In recent years, much discussion has taken place regarding the social role of firms and their responsibilities to society. In this context, the role of universities is crucial, as it may shape management students’ attitudes and provide them with the necessary knowledge, skills and critical analysis to make decisions as consumers and future professionals. We emphasise that universities are multi-level learning environments, so there is a need to look beyond formal curricular content and pay more attention to implicit dimensions of (...) the learning process in order to create significant learning. With this in mind, we propose an integrative and holistic approach to guide the integration of ethics, corporate social responsibility and sustainability in management education that aims to improve students’ knowledge and attitudes. In this model, we consider three interdependent levels of analysis–the institutional level, the curricular level and the instrumental level–which together produce a leverage effect on student learning. For each level, we identify the main issues and aspects that need to be considered, based on an extensive literature review in this field. (shrink)

The article provides an overview of the Sub-Sahara African region and the four sub-regions in which the 44 countries of Sub-Saharan Africa were divided for the purpose of the Sub-Saharan survey of Business Ethics as field of teaching, training and research. A brief overview of existing literature that reflects on training, teaching and research in the field of Business Ethics in the Sub-Sahara African region is given, after which the research process and methods that were used in the survey are (...) introduced. Then a comparative summary of the findings across the four sub-regions (Western Africa, Southern Africa, Eastern Africa and Francophone Africa) in the region is presented. The discussion of the findings commences with a discussion on the terminology that is used to refer to Business and Economic Ethics in Sub-Saharan Africa. It then provides an overview of the prevalence and distribution of Business Ethics as field of teaching, training and research in Sub-Saharan Africa that demonstrates the substantial growth in the field of Business Ethics since 2000 when an earlier survey was conducted. The focus areas in the field of Business Ethics are identified as well as the major themes that were found with regard to teaching, training and research in Business Ethics. Also the major challenges that are foreseen in the field of Business Ethics over the next 5 year are discussed. Finally, a number of concluding remarks are made that highlight unique features and challenges in the current state of Business Ethics in Sub-Saharan Africa. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...) such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...) such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)