Is there any ethics in business ethics

It is argued, against Richard T. De George, that while clarification of concepts, implications, and presuppositions in business ethics largely relies on a neutral territory of reason, determination of what moral intuitions are correct depends on non-neutral ethical theories. The latter posit ethics in business to varying degrees. Thus while the Kantian and utilitarian ethical theories are, for De George, proper (philosophical) approaches to business ethics, they are as reliant on affirming and encouraging moral sentiments outside parameters of pure reason as theological approaches. And hence if theological approaches can make no unique contribution by virtue of relying on more than reason or experience alone, then philosophical approaches can make no distinctive contribution either. Either both are viable or neither are. Oscillation between the mutually dependent notions of business ethics and ethics in business obfuscates what the field of business ethics is and renders De George's position inadequate.Robert Trundle, Jr., received his Ph.D. at the University of Colorado, and is Assistant Professor of Philosophy at Northern Kentucky University where he teaches Business Ethics. He has worked at such companies as Stearns-Roger and Rogerson-Hiller Corporation where he was a member of the Hazardous Materials Safety Committee.     

Business ethics: Conflicts,practices and beliefs of industrial executives

This paper presents the responses of 118 executives to a mail survey which examined their views of business ethics and various business practices. In addition to identifying various sources of ethical conflict, current business practices are also examined with respect to how ethical or unethical each is believed to be. Results are also presented which outline executive responses to four ethical business situations. Overall conclusions to the study are outlined, as well as future research needs.Scott J. Vitell is Assistant Professor of Marketing at the University of Mississippi. His most important publications include A General Theory of Marketing Ethics (1986) (with Shelby D. Hunt) and Marketing's Contribution to Economic Development: A Look at the Last 30 Years (1985) (with Van R. Wood). Troy A. Festervand is an Associate Professor of Marketing at the University of Mississippi. Dr. Festervand obtained his Ph.D. in 1980 from the University of Arkansas. His publications have appeared in the Akron Business and Economic Review, Journal of Small Business Management, and elsewhere. He is active in a number of organizations and a frequent participant at professional meetings.     

Questioning the Domain of the Business Ethics Curriculum

This paper reassesses the domain of the business ethics curriculum and, drawing on recent shifts in the business environment, maps out some suggestions for extending the core ground of the discipline. It starts by assessing the key elements of the dominant English- language business ethics textbooks and identifying the domain as reflected by those publications as where the law ends and beyond the legal minimum. Based on this, the paper identifies potential gaps and new areas for the discipline by drawing on four main aspects. First, it argues that the domain of business ethics requires extensions dependent on the particular geographic region where the subject is taught. A second factor for broadening the scope is the impact of recent scandals, which arguably direct the focus of ethical inquiry towards the nature of the business systems in which individuals and corporations operate. Third, the impact of globalization and its result on growing corporate involvement in regulatory processes is discussed. Fourth and finally, business ethics reaches beyond the traditional constituencies of economic stakeholders as new actors from civil society enter the stage of ethical decision making in business. We conclude by suggesting that a reconsideration of the domain of business ethics, especially in Europe, is timely, but that to do so represents a major challenge to business ethics educators.     

‘I am we’ consciousness and dialog as organizational ethics method

There is a practical five-step method of ethics dialog developed by John Woolman, an 18th c. businessman and ethical activist, that was used by Robert K. Greenleaf, a 20th c. A.T.&T. Corporate Vice-President, that includes: (a) friendly, emotive affect; (b) discussion of mutual commonalities; (c) discussion of issue entanglements; (d) discussion of potential experimental solutions; and, (e) trial and feedback discussion. This method of dialog appears to proceed with a type of consciousness considered by John Woolman and Bernard Lonergan as one where the I is conscious that I and Others are part of a more foundational, larger and prior We. This type of dialog is different than Socratic dialog. The corresponding type of consciousness is different than the more derivative, e.g., two allies being united in their response to a common goal. It is also different than Buber's I and Thou appreciative consciounsess of the interestingness, value, diversity, and uniqueness of others. Woolman dialog as seen in four cases appears to be a concrete method that has some value both as an end in itself and as instrumental means that can: be issue effective, help build ethical organization/community culture, and help facilitate peaceful, evolutionary change and development. Limitations of the method are also considered. The method may also be a several hundred year anticipation of experiment based pragmatist philosophy that is anthropologically sensitive to cultural entanglements.

John Donne (17th c.)

Richard P. Nielsen is a professor in the Department of Organizational Studies, School of Management, Boston College. Related articles of his include: Dialogic Leadership As Organizational Ethics Action (Praxis) Method, Journal of Business Ethics(October 1990); Negotiating As An Ethics Action (Praxis) Strategy, Journal of Business Ethics(May 1989); Changing Unethical Organizational Behavior, Academy of Management Executive(May 1989); Arendt's Action Philosophy and the Manager as Eichmann, Richard III, Faust, or Institution Citizen, California Management Review(Spring 1984); and Cooperative Strategy, Strategic Management Journal(September–October 1988).     

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.     

Student Ethical Perceptions and Ethical Action Propensities: An Analysis of Situation Familiarity

Recently McCuddy and Peery (1996) have suggested that business students may not respond the same way to unfamiliar business ethical dilemmas as they would to more familiar academic ethical dilemmas. The purpose of this study was to present the same students with both unfamiliar business dilemmas as well as possibly more familiar academic dilemmas in order to examine this issue.Findings of the study revealed that students did not exhibit different perceptions of the unethical actions performed in the academic and accounting/business ethical vignettes. However, the students indicated that both they and their peers would be more likely to act unethically to resolve the dilemmas in the accounting/business cases than in the academic cases. This finding is troubling in that it suggests that students either feel less compelled to act ethically in business, or that they perceive that ethical standards in the business world are generally low when compared to their current educational environment. In addition, the students in the study maintained the same halo effect (i.e., the difference between an individual's perception of their likelihood of performing an unethical action compared to their perception of their peers' likelihood to perform the same unethical action) across the two types of ethical dilemma.     

What is business ethics? A reply to peter drucker

In his What is Business Ethics? Peter Drucker accuses business ethics of singling out business unfairly for special ethical treatment, of subordinating ethical to political concerns, and of being, not ethics at all, but ethical chic. We contend that Drucker's denunciation of business ethics rests upon a fundamental misunderstanding of the field. This article is a response to his charges and an effort to clarify the nature, scope and purpose of business ethics.     

Helping subordinates with their personal problems: A moral dilemma for managers

When subordinates ask their managers for help with their personal problems, it creates moral dilemmas for their managers. Managers are contractually obliged to maintain equivalent relations between their subordinates and that is compromised when one subordinate makes this kind of request. By applying deontological principles to this dilemma, additional options are revealed, and the moral duties managers owe their subordinates in these situations are clarified. Dennis J. Moberg is associate professor in the Department of Organizational Analysis and Management, Leavey School of Business Administration, Santa Clara University, Santa Clara, CA 95053, USA. He is a Fellow of SCU's Center of Applied Ethics. His present research focus is on applying ethical principles to employer-employee interactions. Related articles are The Ethics of Organizational Politics, Academy of Management Review 6, 1981, 363–374, and An Ethical Theory of Peer Relations in Organizations, available from author.     

Measuring Ethical Ideology in Business Ethics: A Critical Analysis of the Ethics Position Questionnaire

Individual differences in ethical ideology are believed to play a key role in ethical decision making. Forsyths (1980) Ethics Position Questionnaire (EPQ) is designed to measure ethical ideology along two dimensions, relativism and idealism. This study extends the work of Forsyth by examining the construct validity of the EPQ. Confirmatory factor analyses conducted with independent samples indicated three factors – idealism, relativism, and veracity – account for the relationships among EPQ items. In order to provide further evidence of the instruments nomological and convergent validity, correlations among the EPQ subscales, dogmatism, empathy, and individual differences in the use of moral rationales were examined. The relationship between EPQ measures of idealism and moral judgments demonstrated modest predictive validity, but the appreciably weaker influence of relativism and the emergence of a veracity factor raise questions about the utility of the EPQ typology.     

National Innovation Systems, ‘Real Economies’ and Instituted Processes

The design of institutions, policies and units of analysis are all predicated upon the ways in which we see the world and explain change. Today, as the pace of change quickens due to technological advancement and growing technoeconomic interdependencies in a series of processes generally referred to as globalization, analytic frameworks which emphasize national systems have emerged to provide a unit of analysis through which to explain these changes and growing interactions. These frameworks have the allure of trying to incorporate the ways in which economies, markets and economic agents actually behave – with particular reference to innovation, knowledge, learning and institutions. Our purpose in this paper is to raise some questions about the importance of these frameworks from a policy (managerial) and analytic perspective, to outline some limitations of their utility, and to suggest some useful paths for investigation.     

An assessment of ethics instruction in accounting education

Business school faculty have begun to increase ethics instruction, but very little has been done to assess the effectiveness of this instruction. Curricula-wide studies present conflicting results of the effect of ethics integration into the business curricula. Several studies suggest that courses like business ethics and business and society might have an effect on the ethical awareness or ethical reasoning of business students. A belief of many individuals interested in business ethics is that students must be exposed to ethical awareness and ethical reasoning in business ethics and business and society-type courses and this should be supplemented by discussions of these topics in various business courses such as Accounting, Finance, Marketing, and others.This study reports the results of integrating a unit of business ethics into eleven accounting classes at two universities. An approach for measuring the effect of ethics integration into accounting and other business courses is suggested, and an assessment is made of the impact of ethics integration on students in accounting classes. Results indicate that the principles on which students rely when making moral decisions were affected by ethics integration. After ethics integration, students relied more heavily on the disclosure rule, the golden rule, and the professional ethic.Kenneth M. Hiltebeitel, Ph.D., CPA is an Associate Professor of Accountancy at Villanova University. He has included a unit on business ethics in his Auditing and Advanced Accounting classes for the past two years.Scott K. Jones, Ph.D. is an Assistant Professor of Accounting at the University of Delaware. He has included a unit on business ethics in his Cost Accounting classes for the past two years.     

International Entrepreneurship Research: What Scope for International Business Theories?

International entrepreneurship (IE) research has commonly neglected significant perspectives applied by international business scholars. Explanations for the emergence and growth of international entrepreneurial firms largely focus on the resource-based view and the network perspective. While these approaches are useful, we suggest that IE would benefit significantly from a greater emphasis on its international nature. Therefore, theories of international business should be employed in conjunction with other approaches in order to appropriately emphasize the international character, holistically study the IE notion, and considerably broaden the scope of IE examination. Suggestions for relevant research directions are discussed.     

The OECD Guidelines for multinational enterprises

In July 1976 the OECD adopted voluntary guidelines for multinational enterprises. These guidelines deal, among other things, with transfer pricing and other transactions between companies which belong to the same multinational enterprise. The purpose of the present article is to analyze the OECD Guidelines from the point of view of business ethics. It is shown that inherent in the guidelines is a conflict between different goals. In the latter part of the article it is shown how this conflict could be solved. Claes Hägg is Associate Professor at the Dept. of Business Administration, University of Stockholm, Sweden, where he was previously Research Associate. His most important publications are Just Price and Equal Opportunity (to appear in this journal), On Profit Measurement and Value Estimates, Management International Review 19 (1979), 103–107, Discounting and Bayesian Spectral Analysis. Economics Letters 1 (1978), 129–132, and Possibility and Cost in Decision Analysis, Fuzzy Sets and Systems 1 (1978), 81–86.     

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.     

Corporate property rights

Corporate property rights present an interesting challenge to the liberal conception of property rights, for it is unclear that the self-respect of individuals is promoted by the existence of a system of property rights for corporations. I argue that it is difficult even to identify who the individuals are who are the owners of large corporations, and why these individuals should be given the same claims, protections and immunities as other property rights holders since the liabilities of corporate property rights holders are not the same as of those, for instance, who own their own homes. In this paper I first try to understand who it is who owns the large corporation. Secondly, I show that the limited liability of these corporate property owners makes the justification of corporate property rights quite difficult, from the classical liberal perspective. I end with a few brief remarks on changes in legal policy which would be consistent with my arguments on the nature and justification of corporate property rights. Larry May is Associate Professor of Philosophy at Purdue University. He was awarded with the Exxon Education Foundation Grant during the Summer of 1982. His most important publications are Vicarious Agency and Corporate Responsibility (Philosophical Studies 43, pp. 69–82, 1983), On Conscience (American Philosophical Quarterly 20, pp. 57–67, 1983), Professional Actions and the Liabilities of Professional Associations (Business and Professional Ethics Journal 2, pp. 1–14, Fall 1982), and Sexual Harassment (Social Theory and Practice 6, pp. 249–280, 1980).     

Pygmalion effect: An issue for business education and ethics

This study reports the results of a survey designed to assess the impact of business education on the ethical beliefs of business students. The study examines the beliefs of graduate and undergraduate students about ethical behavior in educational settings. The investigation indicates that the behavior which students learn or perceive is required to succeed in business schools may run counter to the ethical sanctions of society and the business community. Michael S. Lane is Assistant Professor of Management at West Virginia University. He is the coauthor of An Integrated Approach to Curriculum Design/Redesign, Journal of Education for Business (1986), and Corporate Goals and Managerial Motivation, Mid-South Business Journal (1985).Dietrich Schaupp is Professor of Management at West Virginia University.Barbara Parsons is Assistant Professor of Commerce at Fairmont State College.     

Business regulation,business ethics and the professional employee

The differences in business reactions to legal regulation, and the nature of business moralities, are examined through the eyes of an expert group — in-house lawyers. The research indicates that lawyers inevitably provide a degree of control through their technical expertise, but that they also identify strongly with their companies and emphasise shared ethics rather than ethical differences between lawyers and their employers. This can partly be explained by their integration with the company but also rests on the problematic nature of law and regulatory controls in relation to organisations within the community. In-house lawyers therefore reject a policing role in favour of a counselling role. Since they perceive themselves as part of a shared culture of ethics, they also avoid a leadership role. However, the article suggests that the nature of legal judgment should assist lawyers towards such a role, while recognising that organisational statesmanship must be constrained by organisational culture and the wider community culture of ethical standards. Dr Karl J. Mackie is Director of the Centre for Legal Studies in the University of Nottingham, where he lectures in employment law and in management skills development. Lawyers in Business: and the Law Business is published by Macmillan (London) 1989. Dr Mackie is a member of the Business Strategy Network and a consultant in business strategy.This paper has been adapted from Mackie, Lawyers in Business: and the Law Business (1989), (London: Macmillan), ch. 10.     

A paradigm for design,promulgation and enforcement of ethical codes

The paper explores the promise of ethical codes as a means to control unethical behavior in business. After a review of arguments for ethical codes from outside the business system, the paper outlines the arguments for codes from inside the business system at the level of the industry, firm and individual executive.The paper then discusses the problems of code design — the dilemma between specific practices and general precepts — and offers a model for a thoroughgoing code. This is followed by a discussion of the problems of promulgation and code enforcement.In conclusion, the paper summarizes the limitations of ethical codes and the arguments which have been made against them. Earl A. Molander is Associate Professor of Management at Portland State University. He is the author of Responsive Capitalism,and co-author of Is the Ethics of Business Changing, which appeared in Harvard Business Review.     

Epistemological and ethical considerations in conceptualizing and implementing human resource management

As an example of applied social science, the field of human resource management is used to show that ethical problems are not only those of carrying out research, of professional conduct, and of the distribution fairness of social science knowledge. A largely overlooked ethical issue is also the implicit choices that are made as an integral part of research and implementation. First, an analysis is undertaken of the implicit assumptions, values and goals that derive from the conception of human problems in work organizations as managing human resources. Secondly, it is argued that such a conception is in fact a socially constructed reality with real consequences and not a reflection of objective states of human and social nature with which we have to live. Thirdly, to the extent that our implicit assumptions are in part based upon conceptual choices that are made by individuals or as a collective act of a discipline or work organization, the development of an ethical framework that could guide such choices becomes a crucial challenge for business ethics.H. Peter Dachler currently holds the chair for organizational psychology at the University of St. Gall, Switzerland. He received his graduate training in industrial/organizational psychology at the University of Illinois at Urbana and subsequently taught in the Department of Psychology at the University of Maryland, College Park. He was a fellow for two years at the International Institute of Management in the Science Center, Berlin, and is on the editorial boards of various international and American scientific journals. He has published mainly in the areas of motivation, leadership, organization theory, and the theoretical and practical implications of a constructionist epistemology for employee assessment, participation and leadership. Georges Enderle is a senior lecturer for business ethics at the University of St. Gall, Switzerland. Since 1983 he has been Director of the Institute for Business Ethics. He is the author of Sicherung des Existenzminimums im nationalen und internationalen Kontext — eine wirtschaftsethische Studie [Securing the minimal standard of living in the national and international context: A business ethics perspective]. He has written various articles on business ethics.     

Thoughts on ‘management-think’

In this paper I briefly summarize Pastin's views on the problem of good business thinking (GBT) and the solution (Perspectival Analysis) which he offers. In discussing Pastin's solution I offer a number criticisms which call for further elucidation on Pastin's part. Specifically, I challenge his vagueness on which perspectives a manager must consider, the manner in which the moral components of these perspectives are to be evaluated, and whether Pastin is not in the end committed simply to an economic account of GBT. Finally, I contend that Pastin's account of GBT errors in being too intellectualistic and too individualistic. George G. Brenkert is Associate Professor at the University of Tennessee. His most important publications are Privacy, Polygraphs, and Work in Business and Professional Ethics Journal 1, No. 1 1981; Strict Products Liability and Compensatory Justice, in Business Ethics: Readings and Cases in Corporate Morality, edited by W. Michael Hoffman and Jennifer Mills Moore (New York: McGraw-Hill, 1984); and Marx's Ethics of Freedom (London: Routledge & Kegan Paul, 1983).