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1.
A Framework for Teaching Business Ethics 总被引:2,自引:0,他引:2
Alfonso R. Oddo 《Journal of Business Ethics》1997,16(3):293-297
What ethical framework should be used as a basis for teaching business ethics? Should business ethics be taught by ethicists in a separate course, by business faculty in business courses, or perhaps by both? These are some of the issues this paper will address. The paper begins with a review of the literature concerning approaches to teaching business ethics. Next, some ethical frameworks for teaching business ethics are considered. Finally, the paper proposes that students should apply their own personal values to business ethical issues in the classroom, thus providing future business leaders with a process for resolving ethical dilemmas. 相似文献
2.
Chai-Lee Goi 《Journal of Education for Business》2019,94(5):342-349
The use of business simulation games plays a crucial role in teaching and learning even though it has been used for 60?years since the modern business simulation games started in 1955. Even previous studies have demonstrated the effectiveness of business simulation games used in teaching and learning; however, the major concerns that need to be addressed are related to sustainability issues. In the future, there is a requirement to embed the stages of employability into the curriculum, as well as in organizations, to bridge the gap between possessed skills and industry-required skills. 相似文献
3.
国际商务概论作为学生进入国际商务专业学习的第一门专业课,同时也是国际商务专业课的先修课程与基础课程,对于国际商务专业的重要性不言而喻,但国际商务概论存在着教材内容更新慢等不足,从优化师资团队、丰富教学内容、加强校企合作等三个方面提出了相应的改革方案。 相似文献
4.
Juanjuan Guo 《Journal of Teaching in International Business》2017,28(2):104-115
ABSTRACTThe Jin (Jin refers to Shanxi Province) merchants have a very important position in the history of Chinese business. The Jin merchants is a business course that investigates Shanxi businessmen and their business activities. As a local characteristic of the business curriculum of China, this course is taught in a number of universities. Taking the development of the new Jin merchants in Toronto as a breakthrough point, this article expounds the necessity of teaching the internationalization of the Jin merchants and puts forward the corresponding development strategies from the aspects of teaching objectives, curriculum, and the building of an international cooperation platform of teaching and scientific research. This study can promote teaching the internationalization of the Jin merchants and provide a chance for more people to understand the teaching of the Jin merchants. 相似文献
5.
Raj Aggarwal 《Journal of Teaching in International Business》2013,24(1):1-12
International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used to improve the teaching of IB, but it can also improve data-driven resource allocation for teaching IB. Clearly, the Journal of Teaching International Business has an important role to play in these processes. 相似文献
6.
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
7.
《Journal of Teaching in International Business》2013,24(4):61-78
ABSTRACT International business programs, universities with international students, and educators who seek to internationalize their teaching need to make informed decisions about teaching, testing, and assessment criteria. The infusion of American business curricula throughout the world as well as the need to train American business students for leadership roles in global contexts calls for teaching and assessment practices which explore a plurality of cognitive, affective and behavioral pedagogical strategies. This article considers traditional education and assessment in China in light of American educational practices currently used for assessment in business training. It explores how an understanding of modern Confucianist values can shape assessment choices in both American and overseas programs as an example of developing cross-cultural awareness. The authors call for an assessment process in business education which draws from a plurality of methods adapted to teaching, learning and testing for global awareness. 相似文献
8.
The article briefly reviews the external pressures for teaching business ethics. It then summarizes why teaching business ethics across the curriculum is essentially a necessity in the current environment. This leads to a discussion of six commonly adopted elements used when seeking to improve a business ethics curriculum. The case study uses these six elements to provide insights into contemporary challenges facing many business schools. The particular contribution of this article is in the area of methods to assess the status of the curriculum. The case study provides details about a faculty survey used as a compelling tool to kick-start a business ethics curriculum upgrade, not only based on the information that it yields, but the potent opportunity for conversation and collaboration. The conclusion summarizes the contemporary challenges and opportunities that business schools face. The instrument itself is in the appendix. 相似文献
9.
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
10.
The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as part of the international business (IB) curriculum. The data reveals that in spite of challenges associated with time zone differences, technology limitations, and trust issues, the vast majority of students perceived that the use of virtual teams as a teaching tool facilitates cultural understanding and IB-relevant learning. The findings of this research suggest that online experiential exercises can be an effective approach in teaching and in the development of virtual collaboration skills. 相似文献
11.
An empirical study published in the Journal of Personality and Social Psychology (King, L. A. and C. K. Nappa: 1998, Journal of Personality and Social Psychology
75(1), 156–165) concludes that people generally believe meaning and happiness are essential elements of the good life, whereas
money is relatively unimportant. Yet, the authors also state that although “we do know what it takes to make a good life...we
still behave as if we did not.” The authors are suggesting that despite a general belief that money is relatively unimportant
in creating happiness, many people continue to focus their behaviors on increasing income and wealth. This is the classic
conflict between the folk wisdom that money cannot buy happiness, on the one hand, and a continued focus by many people on
achieving material success on the other. The issue is of particular importance to business professionals, not only because
profit maximization is the central focus of business, but also because college students often pursue business as a profession
for the express purpose of maximizing personal income and wealth. In the business world a focus on personal financial success
is the norm. Wealth and income are honored. The purpose of this article is to critically analyze psychological studies comparing
happiness and financial success. The results are then contrasted with philosophical wisdom and religious writings comparing
happiness and money. The intent is to determine whether psychological studies provide incremental insights into the connection
between financial success and happiness.
Kent Swift PhD, is a professor in the College of Business Sciences at Zayed University. He has been teaching business at both
the undergraduate and graduate level in science 1978, and he has published articles on a variety of business topics. Dr. Swift
received his PhD from the University of Wisconsin – Madison. 相似文献
12.
伴随经济全球化进程加深,国际贸易的发展跌宕起伏,亟待重新整合社会需求,培养更具商务文化意识的复合型国贸人才。以高职院校为例,从国贸专业英语教学的理论与实践切入,发掘商务文化的内涵,思考商务文化嵌入对英语教学的影响。语言教学需以传授语言文化背景为基础不断深化学生对语言结构形式的语用能力,国贸专业英语教学则应建构以商务文化为框架的丰富化、高效化、交际式、品质化教学模式。商务文化对国贸专业英语教学发挥基础性、多元化的作用,自觉树立商务文化意识、处理商务交际障碍、辩证把握母语文化与目的语文化关系是促进教学成果、提升学习效率、灵活商务交际、对标能力素质的必由之路。 相似文献
13.
This is the first study on the impact of teaching business ethics in a typical Asian culture, Korea. Eight scenarios involving business decision were administered to undergraduate management major students before (n = 120) and after (n = 128) a semester course titled Business Ethics, with control group (n = 91 before and after). The analysis indicated that teaching business ethics has positive impacts on the student as a whole, especially on younger male students who had no work experience. 相似文献
14.
Samuel V. Bruton 《Journal of Business Ethics》2004,49(2):179-187
The Golden Rule is endorsed in oneform or another by most cultures and majorreligions and is still espoused byphilosophers, business ethicists, and popularbusiness authors. Because it also resonateswith undergraduate business majors, it can bean effective teaching tool. This paperdescribes a way of teaching the Golden Rulethrough a series of business-oriented examplesintended to bring out its strengths andweaknesses. The method described alsointroduces students to some basic moralreasoning skills and acquaints them with a widerange of moral issues that arise in business. Kant's Formula of Humanity is discussed in thefinal section as a principle that overcomes atleast some of the Golden Rule's defects. 相似文献
15.
《Business Horizons》2023,66(2):291-300
Is there a model of the ideal business school instructor? I asked myself this question many times when first teaching in a business school classroom. Assessing the style and approach of other effective instructors signaled that there are many models for success in the classroom, but how should I think about developing my own successful teaching style and approach? To address this challenge, I developed the concept of the personalized teaching signature, which accounts for teaching as a complex, multidimensional activity that includes preparation, practicality, rigor, entertainment, empathy, experiential engagement, enthusiasm, novelty, and surprise. I argue that an instructor should strive to exceed an expected threshold of proficiency in each teaching dimension and then focus on specific dimensions in which they can excel to develop a personalized teaching signature. In this article, I describe the concept of a personalized teaching signature, outline its basic dimensions, and offer a step-by-step process for using this signature to become a better business school instructor. 相似文献
16.
Ewa Kowalski 《Journal of Teaching in International Business》2013,24(3):274-292
Master of Business Administration (MBA) education was introduced to Poland in the early 1990s with the purpose of preparing business practitioners for effective management and leadership in a market economy and increasingly globalizing marketplace. Due to individual, institutional, and national factors; adjusting teaching to address the complex needs of business professionals has proved to be challenging and often problematic for Polish faculty. The purpose of this paper is to examine these challenges in the context of Poland's nondegree MBA programs and to explore potential solutions. The main conclusion of this paper is that adjusting teaching is a slow and complex process that cannot occur without substantial changes in values as well as proactive leadership and collaboration at the individual, institutional, and national levels. 相似文献
17.
《Journal of Teaching in International Business》2013,24(3-4):41-55
Abstract The extent of case methodology use in teaching business courses in Central and Eastern Europe (CEE) and in the United States (US) differ. This paper discusses the reasons for these differences utilizing the available literature and the author's recent experiences in teaching business courses in CEE under the Fulbright Scholar Program. It also presents a framework for developing and delivering case-based business courses with the objective of maximizing teaching effectiveness. 相似文献
18.
浅谈高校电子商务教学的现状与实践 总被引:5,自引:0,他引:5
通过对电子商务的发展与教学现状进行分析,根据多年的教学工作与经验,论证了当前教学中存在的教与学以及教学与实践的矛盾,指出课程设置、师资力量和实验室建设是影响电子商务教学的主要因素,分别对其进行可造性分析并提出了建设性的意见。 相似文献
19.
William Kline 《Journal of Business Ethics》2006,64(1):57-67
The notion that the firm, and economic activity in general, is inherently amoral is a central feature of positive economics
that is also widely accepted in business ethics. Theories as disparate as stockholder and stakeholder theory both leave this
central assumption unchallenged. Each theory argues for a different set of external ethical restrictions, but neither adequately
provides an internal connection between business and the ethical rules business people are obliged to follow. This paper attempts
to make this connection by arguing that the purpose of business is to produce a good or service for trade. Trade involves
both a respect for individual autonomy and property rights and squarely places moral norms internal to the practice of business.
Trade is not a contingent activity of business, it is a practice rule which also provides the common sense boundary between
business and charity on the one hand, and crime on the other. Business and those who engage in it are, from the internal point
of view, bound by the purpose of trade and not just the laws of the land. 相似文献
20.
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