Using UNPRME to Teach,Research, and Enact Business Ethics: Insights from the Catholic Identity Matrix for Business Schools

We address how the leaders of a Catholic business school can articulate and assess how well their schools implement the following six principles drawn from Catholic social teaching (CST): (1) produce goods and services that are authentically good; (2) foster solidarity with the poor by serving deprived and marginalized populations; (3) advance the dignity of human work as a calling; (4) exercise subsidiarity; (5) promote responsible stewardship over resources; and (6) acquire and allocate resources justly. We first discuss how the CST principles give substantive content and meaning to the Good Goods, Good Work, and Good Wealth framework in The Vocation of the Business Leader (Pontifical Council for Justice and Peace in Vocation of the business leader, Pontifical Council for Justice and Peace, Vatican City, 2012) and then discuss their congruencies and tensions with the UNGC and UNPRME principles. Next, we describe the Catholic Identity Matrix, an assessment tool that provides a quantitative and qualitative portrait of how well a Catholic business school integrates, within the scope of its mission and capacities, the three goods and related CST principles in its strategies, policies, activities, and processes. The concluding section discusses implications for ongoing UNGC and UNPRME assessment, reporting, and development efforts, and addresses the generalizability of our approach to business schools who draw their inspiration and moral principles from other faith-based or secular traditions.     

True Colors: The Response of Business Schools to Declining Enrollments

During the last several decades, business schools have increasingly portrayed themselves as the advocates and teachers of business ethics. In this context, educators have examined, criticized, and written about the questionable actions of many organizations. Business schools are, however, currently facing their own unprecedented crisis in the form of dramatically declining enrollments. This paper examines the morality of the various possible response strategies and argues that how business schools respond to this crisis will serve as a clear indication of their own organizational ethics and values.     

The Response of Canadian Business Schools to Consumerism

Of the major issues dominating the public interest in recent times, perhaps consumerism is by far the most vital one. Reaching the forefront during the second half of the past decade, consumerism has drawn considerable attention from virtually all groups having a stake in the performance of the market place. The interest of the academic community in consumerism is no exception. For business educators, the prevalence of consumer protests and dissatisfaction with the market behavior yields a number of compelling but, nonetheless, crucial issues. For instance, should a business school try to improve its existing image—that of preparing its student to be a shrewd businessman with one pervasive criterion in mind, namely, profit maximization? Or, should business schools adopt the concept of training its graduate to be an enlightened businessman who attempts to maximize the profit of his firm, but in the context of what is best for the whole society? Should a business school play the role of a mediator between consumers and the business sector at large? It is to these and similar questions that the present investigation is directed.     

Globalization and the Business Schools: Toward Business and World-Sustainable Leadership

Globalization is a force that produces deep changes in business and society. Business schools face great challenges and opportunities in educating future leaders who can work across countries and cultures. This article presents some strategic issues regarding the type of education that business schools should offer from a global perspective, aimed at developing business leaders/managers endowed with knowledge, values, and cross-cultural intelligence to seek progress for their communities, their businesses, and society at large. These goals must be achieved in a world of multilevel access to education and jobs with a more equitable array of opportunities for both developed and developing markets.