Business Ethics in the Curriculum: Integrating Ethics through Work Experience

In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at undergraduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplines-based approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice.This article is in part based on a paper that was originally presented at the 2003 Teaching Business Ethics Conference, Institute of Business Ethics and European Business Ethics Network-UK, London and we are grateful for the constructive comments that we received then.     

Introducing Ethics and Corporate Social Responsibility at Undergraduate Level in the United Arab Emirates: An Experiential Exercise on Website Communication

In this article, we describe an assignment undertaken by our third-year students at a University Business School in the United Arab Emirates. The assignment serves to introduce corporate social responsibility and ethics in the undergraduate curriculum and to raise student awareness of how corporate activity together with corporate social responsibility can impact a country’s social, political, and cultural landscapes. We outline the assignment, student response to it, and its contribution to student intellectual development in terms of ethical perspective, philanthropy versus ethics, economic development, and cultural diversity. We discuss the implications of this learning experience for our students and their greater understanding of items within the United Arab Emirates government’s strategic directions, namely, creating a cohesive society and a sustainable environment.     

A critique of service learning projects in management education: Pedagogical foundations,barriers, and guidelines

This critique of nine service learning projects within schools of business is designed to encourage other educational institutions to add service learning requirements into business ethics and leadership courses. It champions the role of the faculty member teaching these courses while at the same time offering constructive analysis on pedagogy, a review of curriculum issues, identification of barriers to service learning, and guidelines for teaching service learning ventures. Challenges to all faculty involved in business ethics courses are made to better manage their courses and careers from a broader context outside of university settings.Thomas A. Kolenko is an associate professor of management at Kennesaw State College in Marietta, Georgia.Gayle Porter is a member of the Management Faculty at Rutgers, School of Business in Camden, N.J., where she teaches Social Responsibility of Business, Organizational Change and Development, and Organizational Behavior.Walter J. Wheatley is an associate professor of management/MIS at the University of West Florida.Marvelle Colby, is the Chairperson of the Business Management Division at Marymount Manhattan College in New York.     

Codes of Practice and Ethics in the UK Communications Industry

The media, advertising and public relations are all regulated in some degree by ethical codes of practice, but do they work and do they help practitioners? The author is Senior Lecturer in public relations and philosophy at Leeds Business School, Leeds Metropolitan University, Leeds LS2 8AF. She is currently preparing material for a new MA in Business Policy and Ethics, to be offered jointly by Leeds Metropolitan University and the University of Leeds.     

The Positive Ethical Organization: Enacting a Living Code of Ethics and Ethical Organizational Identity

A vision of a living code of ethics is proposed to counter the emphasis on negative phenomena in the study of organizational ethics. The living code results from the harmonious interaction of authentic leadership, five key organizational processes (attraction–selection–attrition, socialization, reward systems, decision-making and organizational learning), and an ethical organizational culture (characterized by heightened levels of ethical awareness and a positive climate regarding ethics). The living code is the cognitive, affective, and behavioral manifestation of an ethical organizational identity. We draw on business ethics literature, positive organizational scholarship, and management literature to outline the elements of positive ethical organizations as those exemplary organizations consistently practicing the highest levels of organizational ethics. In a positive ethical organization, the right thing to do is the only thing to do. Amy Klemm Verbos is a Ph.D. candidate at the Sheldon B. Lubar School of Business, University of Wisconsin-Milwaukee, where she received a Chancellor’s Fellowship, Graduate Fellowship, Dissertation Fellowship, and C. Edward Weber Research Award. She co-authored ‚Positive Relationships in Action: Relational Mentoring and Mentoring Schemas in the Workplace’ in the forthcoming edited book, Positive Relationships at Work. Her work on positive organizing also has been presented at the Academy of Management Conference. Joseph A. Gerard is a Ph.D. student at the Sheldon B. Lubar School of Business at the University of Wisconsin-Milwaukee. He is a lecturer at the University of Wisconsin-Whitewater teaching organizational behavior, strategy, and accounting. He is a founding member of Ascent Organization Development LLC, which provides management consulting services to for-profit organizations in the areas of effectiveness and performance enhancement. Paul R. Forshey is a Ph.D. student in Organizations and Strategic Management at the Sheldon B. Lubar School of Business, University of Wisconsin-Milwaukee. His research interests include startup firms and firms in transition. Charles S. Harding is a Ph.D. student in Organizations and Strategic Management at the Sheldon B. Lubar School of Business at the University of Wisconsin-Milwaukee. Awarded a Chancellor’s Fellowship, his research interests include strategic decision-making and the role of value creation in strategy. Janice S. Miller is an Associate Professor at the Sheldon B. Lubar School of Business at the University of Wisconsin-Milwaukee where she has received the Business Advisory Council Award for Teaching Excellence. Her published work has appeared in Academy of Management Journal, Journal of Organizational Behavior, and Journal of Business Ethics among others. She received her Ph.D. in Human Resources Management from Arizona State University.     

An Analysis of Corporate Social Responsibility at Credit Line: A Narrative Approach

This article presents the results of an inductive, interpretive case study. We have adopted a narrative approach to the analysis of organizational processes in order to explore how individuals in a financial institution dealt with relatively novel issues of corporate social responsibility (CSR). The narratives that we reconstruct, which we label ‚idealism and altruism’, ‚economics and expedience’ and ‚ignorance and cynicism’ illustrate how people in the specific organizational context of a bank (‚Credit Line’¹) sought to cope with an attempt at narrative imposition. In particular, our work exemplifies how people in organizations draw on shared discursive resources in order to make sense of themselves and their organizations. We illustrate how many people within the bank found it hard to integrate the normative case for CSR with their version of a narrative identity which had, and continued to be, centred on economic imperatives for new initiatives. Our article demonstrates both the value of the analysis of shared narratives, and represents an attempt to deal adequately with the polyphony of organizational voices, in case studies of CSR. Michael Humphreys graduated with a B.Sc from Leeds University and took MBA and Ph.D. degrees at the University of Nottingham. He is currently an Associate Professor and Reader in organization studies an Nottingham University Business school. His research interests include ethnographic and narrative approaches to organizational identity in both public and private sector organizations. He has published work in a range of journals including: The Journal of Management Studies, Organization Studies, Organization, British Journal of Management, The Journal of Applied Behavioral Science, The Journal of Organizational Change Management and Qualitative Inquiry. Andrew D. Brown took his MA at Christ Church, Oxford, and his M.Sc and Ph.D. degrees at the University of Sheffield. He held faculty positions at Manchester Business School, the University of Nottingham and the University of Cambridge, before taking up a Chair in Organization Studies at the University of Bath. His principal research interests are centred on issues of sensemaking, narrative and identity. He has published work in a range of scholarly journals, including Academy of Management Review, Journal of Management Studies, and Organization Studies.     

Information Ethics across Information Cultures

Information cultures consist of the values, beliefs and behaviour relating to information ownership and management, while information ethics applies to the moral application of data. The author's experience of Russia and its information culture provides a striking case study of the disastrous social and business consequences of an absence of information ethics. This paper was delivered in its original form at the First World Congress of Business, Economics and Ethics of the International Society of Business, Economics and Ethics (ISBEE), held in Reitaku University, Tokyo, in July 1996. The author is Associate Professor of Information Systems in the School of Business, Fairfield University, Fairfield, Connecticut 06430–5195.     

Setting the Context: The Role Information Technology in a Business Ethics Course Based on Face-to-Face Dialogue

Based on the experience of a course taught by the authors, this paper seeks to show that an adequate use of IT in the teaching of a Business Ethics (BE) course depends on clarifying the assumptions about ethics and the place of the course within a programme. For this purpose it explains how IT can be used to strengthen a view of BE based on dialogue and mutual learning and it encourages the combination between virtual and face-to-face teaching. Finally, the paper examines the relationship between the use of IT, individual learning processes and communities of practice.     

Taking the pulse: Ethics and the British Cooperative Bank

Policy statements on ethical issues abound. If all organisations which produce mission statements, codes of practice or ethical codes were, therefore, ethical in conduct and performance, business ethics would be non-problematic. However, the effectiveness of corporate codes of ethics is dependent, inter alia, on the day-to-day behaviour of managers.Interest in the impact of ethical codes and mission statements on managerial behaviour has grown in recent years. The assumption underlying this paper is that one way of enriching our understanding of the ethical behaviour of managers is to focus on actual behaviour in real organisations.This paper reports the findings of a research project aimed at discovering the extent to which the British Cooperative Bank's Ethical Policy influences the behaviour of those managers at the Bank who are responsible for achieving the Bank's objectives in acquiring new business in the corporate market.It seeks to explore the impact of the Bank's Ethical Policy on the day-to-day behaviour of a significant group of the Bank's managers.Alan Kitson obtained his first degree in Politics and his doctorate in the political theories of Hegel and Marx from the University of Nottingham. He is Head of Bolton Business School at the Bolton Institute, England and teaches business ethics to undergraduate and MBA students.     

Anomie and Ethics at Work

The paper reports on research undertaken in three organisations seeking to explore anomie at work. This research explores whether a distinction in the levels of anomie between people’s perception of the work and non-work contexts exists in three organisations, that is whether people are more likely to feel more hopeless and helpless in their work or non-work life. It also looks at whether people in different organisations have significantly different levels of anomie. A significant difference in the non-work anomie between organisations, but no significant difference in work anomie between organisations, was found. In the three organisations researched, the anomie score in the non-work context is lower than in the work context, indicating that respondents perceive the work context as more anomic. The work anomie for the total sample was found to be significantly higher that the non-work anomie. The implications for ethical behaviour at work and business ethics are discussed.Dr Eva E. Tsahuridu is a Senior Lecturer at the University of Greenwich Business School in London, UK, Her main research interests include moral autonomy, anomie, and ethical leadership.     

Normative Self-Interest or Moral Hypocrisy?: The Importance of Context

We re-examine the construct of Moral Hypocrisy from the perspective of normative self-interest. Arguing that some degree of self-interest is culturally acceptable and indeed expected, we postulate that a pattern of behavior is more indicative of moral hypocrisy than a single action. Contrary to previous findings, our results indicate that a significant majority of subjects (N = 136) exhibited fair behavior, and that ideals of caring and fairness, when measured in context of the scenario, were predictive of those behaviors. Moreover, measures of Individualism/Collectivism appear more predictive of self-interested behavior than out-of-context responses to moral ideals. Implications for research and practice are discussed. George W. Watson received his Ph.D. from Virginia Tech, his M.B.A. from California State at Fullerton, an M.S. in Systems Management from the Naval Postgraduate School in Monterey, an a B.A. in Business Administration from the University of Washington, Seattle. His teaching focus is on corporate social responsibility and ethics. Dr.Watson’s current research interests include moral psychology,ethical decision making, and ideology. He has published in Business Ethics Quarterly, Business and Society, and the Journal of Business Ethics. Farooq Sheikh received his BS in Physics from Indiana University of Pennsylvania, and his Ph.D. from Smeal College of Business, Penn State University. He is currently Assistant Professor of Operations Management, School of Business at the State University of New York at Geneseo. Dr. Sheik’s research interests include rational and behavioral models in business operations, bounded-rational behavioral models in population games, social norms, game theory and cross-disciplinary research involving behavioral models.     

Does East Meet West in Business Ethics: An Introduction to the Special Issue

This article introduces and summarizes selected papers from the first World Business Ethics Forum held in Hong Kong and Macau in November 2006, co-hosted by the Hong Kong Baptist University and by the University of Macau. Business Ethics in the East remain distinct from those in the West, but the distinctions are becoming less pronounced and the ethical traffic flows both ways. Gabriel D, Donleavy is Professor and Dean of the Faculty of Business Administration at the University of Macau teaching Business Ethics, Business Negotiation and Advanced Management. His work has been published in Critical Perspectives in Accounting, Corporate Governance, the Journal of Business Ethics, Advances in Applied Business Strategy, the Journal of Higher Education Policy and Management, Long Range Planning and the Asian Review of Accounting which he co-founded. Kit-Chun Joanna LAM is Professor in Department of Economics of the Hong Kong Baptist University. She is also Guest Professor in the Centre for Business Ethics of the Shanghai Academy of Social Sciences, China. She received her Ph.D. degree in economics from Harvard University. Her work has appeared in the Journal of Business Ethics, Journal of Labor Economics, Canadian Journal of Economics, Economica, Journal of Comparative Economics, and Labour Economics. Simon S.M. Ho is Dean and Professor at the School of Business and Director for Corporate Governance and Financial Policy, Hong Kong Baptist University. He founded the Asia-Pacific Corporate Governance Conference and the world’s first master programme in corporate governance & directorship in 2004. He published over 40 academic refereed articles in leading journals such as Journal of Accounting, Accounting & Finance, Journal of Accounting & Public Policy, and Journal of Corporate Finance.     

The Global Citizenship MBA orientation Program: Action learning at the University of Michigan Business School

The University of Michigan Business School's Global Citizenship Program is a two day action learning model conducted during orientation week. During these two days, teams of students, faculty and staff, along with corporate managers, work side-by-side on community projects. These projects are intended to help students understand the difficult issues and frustrations faced by community organizations. The students have opportunities throughout the year to continue to volunteer their business skills and time.Graham Mercer is director of the Michigan Business School's Global Citizenship program, an action learning program designed to develop graduate students with an awareness and appreciation of the inter-relationship between business-and-society. Prior to joining the Business School, Graham had considerable experience in action learning programming both as a corporate consultant and director of Outward Bound.     

Ethical Relationships In Retailing: Some Cautionary Tales

Horror stories attached to some recent retailing events concerning Hoover, Ratners and others raise questions about a company's ethical concern, whether it be part of its marketing strategy or 'thrust upon it'. If ethics is to have a place in retail strategy that place is better focused around performance at an operational level rather than at the level of promotion or publicity. The author is Professor of Retailing at Nottingham Business School, Nottingham Trent University, Nottingham NG1 4BU, U.K. e‐mail: smm3whysapt@ntu.ac.uk     

Short-term global business immersion courses: Short-term program,long-term effects?

This article explores the potential impact of short-term global business immersion courses designed for undergraduate students at the Indiana University Kelley School of Business. As part of the Global Foundations Core curriculum, the school offers students a unique opportunity to study a country or region in depth in the classroom and then participate in an accompanying short-term study program abroad. In this article, multiple Kelley faculty who teach global immersion courses offer context-specific strategies and insights into classroom teaching and observed outcomes for student learning. Research shows that short-term study-abroad programs can offer transformative opportunities for students when intentionally designed as part of curriculum, affecting attitudes toward environmental citizenship and shaping global careers. The Chronicle of Education reports that even short study-abroad programs can have a lasting effect. To date, the Kelley School has not measured for standardized learning outcomes across its 14 existing global immersion courses, so this article does not offer commentary on program-wide student learning. However, through analyses of their on-campus course design and respective overseas program activities, Global Business Immersion program faculty share insights into student learning as observed in their individual programs. Our intent is to capture the impact of the courses through the lens of faculty program directors and student participants in three programs across three continents. In addition, we contribute to future research on similar global academic initiatives and add to the expanding body of knowledge on the impacts of short-term study abroad.     

浅议高职高专商务英语综合课改革

本文通过对高职高专商务英语专业商务英语综合课的教学实践探索，发现了一些教学中的问题，并在前人研究的基础上，结合该校学生的实际状况，提出有益于商务英语综合课程改革的意见和建议。     

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.     

基于实证研究的机械类全日制工程硕士培养

基于华南理工大学机械与汽车工程学院机械工程、车辆工程全日制工程硕士的实际培养管理工作,对影响全日制工程硕士培养管理质量的招生、课程教学、专业实践、学位论文等环节进行实证研究,提出了为企业培养优秀的高级工程人才这一核心目标,并建议与企业全程合作,依此确定优秀高级工程人才的知识、能力、素质标准,构建精炼有效的课程教学、师资建设、专业实践基地建设和学位论文工作的全日制工程硕士专业学位研究生教育质量保障体系。