Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive (...) effects of gender and business ethics education on moral judgment. We then analyze the relationships between gender and business ethics education on personal ethical perspectives. Our results indicate that women are generally more inclined to act ethically than men, but paradoxically women who have had business ethics instruction are less likely to respond ethically to business situations. In addition, men may be more responsive to business ethics education than women. Finally, women’s personal ethical orientations may become more relativistic after taking a business ethics class. (shrink)

By 2007, 127 universities had obtained permission from the Ministry of Education of the People’s Republic of China to run MBA programs. To gain a thorough understanding of the status of business ethics education in MBA programs in China, we conducted a national survey. This survey was begun in October 2006 and concluded in December 2007. Our goal in conducting this survey was twofold. We wanted to understand, first, the extent of business ethics teaching (...) currentlybeing offered in MBA programs, and second, the prospects for the development of business ethics teaching in the near term. Our survey results show that business ethics instruction is presently offered on a limited scale, and there are constraints impacting business ethics education. However, we also discovered that future prospects for business ethics teaching are promising. (shrink)

By 2007, 127 universities had obtained permission from the Ministry of Education of the People’s Republic of China to run MBA programs. To gain a thorough understanding of the status of business ethics education in MBA programs in China, we conducted a national survey. This survey was begun in October 2006 and concluded in December 2007. Our goal in conducting this survey was twofold. We wanted to understand, first, the extent of business ethics teaching (...) currentlybeing offered in MBA programs, and second, the prospects for the development of business ethics teaching in the near term. Our survey results show that business ethics instruction is presently offered on a limited scale, and there are constraints impacting business ethics education. However, we also discovered that future prospects for business ethics teaching are promising. (shrink)

This book is an extended argument for the critical importance which justice and ethical leadership should have in business ethics education. The book examines the history of ideas and purposes in education, the contemporary role of business schools, and the social foundations of moral education to conclude that the pragmatic pursuit of the good must be a central aim of business strategy. To meet the challenges of facing society today, the masters of (...) class='Hi'>business must be moral craftsmen in a just and democratic private property economy that serves the common good. The author grounds this vision for business leadership in the centrality of systems of exchange in human society, in generating prosperity and providing for the general welfare. Business ethics education has focused primarily on moral formation of individual leaders and managers in the context of ethical codes, organizational culture, and legal compliance. Important as this approach is, it fails to generate a sufficient level of business responsibility to satisfy legitimate social concerns regarding the use of natural resources, environmental sustainability, reasonable limitation of systemic risk in capital markets, and fair allocation of goods and services. If the social purpose of business is not intentionally embraced and diligently pursued, the economy may enrich a few but impoverish the society, its resources, and its democracy. Hence this book argues for a new vision of business ethics that is grounded in public accountability of business operations and outcomes for the common good, as a matter of justice. (shrink)

The research described here contributes to the extant empirical research on business ethics education by examining outcomes drawn from the literature on positive organizational scholarship (POS). The general research question explored is whether a course on ethical decision-making in business could positively influence students’ confidence in their abilities to handle ethical problems at work (i.e., moral efficacy), boost the relative importance of ethics in their work lives (i.e., moral meaningfulness), and encourage them to be more (...) courageous in raising ethical problems at work even if it is unpopular (i.e., moral courage). Specifically, the study used a rigorous quasi-experimental pretest–posttest research design with a treatment (N = 30) and control group (N = 30) to investigate whether a graduate-level course in business ethics could influence students’ levels of moral efficacy, meaningfulness, and courage. Findings revealed that participants in the business ethics treatment course experienced significant positive increases in each of the three outcome variables as compared to the control group. The largest increase was in moral efficacy, followed by moral courage, and finally, moral meaningfulness. These findings are discussed in the context of the current research on business ethics education and POS. Implications for future research are discussed. (shrink)

The aim of this article is to provide an overview of various discourses relevant to developing a construct of collective _phronesis_, from a (neo)-Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, (...) as in Aristotle’s _Nicomachean Ethics_. However, he also made intriguing remarks about _phronesis_ at the collective level in his _Politics_: remarks that have mostly eluded elaboration. The aim of this article is practical and revisionary, rather than exegetical and deferential, with respect to Aristotle. Nevertheless, just as most of the literature on individual _phronesis_ draws on Aristotle’s exposition in the _Nicomachean Ethics_, the obvious first port of call for an analysis of collective _phronesis_ is to explore the resources handed down to us by Aristotle himself. The lion’s share of this article is, therefore, devoted to making sense of Aristotle’s somewhat unsystematic remarks and the lessons we can draw from them about collective managerial _phronesis_ and business ethics education. (shrink)

This paper addresses the tactical question of how we ought to proceed in teachingbusiness ethics, taking as a starting point that business ethics should be concerned with cooperative,mutually beneficial outcomes, and in particular with fostering behavior that contributes to thoseoutcomes. This paper suggests that focus on moral reasoning as a tactical outcome—as a way ofachieving behavior in support of cooperative outcomes—is misplaced. Instead, we ought to focuson cultivating empathetic experiences. Intuitively, the problem we need to address in (...) business ethicsis not that our students (and that we ourselves) sometimes reason poorly, or that moral decisionmakingis subject to characteristic kinds of errors. The problem is that our students (and—again—we ourselves) do not always care enough, we do not modify our behavior consistently enough. (shrink)

Several popular arguments against teaching business ethics are examined: (a) the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses (the Milton Friedman argument); (b) business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; (c) one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and (...) is unsusceptible to rational treatment; (d) moral character is formed in early childhood, not while sitting in ethics class; and (e) business students see no motivation to study ethics and will not take it seriously. The mistakes and confusion that underlie these arguments are exposed. (shrink)

Unethical conduct has reached crisis proportions in business :A1–A10, 2011) and on today’s college campuses :58–65, 2007). Despite the evidence that suggests that more than half of business students admit to dishonest practices, only about 5 % of business school deans surveyed believe that dishonesty is a problem at their schools :299–308, 2010). In addition, the AACSB which establishes standards for accredited business schools has resisted the urging of deans and business experts to require (...) class='Hi'>business schools to teach an ethics class, and fewer than one-third of businesses schools now teach a business ethics course at the graduate or undergraduate levels. In this paper we briefly introduce the status of business ethics education and report the results of a survey of business students, deans of the top business schools, and business ethics subject matter experts about ten ethical outcomes. We then offer five specific recommendations to encourage business ethics faculty and decision makers to improve the teaching of business ethics. (shrink)

My original paper (Cohen 2012) argued that business ethics education should focus on cultivating empathetic concern. This response clarifies terminology used in that paper and responds to criticisms presented by David Ohreen (2013).

In recent years there has been an increased interest in the application of Aristotelian virtue to business ethics. The objective of this paper is to describe the moral and intellectual virtues defined by Aristotle and the types of pedagogy that might be used to integrate virtue ethics into the business curriculum. Virtues are acquired human qualities, the excellences of character, which enable a person to achieve the good life. In business, the virtues facilitate successful cooperation (...) and enable the community to achieve its collective goals. The cultivation of virtue in students requires imparting knowledge about virtue and training students to be virtuous. A variety of instructional techniques are discussed including using case studies, collaborative and cooperative learning, role-playing, and video presentations. Business educators should emphasize to students that virtue considerations apply both to possible actions they may take and to themselves as moral agents. Since faculty may be viewed as role models, it is especially important that they set proper standards of behavior for students to emulate. (shrink)

Business schools are frequently blamed for corporate ethical scandals by failing to develop integrity and critical ethical thinking skills in managers. What should business schools teach to address this? The paper proposes a framework for the development and evaluation of a business ethics curriculum, which is grounded on the AACSB learning goals of ethical understanding, reasoning abilities, managerial knowledge and ethical capacities. The framework is two building blocks in the form of tests, which together provide quality (...) measures for business ethics content and a definition of the scope and depth of knowledge an ethics curriculum should contain. Overall, the framework is a supplement to the AACSB guidelines and its purpose is to be a curriculum development tool. (shrink)

Business schools are frequently blamed for corporate ethical scandals by failing to develop integrity and critical ethical thinking skills in managers. What should business schools teach to address this? The paper proposes a framework for the development and evaluation of a business ethics curriculum, which is grounded on the AACSB learning goals of ethical understanding, reasoning abilities, managerial knowledge and ethical capacities. The framework is two building blocks in the form of tests, which together provide quality (...) measures for business ethics content and a definition of the scope and depth of knowledge an ethics curriculum should contain. Overall, the framework is a supplement to the AACSB guidelines and its purpose is to be a curriculum development tool. (shrink)

Can business ethics textbooks and modules prepare business students to manage ethical challenges if they bypass students’ personal ethics? This paper is an academic reflection by a Higher Education, business ethics tutor in the UK and Ireland. It charts a pedagogic journey of moving away from lecturing based on the contents of the standard, “impersonal”, business ethics textbook, to moving towards facilitating interaction among students about their ethics in all parts (...) of life, and especially “at work” in their part-time employment. The rationale for this pedagogic shift is supported by excerpts from Journal of Business Ethics Education (JBEE) articles and by current, UK, Higher Education (HE), quality frameworks. Qualitative student feedback on their experience of this more personal design of a business ethics module is included. Ten exercise suggestions and resources are offered. Business ethics textbook authors and tutors are recommended to begin their content with exercises in personal ethics. (shrink)

In this study, a U.S. Mid-Atlantic university’s business ethics education program was assessed as part of the assurance of learning assessment using a sample of one hundred and thirty upper level undergraduate business students. Across three moral dilemmas, i.e., Accounting, Finance and Human Resource Management, Jones’ (1991) issue contingent ethical decision-making model received considerable support. Both moral awareness and moral judgment were found to be related to moral intent. A focus in moral awareness in business (...) ethics curriculum was recommended as a result of lying being viewed as acceptable by a majority of respondents in the Human Resource Management scenario. Implications for business ethics education were discussed. (shrink)

In this study, a U.S. Mid-Atlantic university’s business ethics education program was assessed as part of the assurance of learning assessment using a sample of one hundred and thirty upper level undergraduate business students. Across three moral dilemmas, i.e., Accounting, Finance and Human Resource Management, Jones’ (1991) issue contingent ethical decision-making model received considerable support. Both moral awareness and moral judgment were found to be related to moral intent. A focus in moral awareness in business (...) ethics curriculum was recommended as a result of lying being viewed as acceptable by a majority of respondents in the Human Resource Management scenario. Implications for business ethics education were discussed. (shrink)

The impact of business ethics education on socially responsible practitioner behavior is not a new concern. A sizable extant literature base questions pedagogies used and outcomes achieved by the few early studies done in this area. Ensuing research has not produced definitive answers; measurement, methodological, and generalizability issues are prevalent due to the fragmented nature of most work. Given little pre-existing structure, an empirically-based model is needed which both sheds more awareness on the ethics education- (...) class='Hi'>business conduct relationship and quantifies the degree of change that the education caused. This study operationalizes a multi-level ethical learning model. Using a survey administered at the start and end of an MBA ethics course,subsequent exploratory factor analysis, a matched t-test of pre and post-course mean scores, and an effect size calculation utilizing the Cohen’s d statistic, the existence of varying degrees of change in ethical outlook after formal ethics education is supported. Model enhancements and the potential for longitudinally following ethical learning from the classroom to the workplace are discussed. (shrink)

The impact of business ethics education on socially responsible practitioner behavior is not a new concern. A sizable extant literature base questions pedagogies used and outcomes achieved by the few early studies done in this area. Ensuing research has not produced definitive answers; measurement, methodological, and generalizability issues are prevalent due to the fragmented nature of most work. Given little pre-existing structure, an empirically-based model is needed which both sheds more awareness on the ethics education- (...) class='Hi'>business conduct relationship and quantifies the degree of change that the education caused. This study operationalizes a multi-level ethical learning model. Using a survey administered at the start and end of an MBA ethics course,subsequent exploratory factor analysis, a matched t-test of pre and post-course mean scores, and an effect size calculation utilizing the Cohen’s d statistic, the existence of varying degrees of change in ethical outlook after formal ethics education is supported. Model enhancements and the potential for longitudinally following ethical learning from the classroom to the workplace are discussed. (shrink)

Abstract -- Background, context, overview, and guiding philosophy -- Emotional intelligence meets virtue ethics : implications for educators -- Emotional intelligence as a component of business ethics pedagogy -- Nourishing life, the daoist concept of virtue -- Cultivation of virtue (dé) 1 according to the neiye -- Cultivation of virtuous leaders according to the huainanzi -- Is there a place for contemplation and inner work in business ethics education? -- Incorporating the inner work of (...) ei and contemplation in ethics education -- Glossary -- About the author. (shrink)

The past decade has seen an increasing number of critiques of business schools and the education they provide, particularly at the MBA level. In this paper, we summarize the limitations of a minimalist approach to business ethics education and then provide a new direction that enlarges its scope and reframes its educational goals, course content, and analytical methods to inculcate higher-order aspirations among students. We propose that the outcome of business ethics education (...) should be a desire among students to use business to enhance the well-being of all stakeholders, repair damage done to the economy, society, and the environment, and leave the world better than they found it. (shrink)

The past decade has seen an increasing number of critiques of business schools and the education they provide, particularly at the MBA level. In this paper, we summarize the limitations of a minimalist approach to business ethics education and then provide a new direction that enlarges its scope and reframes its educational goals, course content, and analytical methods to inculcate higher-order aspirations among students. We propose that the outcome of business ethics education (...) should be a desire among students to use business to enhance the well-being of all stakeholders, repair damage done to the economy, society, and the environment, and leave the world better than they found it. (shrink)

During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a "coping-modeling, problem-solving" (CMPS) approach (Cunningham, 2006) as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decisionmaking in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled (...) in a third year required course on ethical decision-making in business indicated that the CMPS model is a promising alternative for both overcoming teaching challenges and for facilitating skill acquisition in the areas of ethical recognition, judgment, and action. Limitations and directions for future research are discussed. (shrink)

This study conducted an empirical survey of 126 Business Ethics students in business and management departments within two universities across the Taiwan Strait to evaluate the impact on these managers-to-be of receiving an education in Business Ethics. The results show that, after receiving that Business Ethics education, students in both universities demonstrated significant improvements in the ethical weighting of their individual values, their recognition of ethical issues and their performance as ethical (...) decision-makers. However, in respect of ethical decision-making, the behavior of these students is still sub-optimal, indicating a need for further improvements in the ethical education of managers-to-be across the Taiwan Strait. (shrink)

This research looks at how yoga can contribute to business ethics education in MBA programmes. The effectiveness of yoga practice in breathwork, movement, and meditation was evaluated using a Randomised Controlled Trial on participants of Executive MBA programmes. Half the participants (n = 125) were assigned to the intervention group and the other half placed on the waiting list for the next programme and used as the control group. Mediation analysis was used for statistical analysis to measure (...) the influence of yoga on the participants’ performance in business ethics related courses and to quantify the influence of mindfulness which is a mediating variable. Statistical analysis revealed that the increase in performance in business ethics related courses through mindfulness and as a direct increase through yoga were significant. Two thirds of the enhancement of performance came through mindfulness while the remaining one third came directly from yoga practice. (shrink)

A recent virtual symposium in search for leverage points in business ethics education, organized by the Teaching Business Ethics section of the Journal of Business Ethics, has yielded a number of suggestions that we would like to share with our readers and, in particular, with educators and researchers who are passionate about andragogic innovations. This is not intended as a comprehensive research manifesto, but rather as a collegial conversation around matters that have preoccupied (...) us for a long time. (shrink)

Mary Gentile’s Giving Voice to Values presents an approach to ethics training based on the idea that most people would like to provide input in times of ethical conflict using their own values. She maintains that people recognize the lapses in organizational ethical judgment and behavior, but they do not have the courage to step up and voice their values to prevent the misconduct. Gentile has developed a successful initiative and following based on encouraging students and employees to learn (...) how to engage in communication or action to express their values within an organization’s formal and informal value system. The purpose of this analysis is to examine the Giving Voice to Values approach to empowering the individual to take action to deal with lapses in organizational ethics. We examine the role of Giving Voice to Values in business ethics education, considerations for implementing GVV, and recommendations for business educators and corporate ethics officers. We conclude that while GVV is an effective tool, it is not a comprehensive or holistic approach to ethics education and organizational ethics programs. (shrink)

Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We (...) launch the concept of dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. (shrink)

Studies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception (...) of CSR as a veritable business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results. (shrink)

Given the groundswell of corporate misconduct, the need for better business ethics education seems obvious. Yet many business schools continue to sidestep this responsibility, a policy tacitly approved by their accrediting agency, the Association to Advance Collegiate Schools of Business (AACSB). Some schools have even gone so far as to cut ethics courses in the wake of corporate scandals. In this essay I discuss some reasons for this failure of business school responsibility and (...) argue that top university officials must go beyond weak accrediting standards to insist that ethics courses be required in business school curriculum. Otherwise, students will continue to get the message that practicing managers have little or no legal and ethical responsibilities to society. (shrink)

In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individual's ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study (...) examines the influence of an underlying social cognitive error, called pluralistic ignorance. We believe that if pluralistic ignorance is reduced, the result will be more effective business ethics education programs. Eighty undergraduate management students participated in this longitudinal study, and a mixed-model ANOVA revealed that the reduction of pluralistic ignorance resulted in higher personal ethical standards over the course of a semester, when compared to a class that did not receive a formal ethics education program as part of their course. We discuss the implications of pluralistic ignorance in training business ethics and ethics education. (shrink)

During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a “coping-modeling, problem-solving” approach as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decision-making in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third (...) year required course on ethical decision-making in business indicated that the CMPS model is a promising alternative for both overcoming teaching challenges and for facilitating skill acquisition in the areas of ethical recognition, judgment, and action. Limitations and directions for future research are discussed. (shrink)

In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individuals ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study (...) examines the influence of an underlying social cognitive error, called pluralistic ignorance. We believe that if pluralistic ignorance is reduced, the result will be more effective business ethics education programs. Eighty undergraduate management students participated in this longitudinal study, and a mixed-model ANOVA revealed that the reduction of pluralistic ignorance (due to an ethics education program designed to reduce pluralistic ignorance) resulted in higher personal ethical standards over the course of a semester, when compared to a class that did not receive a formal ethics education program as part of their course. We discuss the implications of pluralistic ignorance in training business ethics and ethics education. (shrink)

As business and society is an inherently multi-disciplinary scholarly area, the book will draw from work in areas outside of business and management, such as psychology, sociology, philosophy, religious studies, economics and other related fields, as well as the natural sciences, education, and other professional areas of study.

We examine the educational benefits of a virtual mentor program used to supplement classroom teaching of ethics, by connecting students with business practitioners through computer-mediated communications. Virtual mentoring can be a valuable and inexpensive way to extend the classroom lectures and discussion with real-world perspectives. In addition, it can serve additional purposes for students, such as learning how to develop a relationship with a mentor, and improving application of ethical concepts in practical situations. Is this potential realistic for (...) business ethics education? Based on a cross-case comparison of several virtual mentoring application and student satisfaction ratings, our findings establish that perspective and confidence increased in students’ transfer of ethical concepts and applying ethical judgment to business situations. Based on these experiences we suggest guidelines to individuals who teach business ethics, regarding the value of using a virtual mentor program, including practical lessons about implementing virtual mentors programs. (shrink)

We examine the educational benefits of a virtual mentor program used to supplement classroom teaching of ethics, by connecting students with business practitioners through computer-mediated communications. Virtual mentoring can be a valuable and inexpensive way to extend the classroom lectures and discussion with real-world perspectives. In addition, it can serve additional purposes for students, such as learning how to develop a relationship with a mentor, and improving application of ethical concepts in practical situations. Is this potential realistic for (...) business ethics education? Based on a cross-case comparison of several virtual mentoring application and student satisfaction ratings, our findings establish that perspective and confidence increased in students’ transfer of ethical concepts and applying ethical judgment to business situations. Based on these experiences we suggest guidelines to individuals who teach business ethics, regarding the value of using a virtual mentor program, including practical lessons about implementing virtual mentors programs. (shrink)

This paper highlights the potential harms in the current state of business ethics education and presents an alternative new model of business ethics education. Such potential harms in business ethics education is due largely to restricted cognitive level of reasoning, a limited level of ethical conduct which remains only responsive and adaptive, and the estrangement between strategic thinking and ethical thinking. As a remedy for business ethics education, denatured (...) by these potential harms, a new dynamic model of business ethics education is proposed. The new model is composed of a basic foundation for business ethics education and three practical components of business ethics education. The basic foundation comprises of ethical reasoning, moral sentiments, and ethical praxis. Three practical components of business ethics education are, respectively, to intensify moral imagination, to develop ethical wisdom and courage, and to enhance meta- strategic competences. The ultimate purpose of these practical components is to help moral subjects to conduct ethical leadership, to actualize integrity between individuals and organization, and to fulfill the social responsibility of business firms. This new model is expected to attract attention to the effective business ethics education both in college and in industry, and to be used as a benchmark for new curriculum designs and development of teaching methods. Finally, some teaching methodologies and pedagogical experiments are introduced and discussed according to this new model of business ethics education. (shrink)

This study explores the business ethics education literature published between 1982 and 2021. A systematic literature review and bibliometric analysis of 862 scholarly articles spanning 40 years of research on business ethics education revealed a thematic shift in the literature. Whereas older articles were predominantly concerned with ethics, relatively newer articles mainly focus on addressing the broader concept of sustainability. A content analysis of the 25 most locally cited articles between 1987 and 2012 (...) identified two main research streams: (a) integration of business ethics into business school curricula and (b) the pedagogical approaches and tools used to teach business ethics. An additional content analysis of the 15 most locally cited articles published between 2016 and 2021 revealed that discussions related to integration and pedagogical approaches and tools were still ongoing in the literature, albeit with a focus on sustainability-related concepts such as the Sustainable Development Goals (SDGs) and the Principles for Responsible Management Education (PRME). Building upon our findings and existing literature, we develop a framework that we refer to as Transforming Ethics Education in Business Schools (TEEBS), which we argue may help business schools reclaim the ‘ethics’ in business ethics education. (shrink)