Abstract

As evidenced by the recent revitalization of guidelines for general learning objectives for business ethics education by the two primary undergraduate business accrediting agencies, the Association to Advance Collegiate Schools in Business and the Accrediting Council for Business Schools and Programs, undergraduate business ethics education is of significant importance today. However, the specific ways in which business schools implement business ethics education remains quite diverse. This study was designed to survey and compare preferences for undergraduate business ethics education in national liberal arts colleges in the United States. The results indicate that, while preferences for business ethics instructional methods centered upon the case study methods in face to face, traditional classrooms, preferences regarding the selection of business ethics faculty members was slightly divided.