An Experiential Approach for Teaching Business Ethics

Despite the recognition in the business literature of the need to include ethics in all business courses, ethics is still given at best a perfunctory treatment by many instructors. This paper presents two pedagogical methodologies that the authors have used with success for teaching ethics to undergraduate business students. The approaches described in this paper are founded on the belief that in order to raise students' consciousness about ethical issues, students must be challenged to experience conscious ethical conflicts and to incorporate their own values into solving ethical problems. The power of working through ethical conflicts lies in its ability to force such a confrontation and, through it, to achieve enhanced self understanding.     

An Experiential Approach to Teaching Ethics in International Business

Ethics training in academia and corporations have grown as expansion in international business activities has lead to frequent inter-cultural exchanges. An effective instructional tool in theform of an experiential exercise is presented. The exercise using role-playing enables participants to recognize, confront, and understand business quandaries. A scoring system allows participants to compare the ethical standards of employers, employees, customers, and the society-at-large on a set of predetermined ethical events.     

Teaching Business Ethics Through Literature

America's economic ideology lacks a vocabulary of ethics. If, as we assume, an economic system requires a moral component for long-term survival, students in business schools must be exposed to a vocabulary of ethics that is consistent with the ideology of capitalism. We present a vocabulary of ethics and describe an approach to teaching business ethics based on business-related classic literature and moral philosophy.     

Teaching Business Ethics Through Strategically Integrated Micro-Insertions

This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding the appropriate mix and timing of these micro-insertions. With this in mind, we propose a qualitative and example-based approach that endeavors to provide a versatile way for business teachers to incorporate ethics into their general business classes. We also present a conceptual and theoretical framework that underpins this method, and we further provide a set of specific examples and a practical table that show how business instructors might integrate ethics-oriented micro-insertions into their teaching.     

Innovation in Experiential Business Ethics Training

Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce an ethics training behavioral simulation, and discuss its implementation and evaluation.     

A Systematic Approach to Teaching Ethics in Business

In the field of business ethics, expositions of ethical theory have tended to focus on deontology and utilitarianism. More inclusive reviews of ethical theory tend to be historical and unsystematic. This paper approaches the task of representing the variety of ethical theories systematically. It does so by constructing a schema of possibilities in ethical theory which maps out six "voices", or theoretical positions, all of which are relevant and important for understanding ethics in business. This approach helps to account for the continual presence of dilemmas and conflicts in ethics.     

A Business Ethics Experiential Learning Module: the Maryland Business School Experience

In this paper we describe the principal activities of the initial implementation in May of 1996 of one of the Experiential Learning Modules (ELMs) entitled Business Ethics (UMCP 1995, p. 7) that is part of the full-time MBA program at the College of Business and Management (Maryland Business School) of the University of Maryland at College Park (UMCP). Additionally, we briefly consider the location of this Business Ethics ELM in the curriculum of the Maryland Business School's full-time MBA program. We also outline how the Business Ethics ELM was developed. Further, we provide a discussion and a short conclusion.     

Religious Business Ethics and Political Liberalism: An Integrative Approach

Increasingly many business practitioners and academics are turning to religious sources as a way of approaching and answering difficult questions related to business ethics. There now exists a relatively large literature which attempts to integrate business decisions and religious values. The integration, however, is not without difficulties. For many, religious ethics provides the basis and the ultimate authority for a morally meaningful life. Yet, at the same time, in certain contexts, it is often inappropriate to rely and to publicly justify action on the basis of these ethics. With this difficulty in mind, the main goal of this paper is to answer the following specific question: Is a religiously grounded business ethics consistent with the idea of political liberalism? While this question is fundamental and straight-forward, to date it has received little, if any, careful attention. The characterization of business corporations as quasi-public, discussed in the body of the paper, implies that political liberalism may dictate that there exist situations in which invoking religious business ethics is inappropriate. The point is that once one removes the assumption of business as a purely private matter, the justification of a religiously grounded ethics in the context of a politically liberal democracy becomes problematic. On the other hand, such an assumption should not be taken to imply that all religiously grounded business ethics are always inappropriate. As this paper demonstrates, it is far from obvious that even government officials need observe a complete separation between religion and state in formulating, justifying, or expressing public policies, even policies leading to so-called coercive results. If so, it follows that managers of quasi-public institutions may, under appropriate and limited circumstances, invoke and rely upon a religious, albeit private, world-view.     

Teaching the Common Good in Business Ethics: A Case Study Approach

This paper addresses the instructional challenges of teaching business ethics in a way shaped by Catholic Social Teaching (CST). Focusing on the concept of the Common Good in CST, I describe my use of a case narrative in classroom instruction to help students understand the concept of the Common Good and to perceive the variety of ways businesses can serve or undermine the Common Good in a small city. Through these pedagogical explorations, I illustrate the distinctive vision of business ethics that flows from CST.     

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.     

Teaching Business Ethics: A Case Study Of An Ethics Across The Curriculum Policy

The faculty within the undergraduate businessdepartment at Nova Southeastern University hasinstituted an Ethics Across The Curriculum Policy. This paper shares the steps the faculty followed inthe development and adoption of this policy. It isour hope that sharing our experiences concerning thispolicy implementation will help others consider asimilar policy. Recommendations are provided forpolicy development.     

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

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

Stakeholder-Sensitive Business Ethics Teaching

Well-established, well-intended and well-designed business ethics teaching can still have little effect. This is not surprising, as long as business ethics does not undertake a business-school-wide dialogue about goals and obstacles, not least as an example of stakeholder participation. The article elaborates such views in a systematic fashion and formulates a list of thirteen premises and nine recommendations in thesis format.     

Teaching Business Ethics: Theory and Practice

Business ethics teaching can be improved when ethicists integrate the ethical theories they apply to business with the organizational design of the course. By utilizing three techniques – implementing a Total Quality Management-style survey and review, nominating and electing class virtues, and telling personal stories of moral action – classes can be organized to operate by the social contract, rights, stakeholder, and virtue theories that dominate business ethics literature. Classes then become laboratories for the practical articulation and application of the theories as well as providing real examples of the theories in action. This methodology produces benefits for the particular class and for the development and refinement of the theories themselves.This paper describes each of the three pedagogical techniques; and then explicitly relates them to these leading business ethics theories to demonstrate how the integration can lead to a community seeking and discovering moral truth in the classroom.     

A Constructivist Approach to Business Ethics

A recurrent challenge in applied ethics concerns the development of principles that are both suitably general to cover various cases and sufficiently exact to guide behavior in particular instances. In business ethics, two central approaches—stockholder and stakeholder—often fail by one or the other requirement. The author argues that the failure is precipitated by their reliance upon “universal” theory, which views the justification of principles as both independent of their context of application and universally appropriate to all contexts. The author develops a contextual interpretation of “constructivism” as an alternative approach, and argues that this alternative meets the above challenge.     

A Marxist Approach to Business Ethics

This paper contains a philosophical explication of some of the essentials of a Marxist approach to business ethics. A Marxist approach is construed as a moral critique of capitalism. This paper hopes to lay the groundwork for a more detailed analysis of Karl Marx's critique of capitalist economies.     

Who's Who in Business Ethics Teaching Business Ethics in Post-Communist Prague

Management students at the Economic University of Prague have recently been introduced to the subject of Business Ethics. Lidmila Něemcová, who designed and teaches the course, describes their and her reactions.