Opportunity for all: Linking service-learning and business education

A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students' technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity.Edward Zlotkowski is Director of the Bentley Service-Learning Project, a college-wide program that has thus far involved 15 of Bentley's 16 academic departments, over 50 faculty members, and over 2000 students it its work. He has served as a consultant to Campus Compact and the Massachusetts Commission on Community Service as well as to individual colleges. He is currently serving as a Senior Associate at the American Association for Higher Education.     

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.     

Service-Learning and Leadership: Evidence from Teaching Financial Literacy

We provide an empirical investigation of leadership characteristics and social justice issues in the context of financial literacy service-learning. Using a unique dataset of student self-ratings, we find that students experience statistically significant increases in 8 of the 10 leadership dimensions and 7 of the 7 social justice issues examined in this study. Leadership dimensions include: persuasion, building community, “commitment to the growth of people,” stewardship, empathy, awareness, foresight, and listening. Interest in social justice issues include: dignity of the human person, community and the common good, rights and responsibilities, option for the poor, dignity of work, solidarity, and care for God’s creation. The statistically significant increases in these dimensions following the completion of the service-learning suggest positive effects on students’ self-perception of leadership qualities and interests in social justice issues: business school students sense improvement in nurturing growth of employees and colleagues, commitment to serving the need of others, understanding and empathizing with others, ethics, ability to foresee the likely outcome of a situation, and listening intently to others. As a consequence of the financial literacy service-learning, we believe that business students become more prepared toward becoming ethical leaders and citizens with compassion to serve the world for the well-being of all people, rich and poor alike.     

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.     

Measuring the relative importances of social responsibility components: A decision modeling approach

In this study, a decision modeling approach is used to measure the relative importances of four social responsibility components. When given information concerning the economic, legal, ethical and philanthropic activities of 16 hypothetical organizations, 159 junior and senior management students judged the social responsibility of these firms. The study used two types of analysis: first, a within-subject regression, then a between-subject ANOVA. Results showed ethical behavior to be most important in judging social responsibility; legal behavior was second, discretionary behavior third, and economic behavior was least important. In addition, all but one rater consistently applied the social responsibility components. The implications of these results and suggestions for future research are discussed. Barbara A. Spencer is Assistant Professor of Management at Clemson University. Her current research interests include strategic management, social issues, and business ethics. She has published several articles on corporate social responsibility. John K. Butler is Associate Professor of Organizational Behavior at Clemson University. He has published articles on job satisfaction, trust, group processes, political representation, and research methods in academic journals and proceedings.     

There is relevance in the classroom: Analysis of present methods of teaching business ethics

In 1988 the Journal of Business Ethics published a paper by David Mathison entitled Business Ethics Cases and Decision Models: A Call for Relevancy in the Classroom. Mathison argued that the present methods of teaching business ethics may be inappropriate for MBA students. He believes that faculty are teaching at one decision-making level and that students are and will be functioning on another (lower) level. The purpose of this paper is to respond to Mathison's arguments and offer support for the present methods and materials used to teach Master level ethics classes. The support includes suggested class discussion ideas and assignments.Victoria K. Strong is a graduate student at Bentley College. She returned to school to pursue a Master of Science in Accountancy after working in the engineering profession for 12 years. She received her B.S. in Mechanical Engineering in 1984. Her business experience includes positions as Mechanical Design Engineer and Unit Supervisor of an engineering development laboratory. Alan N. Hoffman is an Associate Professor of Management at Bentley College. He received his DBA from Indiana University. Dr. Hoffman's writing has been published in the Academy of Management Journal and Human Relations.The authors would like to thank Carolyn Colt and the entire spring 1988 MG520-class for their valuable contributions.     

Do the Numbers Add Up to Different Views? Perceptions of Ethical Faculty Behavior Among Faculty in Quantitative Versus Qualitative Disciplines

Faculty across a wide range of academic disciplines at 89 AASCB-accredited U.S. business schools were surveyed regarding their perceptions of the ethical nature of faculty behaviors related to undergraduate course content, student evaluation, educational environment, research issues, financial and material transactions, and social and sexual relationships. We analyzed responses based on whether instruction in the academic discipline focused mainly on quantitative topics or largely on qualitative issues. Faculty who represented quantitative disciplines such as accounting and finance (n = 383) were more likely to view behaviors such as selling complimentary textbooks and grading on a strict curve as more ethical than faculty representing more qualitative disciplines such as management and marketing (n = 447). In contrast, faculty in quantitative disciplines were more likely to view behaviors such as showing controversial media and bringing up sexual or racial charged matters as less ethical than their counterparts. Whereas these differences may be attributed to the respondents’ academic backgrounds, the large level of agreement on ethical behaviors raises questions about the growing influence of business disciplines that operate within more unified research and teaching paradigms. Linda Kidwell (PhD, Louisiana State University) is an associate professor in the Accounting Department at the University of Wyoming where she teaches auditing as well as accounting ethics. Her research interests include academic ethics, auditing ethics, and governmental auditing. Her research has been published in the Journal of Business Ethics, Teaching Business Ethics, CPA Journal, Journal of Accounting and Public Policy and elsewhere. She has taught in the United States, Australia, and Canada. She has also been a frequent faculty mentor in the National Conference on Ethics in America held annually at the United States Military Academy (West Point). Roland Kidwell (PhD, Louisiana State University) is an associate professor in the Management and Marketing Department at the University of Wyoming where he teaches courses in new ventures, human resource management and general management. His current research interests include ethical issues involving family businesses and new ventures, social entrepreneurship, and workplace deviance such as withholding effort (free riding, shirking, social loafing) in organizational contexts. He is co-editor of a book of readings and cases, Managing Organizational Deviance (2005, Sage), and his research has appeared in Academy of Management Review, Journal of Business Ethics, Journal of Management, Journal of Business and Psychology and elsewhere.     

An integrative model for understanding and managing ethical behavior in business organizations

Managing ethical behavior is a one of the most pervasive and complex problems facing business organizations today. Employees' decisions to behave ethically or unethically are influenced by a myriad of individual and situational factors. Background, personality, decision history, managerial philosophy, and reinforcement are but a few of the factors which have been identified by researchers as determinants of employees' behavior when faced with ethical dilemmas. The literature related to ethical behavior is reviewed in this article, and a model for understanding ethical behavior in business organizations is proposed. It is concluded that managing ethics in business organizations requires that managers engage in a concentrated effort which involves espousing ethics, behaving ethically, developing screening mechanisms, providing ethical training, creating ethics units and reinforcing ethical behavior. W. Edward Stead, Ph.D., is Professor of Management at East Tennessee State University, Johnson City, TN. His research interests include ethical behavior, cancer in the workplace, social strategy implementation, the ethical implications of cost-benefit analysis, and managing professional employees. His articles have appeared in Psychological Reports, Personnel Journal, Business and Society Review, and the Journal of Accountancy among others, and he has published cases in leading business policy and social responsibility texts. Dan L. Worrell, Ph.D., is Professor of Management and Department Chairperson at Appalachian State University, Boone, NC. He has published articles in such Journals as Academy of Management Journal, Journal of Management, Business Horizons, and Psychological Reports among others. His research interests include managerial succession, ethical behavior and social responsibility. Jean Garner Stead, Ph.D., is Associate Professor of Management at East Tennessee State University, Johnson City, TN. Her research interests include ethical behavior, cancer in the work place, social strategy implementation, and the ethical implications of cost-benefit analysis. Her articles have appeared in Psychological Reports, Personnel Journal, Business and Society Review and the International Journal of Management among others, and she has published cases in leading business policy and social responsibility texts.     

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.     

Facing society's demands for environmental protection: Management in practice

Although managers must stay abreast of all socictal concerns in developing organizational objectives, protecting the environment seems to be a major issue for consumers in the 1990s. This increased environmental concern leaves managers no choice but to go beyond mere social obligation when it comes to protecting the environment. Society is demanding social responsiveness at a minimum, and the call for social responsibility seems to be getting louder and clearer. This paper reviews the response business has made to this call for responsibility for the environment. Specifically, this paper will address the impact of increased business awareness on: (1) the passage of laws and legislation to protect the environment (social obligation); (2) specific organization actions to meet consumer demands (social responsiveness); (3) specific organization endeavors which reflect a sincere attempt to address the environmental issue (social responsibility). An awareness of these activities should aid managers in developing future plans which will allow them to become more responsible for our environment.Allayne Barrilleaux Pizzolatto is Assistant Professor of Management at Nicholls State University. Her research interests include business ethics, managing by fun, and job applicant testing. Dr. Pizzolatto has published in various journals includingJournal of Management Education, Journal of Vocational Behavior, andLabor Law Journal.Cecil A. Zeringue, II is a MBA student at Nicholls State University. He is also the general manager/system analyst of an electrical supply company.     

Who Teaches Whom: The Varied Voices and Instructional Roles of Community Service-Learning Partners

ABSTRACT

The question of what defines a teaching role has long been a catalyst for dialogue and debate among practitioners in the service-learning community. The success of the service-learning model relies on a reciprocal exchange in the dynamic and ever changing communities in which we serve, where shared ownership, mutual respect, and a consistent exchange among various participants facilitates learning outcomes.

Through partnership with community agencies, students, faculty, and staff, we have begun to answer the question of who teaches whom in the service-learning environment. This article documents how relationship where community partners grow deeper, student roles expand and we broaden the pedagogical impressions of what defines a teacher.

Through a qualitative review of programs and courses, with insights of participants, we will demonstrate how the community-university partnerships fosters a critical exchange for all involved, including participants, community, and institution. The innovative nature of the service-learning instructional environment modifies the dynamics of classroom, causing the roles for learners to vary and the teaching role to change.     

The Nature and Management of Ethical Corporate Identity: A Commentary on Corporate Identity,Corporate Social Responsibility and Ethics

In this paper we open up the topic of ethical corporate identity: what we believe to be a new, as well as highly salient, field of inquiry for scholarship in ethics and corporate social responsibility. Taking as our starting point Balmer’s (in Balmer and Greyser, 2002) AC²ID test model of corporate identity – a pragmatic tool of identity management – we explore the specificities of an ethical form of corporate identity. We draw key insights from conceptualizations of corporate social responsibility and stakeholder theory. We argue ethical identity potentially takes us beyond the personification of the corporation. Instead, ethical identity is seen to be formed relationally, between parties, within a community of business and social exchange. Extending the AC²ID test model, we suggest the management of ethical identity requires a more socially, dialogically embedded kind of corporate practice and greater levels of critical reflexivity. John M. T. Balmer is Professor of Corporate Brand/Identity Management at Bradford University School of Management. His research focuses on a range of corporate-level marketing issues and has a particular interest in the management of corporate brands and identities. His work has been published in leading journals such as California Management Review and Long Range Planning. With Stephen Greyser he co-authored Revealing the Corporation (Routledge, 2003). Kyoko Fukukawa is a lecturer in marketing at Bradford University School of Management and holds a Ph.D. from University of Nottingham, UK. Her research interests include ethical decision-making in consumption and business practices; corporate social responsibility (CSR) of MNCs concerning their policies and strategic communication; and CSR and corporate branding. Her publications appear in Journal of Business Ethics, Journal of Corporate Citizenship and others. Edmund R. Gray is Professor and Chair in the Department of Management at Loyola Marymount University. He is author or co-author of five textbooks and numerous scholarly articles. He holds a Ph.D. from UCLA. His research interests centre around issues of corporate identity, corporate social responsibility and environmental sustainability. Currently, he is conducting research on entrepreneurial firms with environmental/social goals that are an integral part of their mission.     

A Decade of Service-learning: A Review of the Field Ten Years after JOBE’s Seminal Special Issue

This article reviews developments in the field of service-learning, both in terms of general management education and business ethics specific courses, over the past 10 years. Using the 1996 Journal of Business Ethics special issue on service-learning as a benchmark, numerous accomplishments are presented and continued barriers are discussed. Finally, three issues are raised as next steps for service-learning authors and practitioners as we move forward into the next decade: (1) designing effective and sustainable university/community partnerships, (2) addressing problems stemming from the conspiracy of courtesy, and (3) optimizing the intersection between online learning and service-learning.     

The role of business schools in managing the incongruence between doing what is right and doing what it takes to get ahead

This paper accepts as given that business students want to get ahead. It criticizes business schools for their failure to reduce the incongruence between doing what is right and doing what it takes to get ahead. Because of this failure business school graduates carry negative ideas, attitudes and behaviors vis-à-vis social responsibility from business schools into the business world. Recommendations are made for increasing the social responsibility of business schools. Robert H. Schwartz is an Associate Professor of Management and Coordinator of the Health Care Administration Program at the University of Toledo. He is the author of Coping With Unbalanced Information About Decision Making Influence For Nurses, Hospital and Health Services Administration (Winter, 1990), and of other papers pertaining to health administration and career choice.Sami Kassem is Professor of Management at the University of Toledo.Dean Ludwig is Assistant Professor of Management at the University of Toledo.     

Corporate social responsibility and worker skills: An examination of corporate responses to work place illiteracy

Using perceptions of human resource managers of top management's attitude toward corporate social responsibility, a survey of private sector firms (n=407) revealed that over half of those that employed basic-skill deficient employees took legal or economic views of corporate social responsibility toward these workers. These attitudes were confirmed by organizational policies. Employers with social obligation tendencies were less likely to undertake proactive programs such as basic skill training, deskilling, or related supervisory training. Corporate philosophies were almost independent of organizational variables. One exception was manufacturing firms that were more likely to take a legal-economic view of illiterate employees; however, the relationship was weak. Little evidence was found that skill shortages or union pressures are resulting in corporate proactive programs. Implications for research and practice are discussed.Dr. Claire J. Anderson is Associate Professor at the College of Business Administration, Old Dominion University, Norfolk, Virginia. Her research interests include human resources management and organizational behavior as well as business ethics. She has published articles in a number of academic and professional publications.Data for this article were drawn from a study jointly sponsored by Commerce Clearing House and the Society for Human Resource Management.     

The role of ethics and social responsibility in achieving organizational effectiveness: Students versus managers

This paper investigates the differences in perceptions between business students and service-sector managers regarding the role that ethics and social responsibility serve in determining organizational effectiveness. An organizational effectiveness instrument containing business ethics and social responsibility items served as a questionnaire for a sample of 151 senior business undergraduates and 53 service-sector managers. The results indicated that while students acting as managers rate some social responsibility issues as more important than do managers, they also rate ethical conduct and a few dimensions of social responsibility lower than do managers. The findings have direct implications for both business practitioners and educators.Kenneth L. Kraft received his D.B.A. from the University of Maryland in 1982 and is currently an Associate Professor of Management at Old Dominion University in Norfolk, VA. His recent papers explore the relationships between strategy, structure, social responsibility, and organizational effectiveness in a variety of settings. Anusorn Singhapakdi is Assistant Professor of Marketing at Old Dominion University. His current research interests center on marketing/business ethics and selected public policy issues in marketing. He has published in Journal of Macromarketing, Journal of the Academy of Marketing Science, International Journal of Value Based Managementas well as other journals and proceedings.     

The social desirability response bias in ethics research

This study examines the impact of a social desirability response bias as a personality characteristic (self-deception and impression management) and as an item characteristic (perceived desirability of the behavior) on self-reported ethical conduct. Findings from a sample of college students revealed that self-reported ethical conduct is associated with both personality and item characteristics, with perceived desirability of behavior having the greatest influence on self-reported conduct. Implications for research in business ethics are drawn, and suggestions are offered for reducing the effects of a socially desirable response bias. Donna M. Randall is an Associate Professor in Management and Systems at Washington State University. Her research interests include organizational commitment, media coverage of elite crime, and ethical issues in management. Her publications have appeared in such journals as Decision Sciences, Academy of Management Review, and Journal of Business Ethics.Maria F. Fernandes is a doctoral student in the Department of Management and Systems. Her research interests lie in the area of business ethics and equity theory. Her current research explores cognitive processes involving ethical decision making.     

Corporate Identity of a Socially Responsible University – A Case from the Turkish Higher Education Sector

Facing increased competition, universities are driven to project a positive image to their internal and external stakeholders. Therefore some of these institutions have begun to develop and implement corporate identity programs as part of their corporate strategies. This study describes a Turkish higher education institution’s social responsibility initiatives. Along with this example, the study also analyzes a specific case using concepts from the Corporate Identity and Corporate Social Responsibility literature. The motives leading the university to manage its corporate identity, the social responsibility initiatives in the local and national communities, and the possible benefits of these initiatives for the parties involved are all identified. The major finding is that philanthropy is one of the main elements of Istanbul Bilgi University’s corporate identity program and that the university has altruistic motives for its social responsibility initiatives. M.G. Serap Atakan is an assistant professor at the Department of Business Administration of Istanbul Bilgi University, Turkey. She is teaching and conducting researches on business ethics, corporate social responsibility and retailing. She has a co-authored article published in the Journal of Business Ethics. Tutku Eker is a doctorate student at the Department of Management of Bogazici University, Istanbul, Turkey. Her research interests include business ethics, corporate social responsibility and branding. She is also a teaching assistant at the Department of Business Administration of Istanbul Bilgi University.     

An application of Bloom's taxonomy to the teaching of business ethics

Benjamin S. Bloom and a large committee of educators did extensive research to develop a taxonomy of global educational goals and of ways to measure their achievement in the classroom. The result was a taxonomy of three domains: Cognitive, Affective, and Motor Skills. This paper examines the cognitive and affective domains and applies them to teaching business ethics. Each of the six levels of the cognitive domain is explained. A six-step case method model is used to illustrate how the six cognitive levels might be used and tested in the classroom. The five levels of the affective domain are also described. They are illustrated behaviorally in terms of a student's increasing interest, motivation and commitment to business ethics. M. Francis Reeves is professor of philosophy at Bentley College in Waltham, Massachusetts. He is author of an introductory textbook in philosophy entitled Problems of Philosophy and Society: A Conversation with Plato, published by the University Press of America (1988). He is currently a gadfly at Bentley in the departments of Law, Accountancy, and Computer Information Systems assisting them in integrating business ethics into their functional courses. His current research interests are in business ethics and case method teaching.     

Individual Executive Characteristics: Explaining the Divergence Between Perceptual and Financial Measures in Nonprofit Organizations

Significant research has found that corporations have a social responsibility beyond maximizing shareholders' value. This study examines the effect of high-profile corporate bankruptcies on perception of corporate social responsibility. Undergraduate and graduate business students rated the importance of corporate social responsibility on profitability, long-term success and short-term success, before and after high-profile bankruptcies. The results indicated that students in general perceived corporate social responsibility to be more important to profitability and long-term success of the firm and less important to short-term success after media publicity of corporate scandals. Several demographic factors such as gender, age and college major played a role in this perception. These findings have important implications for business education, especially as it relates to corporate social responsibility.