Business Ethics Teaching for Effective Learning

This paper is concerned with answering thequestion: ``How can business ethics be taught tostudents so that effective learning takesplace?'' It is the contention of this paperthat the question is best answered by focusingon six areas important to teaching businessethics: goals, relevancy, experientialpedagogy, classroom climate, debriefing, andoutcomes assessment.     

A Business Ethics Experiential Learning Module: the Maryland Business School Experience

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.     

Higher Education Students' Attitudes Towards Experiential Learning in International Business

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large ‘International Business’ unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students.     

Using Computer-Based Simulation Exercises to Teach Business Ethics

This paper discusses how to introduce ethical dilemmas into computer-based business simulation exercise to teach business ethics. Simulations have an inherent advantage over other pedagogies for teaching ethics because simulations provide students with both an intellectual and a behavioral exposure to the topic. Issues addressed include considerations before writing ethical dilemmas, the writing of ethical dilemmas, and process issues for introducing ethical dilemmas. An example is developed and discussed. Through the process described, instructors can better prepare students for a lifetime of tough business decisions.     

体验经济时代的冰雪旅游要特别关注体验营销

对于发展冰雪旅游,黑龙江省拥有得天独厚的自然条件和坚实的发展基础,同时也遭遇到国际国内市场激烈竞争的威胁。在体验经济的大潮中,企业应实施体验式营销策略,即体验主题化营销,实施内部营销,营造良好氛围,从而使企业在激烈竞争的条件下赢得更大的市场份额。     

Developing a Learning Community Approach to Business Ethics Education

In this paper we discuss a project, still in progress, that moves away from a traditional lecture based educational pedagogy. We present a team taught approach to ethics teaching that embraces a progressive philosophy of education and is focused on the development of a discussion based learning community. We describe our primary pedagogical tools of case discussion and the development of student expert role assignments as a locus, and how they relate to the learning community, course content and course objectives. Finally, we provide our preliminary review of outcomes and emerging issues.     

Integrating Experiential Learning and Cases in International Business

In no other discipline is experiential learning more important than in the complex field of International Business (IB), which aims to prepare students to work and manage across political, economic, national, and sociocultural boundaries. This paper discusses various types of experiential learning activities and approaches to IB teaching, and expands on how the case method can be more effectively used to facilitate student learning and increase engagement. Leveraging class diversity and providing opportunities for “virtual exchanges” in the case-based approach can significantly enhance the development of intercultural competence. Resources for finding cases, developing one's own cases, and publishing them in peer-reviewed outlets are also provided.     

Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program

This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique “hands‐on” global consulting program that is integrated into an international EMBA program for mid‐career and senior American and European managers. It details the challenges for the integration of experiential action learning, double‐loop learning, service learning, and tacit learning into global management education and discusses the value of such integration for the EMBA‐participant's learning experience. The lessons learned from the implementation of the use of integrated global consulting based on an experiential action learning model on EMBA education are discussed. The andragogical model of education used should be a useful guide for designing and implementing experiential action learning based MBA/EMBA programs.     

The Use of a Behavioral Simulation to Teach Business Ethics

The purpose of this paper is to describe behavioral simulations, develop a rationale for their use in business education, and outline a business ethics simulation developed for the university classroom. First, we discuss the advantages and disadvantages of traditional classroom approaches for teaching ethics. Second, we describe simulations and discuss the benefits of a using a business ethics simulation as part of the classroom experience. Finally, we outline the simulation development process and describe the Soy-DRI business ethics simulation.     

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.     

Entertainment Marketing and Experiential Consumption

The placement of brand references within mainstream entertainment (called here ‘entertainment marketing’) is a rapidly evolving marketing communications field in its scale and sophistication. Much previous research in the field has conceptualized entertainment marketing as promotion and focused on measuring consumer attitudes, purchase intentions and brand recall in response to brand exposure. This conceptual paper suggests that there is also a need for understanding the quality of consumer engagement with brands in the context of mediated entertainment. The paper draws on phenomenological/existential research traditions in order to begin to theorize the role that entertainment marketing techniques may play in facilitating consumer self‐concepts and identity formation through brand exposure within dramatic portrayals of characters and lifestyles.     

Experiential Learning in International Business via the World Wide Web

Abstract

The article describes the implementation of Internet-based experiential projects within an international-business classroom setting and summarizes students' perceptions and attitudes towards the assignments. While the projects were shown to increase students' international business skills and abilities, students reported that the assignments were difficult and only mildly enjoyable. The paper discusses trends in business education and relates them to specific assignments designed to enhance learning outcomes.     

Structuring assignments to improve understanding and presentation skills: Experiential learning in the capstone strategic management team presentation

In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively when participating in analysis, synthesis, and evaluation. The authors highlight instructional changes with students, gathering primary data independently and later comparing findings in a team-based scaffolding process. Statistical analysis of students' self-reported understanding scores both before and following the experiential intervention support the benefits. Qualitative comments by the students, embedded librarian, faculty, and business practitioners also indicate improved learning resulted from course modifications.     

Innovation in Experiential Business Ethics Training

Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce an ethics training behavioral simulation, and discuss its implementation and evaluation.     

旅游服务的体验营销研究

以向顾客提供有价值的体验为宗旨，体验营销力图通过满足顾客的体验需要而达到吸引和保留顾客、获取利润的目的。旅游脆务本质上是为旅游者提供的一种或多种经历和体验。时旅游企业而言，服务提供者、游客、服分设施及场景、服务过程都是实施体验营销的关键要素。可采取的旅游服务的体验营销内容包括设计有吸引力的旅游体验主题，提升旅游服务的体验价值，展示体验式旅游有形物，营造旅游互动体验氛围、重视对游客的感官刺激等。     

Designing and Delivering Business Ethics Teaching and Learning

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.     

购物网站交互性对消费者体验价值和满意度的影响

在有关消费者体验价值影响因素的研究中,很少有学者关注购物网站交互性对消费者体验价值的影响.文章在文献回顾的基础上提炼出了网站交互性的两个重要维度:双向性和控制性,并以手段——目的链理论为基础构建网站交互性与体验价值之间关系的概念模型,最后运用结构方程模型检验了网站交互性、消费者体验价值和满意度之间的关系.研究结果表明,网站交互性的双向沟通性维度是提升消费体验价值和满意度的关键.