepreneurship, value tensions are perceived as a source for entrepreneurship. However, this approach presupposes pluralistic ethics. Thinking only in terms of black and white is seen as blocking the ability to adequately handle the tension between business and ethics. Opting for ‘‘ethical entrepreneurship’’, as by Fair Trade, has fundamental and important consequences for the company’s communication policy.     

Responsibility and Informal CSR in Formal Cameroonian SMEs

In this article, we explore the implicit conceptions of business ethics and social responsibility of owners?managers of small and medium enterprises (SME) in Cameroon. While using a hermeneutical approach, our main objective is to clarify how Sub-Saharan African business people themselves understand and define corporate responsibility in their particular economic and political environment. Our aim is not to deliver an empirical study of business practices and management behavior in SMEs. We wish to discuss which responsibilities they themselves judge to be relevant and which can legitimately be attributed to them by third parties. Secondly, we relate our findings to other empirical work on SMEs, in Africa and elsewhere. It is shown that there are similarities with the way in which SMEs in Europe interpret their responsibility, but also striking differences. Further, we relate our findings to some theoretical controversies around corporate social responsibility (CSR) in SMEs, to questions about evaluation tools for CSR in the SME context, and to the role of CSR with respect to poverty alleviation in developing countries.     

Has the guest arrived yet? Emmanuel Levinas,a stranger in business ethics

To what extent can business ethics be ‘hospitable’ to Levinasian ethics? This paper raises questions about how business ethics relates to its guests, in this case the guest called ‘Levinas’; the idea of introducing or inviting the work of an author into a field, as its guest, is by no means a simple problem of transference. For Jacques Derrida, there is hospitality only when the stranger's introduction to our home is totally unconditional. Such a conceptualisation of hospitality becomes even more demanding when the ‘stranger’ that is near our ‘home’ is an ethics also demanding hospitality, such as the ethics proposed by Levinas. An invitation puts in place particular circumstances that allow only for an arrival of the one invited. These conditions precede the so‐called stranger, thereby predetermining the route to be taken, the destination to be reached and the correct manner of self‐presentation. An invitation already reduces the Other to that which is expected by the inviter, that is to the Same. The hospitality of the field of business ethics becomes an endorsement of a particular version of the stranger, therefore recognisable by the field. Perhaps conceptualising Levinasian ethics as an ethics that cannot be invited might protect it from procedures that reduce the ‘strangeness’ of the stranger, making it knowable. That is the argument presented in this paper.     

Debriefing Experiential Learning Exercises in Ethics Education

The major conclusion of this paper is that to obtain optimum pay-off from using experiential learning exercises in teaching business ethics, faculty must pay close attention to debriefing. The paper presents an approach based on a conceptual model for systematic and analytical debriefing of experiential learning exercises in ethics education. The paper also suggests that faculty must provide structure and ambiguity so that students can personalize the learning – experiencing meaningfulness (i.e., usefulness) in its application – so that learning is r0elevant to the individual.