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1.
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. 相似文献
2.
Designing business ethics teaching as anintegrated part of business school curriculashould start with a school-wide dialogue aboutgoals and working conditions. This articlesuggests different premises that can serve asnext steps to follow the school-widedialogue about goals and working conditions. The paper also provides several experienceswith offering business ethics modules withinother courses. Since the article is written asan invitation to a dialogue, assumptions andsuggestions are formulated in a discussionthesis format. 相似文献
3.
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. 相似文献
4.
Barbara A. Ritter 《Journal of Business Ethics》2006,68(2):153-164
The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not exposed (control). For the experimental group, ethics exercises and discussion relevant to each topic were completed. Findings suggested gender differences such that, relative to other groups, women in the experimental group showed significantly improved moral awareness and decision-making processes. An explanation of the underlying cognitive processes is presented to explain the gender effect. 相似文献
5.
Designing and Delivering Business Ethics Teaching and Learning 总被引:5,自引:0,他引:5
The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace. 相似文献
6.
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. 相似文献
7.
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. 相似文献
8.
9.
This paper describes a presentation on ethics for accounting and business students. In 2001 and 2002, major corporate failures
such as Enron and Worldcom, combined with questionable accounting practices, made ethics a paramount concern to persons working
in business and accounting. While financial statement analysis and regulatory requirements are important technical topics,
the issue of ethics provides faculty a unique and very appropriate setting to discuss deeper truths about doing business and
living life well. This paper briefly describes the development and assessment of one approach to presenting ethics built around
a computerized slide show (PowerPoint). The goal of the presentation is to increase students’ understanding of the essential
role of ethics to accounting and business. Following the presentation, students indicated a heightened recognition of the
importance of ethics. Educators should do all that they can to encourage students to do the “right” thing, even in difficult
circumstances. This encouragement may serve them well in school and later in their careers. 相似文献
10.
Gael M. McDonald 《Journal of Business Ethics》2005,54(4):371-384
This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. 相似文献
11.
One of the main objectives of the undergraduate business school curriculum is to develop the students' critical thinking and decisionmaking skills. Official documents such as the school's objectives usually state this as part of its social contract. However, university processes sometimes break the most elementary rules of logical reasoning which, in turn, may lead to questionable decisions. This paper discusses the specific case of the mandatory stand-alone business ethics course as an instance of flawed reasoning in curricular processes. Educational institutions model the students' decision making patterns, not only by formal courses but by the example their own decision making processes set. Academicians should be aware of these processes' underlying values and vices. This should lead to better decisions and set a proper example for our students. 相似文献
12.
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. 相似文献
13.
It appears that in the 30 years that business ethics has been a discipline in its own right a model of business ethics has not been proffered. No one appears to have tried to explain the phenomenon known as ?business ethics’ and the ways that we as a society interact with the concept, therefore, the authors have addressed this gap in the literature by proposing a model of business ethics that the authors hope will stimulate debate. The business ethics model consists of three principal components (i.e. expectations, perceptions and evaluations) that are interconnected by five sub-components (i.e. society expects; organizational values, norms and beliefs; outcomes; society evaluates; and reconnection). The introduced model makes a contribution to the creation of a conceptual framework for business ethics. A few tentative conclusions may be drawn from the introduced model of business ethics. The model aspires to be highly dynamic. The ultimate outcome is dependent upon the evolution of time and contexts. It is also dependent upon and provides reference to the behaviours and perceptions of people. The model proposes business ethics to be a continuous and an iterative process. There is no actual end of the process, but a constant reconnection to the initiation of successive process iterations of the business ethics model. The principals and sub-components of the model construct the dynamics of this continuous process. They provide guidance on what and how to explore our common efforts to understand the phenomenon known as business ethics. The model provides opportunities for further research in the field of business ethics. 相似文献
14.
Alex C. Michalos 《Journal of Business Ethics》2008,79(1-2):9-19
Drawing on a small sample of writings from distinguished philosophers and poets living in the Middle East in the period from the eighth to the first century BCE, it is shown that a variety of business practices provided familiar examples of how people ought to act and live, morally speaking, to enjoy the best sort of life and to be the best sort of person. The writings reveal that we share a common heritage and humanity with people living 20 to 28 hundred years ago, and that some of the observations are as important and useful today as they were when they were originally made. 相似文献
15.
Gillian Rice 《Journal of Business Ethics》1999,18(4):345-358
As global business operations expand, managers need more knowledge of foreign cultures, in particular, information on the ethics of doing business across borders. The purpose of this paper is twofold: (1) to share the Islamic perspective on business ethics, little known in the west, which may stimulate further thinking and debate on the relationships between ethics and business, and (2) to provide some knowledge of Islamic philosophy in order to help managers do business in Muslim cultures. The case of Egypt illustrates some divergence between Islamic philosophy and practice in economic life. The paper concludes with managerial implications and suggestions for further research. 相似文献
16.
Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies 总被引:2,自引:0,他引:2
Johannes Brinkmann 《Journal of Business Ethics》2002,41(1-2):159-177
Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with moral climates, within the above-mentioned marketing sub-professions. 相似文献
17.
Business Ethics Index: Measuring Consumer Sentiments Toward Business Ethical Practices 总被引:1,自引:0,他引:1
The present study describes the development of an ongoing and systematic index to measure consumers’ sentiments towards business
ethical practices. The Business Ethics Index (BEI) is based on the well established measurements of consumer sentiments, namely
the ICS (Index of Consumer Sentiment) and CBCCI (Conference Board Consumer Confidence Index). The BEI is comprised of 4 measurements
representing the dimensions of “personal-vicarious” and “past-future.” Data from 503 telephone interviews were used to calculate
a BEI of 107. This indicates an overall positive consumer sentiment towards the ethical behavior of business. Future calculations
of the BEI are planned which will allow for the estimation of the latent dynamics of trends in consumer sentiments toward
American business ethics. 相似文献
18.
The systematic measurement of consumers’ sentiments toward business ethical practices is expanded to two emerging economies
in Asia (China and India). The Chinese were very optimistic about the future ethical behavior of businesses, while the Indians
recorded the lowest BEI scores yet. Chinese consumers were very concerned with product issues, while Indians were concerned
equally about low quality products and excessive prices.
John Tsalikis is an Associate Professor of Marketing at Florida International University. His articles have appeared in the
Journal of the Academy of Marketing Science, Journal of Business Ethics, and Psychology in Marketing.
Bruce Seaton is an Associate Professor of Marketing at Florida International University. His research interests include the
role of national stereotyping in consumer choice and the application of experimental methods to investigate models of business
ethics. His articles have appeared in the Journal of Advertising, Journal of Business Research, and Journal of Global Marketing.
Tiger Li is an Associate Professor of Marketing at Florida International University. His research interests are in the areas
of international market entry strategies, product innovation, and organizational learning behavior. His articles have appeared
in Journal of International Marketing, Journal of Marketing, Journal of Marketing Education, and International Business Review. 相似文献
19.
Murray Sabrin 《Journal of Business Ethics》2002,36(4):355-379
This paper presents the results of a study that counted articles and the number of pages written on business ethics and published during the five-year period 1995–1999. Individual scholars were ranked on the basis of total articles and total pages published. Institutions were also ranked based on the number of pages and articles their scholars published in selected business ethics journals. This article is the first one to rank schools and individual scholars on the basis of research productivity in business ethics. 相似文献
20.
This paper describes and reports the evaluation ofusing corporate ethics field site visits in a businessethics course. The dilemma of how to design ameaningful business ethics course has been the subjectof debate for business school ethics instructors andis reviewed here. The structure of the site visitsand how student work is evaluated is presented. Twostudies evaluating the field site visits were done. The first study utilized qualitative methods toevaluate students' reactions as well as comments fromthe corporate ethics officers who host the visits. The second study utilized a pretest-posttest surveydesign to quantitatively evaluate student reactions tothe site visits. Results showed a statisticallysignificant, positive change in students' attitudes. This effect was moderated by gender, showing astronger positive effect for females than for males. 相似文献