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  1. Training in Ethical Judgment with a Modified Potter Box.Loy D. Watley - 2014 - Business Ethics, the Environment and Responsibility 23 (1):1-14.
    After a brief review of the ethical judgment research, the Potter Box, a four‐step ethical judgment tool used primarily in media ethics, is introduced. The paper proposes that the Potter Box's usefulness for evaluating ethical dilemmas could be improved by re‐sequencing the steps, by incorporating philosophical intuitionism as a mechanism for structuring its inherent pluralism and by adding a post‐decision, pre‐action reflective step. The resulting modified Potter Box has five steps – analyze the situation, identify stakeholders, specify duties, weigh obligations (...)
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  • EPIC: A Framework for Using Video Games in Ethics Education.Karen Schrier - 2015 - Journal of Moral Education 44 (4):393-424.
    Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework, which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development, learning, and ethical decision-making models, including frameworks and theories associated with games and ethics, as well as prior empirical and theoretical research literature. The EPIC Framework consists of seven ethics education goals, and 12 strategies associated with ethics education, (...)
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  • “Me” Versus “We” in Moral Dilemmas: Group Composition and Social Influence Effects on Group Utilitarianism.Petru Lucian Curşeu, Oana C. Fodor, Anișoara A. Pavelea & Nicoleta Meslec - 2020 - Business Ethics: A European Review 29 (4):810-823.
    Business Ethics: A European Review, EarlyView.
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  • Putting Ethics and Economic Rationality Together: An Aristotelian and Philosophical Approach.Regina Maria da Cruz Queiroz - 2015 - Business Ethics: A European Review 24 (3):332-346.
    The gap between economic rationality, as embedded in utility maximization, and ethical rationality, identified with a set of rules that prescribe the right course of action, has been a challenging issue for economists, philosophers, and business ethicists. Despite the difference and the noncompetition between a scientific economic approach of economics and business ethics, and a behavioral and philosophical one, we highlight the importance of the Aristotelian concept of prudence or phronesis applied to business activity. Phronesis allows for a conceptualization of (...)
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  • A Nietzschean Re‐Evaluation of Values as a Way of Re‐Imagining Business Ethics.Payman Tajalli & Steven Segal - 2019 - Business Ethics: A European Review 28 (2):234-242.
    Whereas a range of business and management scholars have argued that business is in an ethical crisis, Nietzsche makes it possible to see that it is ethics itself that is in crisis, and that only as the crisis in ethics is dealt with can ethics in specific areas such as business be addressed. Nihilism is the name that Nietzsche gives to the crisis in ethics. The failure to fully appreciate nihilism and its pervasiveness as the root cause of the problem, (...)
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  • Impacts of Peers’ Unethical Behavior on Employees’ Ethical Intention: Moderated Mediation by Machiavellian Orientation.Pablo Ruiz-Palomino, Alexis Bañón-Gomis & Jorge Linuesa-Langreo - 2019 - Business Ethics: A European Review 28 (2):185-205.
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  • Moral Identity as Leverage Point in Teaching Business Ethics.Jun Gu & Cristina Neesham - 2014 - Journal of Business Ethics 124 (3):527-536.
    This paper examines whether appealing to learners’ moral identity makes a significant contribution to improving their ethical decision making beyond traditional, rule-based teaching. In response to criticisms leveled at rule-based ethics teaching by alternative approaches, we identify moral identity theory and experiments in moral psychology as useful sources to draw on for the creation of a new, identity-based ethics teaching approach. We develop and apply a set of regular self-reflection focused writing tasks added to the traditional teaching program over a (...)
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  • Moral Dilemmas, Moral Reasons and Moral Learning: Interpreting a Real Case in Terms of Particularistic Theory.Patrick Maclagan - 2015 - Business Ethics: A European Review 24 (3):221-236.
    The core of the paper consists of dialogue from a true case where an employee experienced moral dilemmas following a disquieting directive from his manager. The case is considered from the perspective of Dancy's particularistic theory of moral reasons. This case was chosen not to illustrate the theory, but rather to test the assumption that an approach to moral judgement based on Ross and Dancy has general applicability. It is suggested that, in its simplest form, that approach approximates to the (...)
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  • The Appearance Standard: Criteria and Remedies for When a Mere Appearance of Unethical Behavior is Morally Unacceptable.Muel Kaptein - 2019 - Business Ethics: A European Review 28 (1):99-111.
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  • On the Ethics of Trade Credit: Understanding Good Payment Practice in the Supply Chain.Christopher J. Cowton & Leire San-Jose - 2017 - Journal of Business Ethics 140 (4):673-685.
    In spite of its commercial importance and signs of clear concern in public policy arenas, trade credit has not been subjected to systematic, extended analysis in the business ethics literature, even where suppliers as a stakeholder group have been considered. This paper makes the case for serious consideration of the ethics of trade credit and explores the issues surrounding slow payment of debts. It discusses trade debt as a kind of promise, but—noting that not all promises are good ones—goes on (...)
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  • A Strategy for Meaningful Ethics Curriculum.Susan LeFrancois - 2019 - Teaching Ethics 19 (2):137-145.
    Recently, there has been a focus on ethics education in STEM and business programs. Scholars, industry representatives, and accreditation bodies have identified ethics education as an element that requires renewed strategies to create better prepared professionals. In this paper, the author argues the importance of educating future technology and business professionals in constructive confrontation, conflict resolution, and creative problem solving. In addition, students need to be provided tools to become self-aware so they can be more assertive in their everyday lives (...)
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  • Challenging the ‘Million Zeros’: The Importance of Imagination for Business Ethics Education.Cécile Rozuel - 2016 - Journal of Business Ethics 138 (1):39-51.
    Despite increasing the presence of ‘ethics talk’ in business and management curricula, the ability of business ethics educators to question the system and support the development of morally responsible agents is debatable. This is not because of a lack of care or competence; rather, this situation points towards a more general tendency of education to become focused on economic growth, as Nussbaum claims. Revisiting the nature of ethics education, I argue that much moral learning occurs through the imagination, and not (...)
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  • Integrative Live Case: A Contemporary Business Ethics Pedagogy.G. Venkat Raman, Swapnil Garg & Sneha Thapliyal - 2019 - Journal of Business Ethics 155 (4):1009-1032.
    Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach, content, and delivery, and a comprehensive framework for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the (...)
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