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  1. Educational Impacts on Academic Business Practitioner's Moral Reasoning and Behaviour: Effects of Short Courses in Ethics or Philosophy.Einar Marnburg - 2003 - Business Ethics, the Environment and Responsibility 12 (4):403-413.
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  • Measuring the Impact of Teaching Ethics to Future Managers: A Review, Assessment, and Recommendations. [REVIEW]James Weber - 1990 - Journal of Business Ethics 9 (3):183 - 190.
    This paper takes a critical look at the empirical studies assessing the effectiveness of teaching courses in business and society and business ethics. It is generally found that students' ethical awareness or reasoning skills improve after taking the courses, yet this improvement appears to be short-lived. The generalizability of these findings is limited due to the lack of extensive empirical research and the inconsistencies in research design, empirical measures, and statistical analysis across studies. Thus, recommendations are presented and discussed for (...)
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  • Increasing Applied Business Ethics Courses in Business School Curricula.Ronald R. Sims & Serbrenia J. Sims - 1991 - Journal of Business Ethics 10 (3):211 - 219.
    Business schools have a responsibility to incorporate applied business ethics courses as part of their undergraduate and MBA curriculum. The purpose of this article is to take a background and historical look at reasons for the new emphasis on ethical coursework in business schools. The article suggests a prescription for undergraduate and graduate education in applied business ethics and explores in detail the need to increase applied business ethics courses in business schools to enhance the ethical development of students.
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  • A Case Example: Integrating Ethics Into the Academic Business Curriculum. [REVIEW]Gael M. McDonald - 2004 - Journal of Business Ethics 54 (4):371 - 384.
    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 (...)
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  • A Case Example: Integrating Ethics Into the Academic Business Curriculum.Gael M. McDonald - 2004 - Journal of Business Ethics 54 (4):371-384.
    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 (...)
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  • Educational Impacts on Academic Business Practitioner's Moral Reasoning and Behaviour: Effects of Short Courses in Ethics or Philosophy.Einar Marnburg - 2003 - Business Ethics, the Environment and Responsibility 12 (4):403–413.
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  • A Quick Justification for Business Ethics.Louis G. Lombardi - 1985 - Journal of Business Ethics 4 (4):353 - 356.
    The article examines the question of whether business ethics courses ought to have an impact. Despite the still common attitude among students and some business professionals that ethical considerations are less pressing in business, I argue that moral obligations are just as important there as elsewhere. The emphasis on profits in business is related to other realms (e.g., hobbies and seeking and education) in which, though private goals are dominant, moral limits remain in force. Business ethics courses can play a (...)
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  • The Evaluation of “Outcomes” of Accounting Ethics Education.Stephen E. Loeb - 1991 - Journal of Business Ethics 10 (2):77 - 84.
    This article explores five important issues relating to the evaluation of ethics education in accounting. The issues that are considered include: (a) reasons for evaluating accounting ethics education (see Caplan, 1980, pp. 133–35); (b) goal setting as a prerequisite to evaluating the outcomes of accounting ethics education (see Caplan, 1980, pp. 135–37); (c) possible broad levels of outcomes of accounting ethics education that can be evaluated; (d) matters relating to accounting ethics education that are in need of evaluation (see Caplan, (...)
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  • Testing the Bases of Ethical Decision-Making: A Study of the New Zealand Auditing Profession.Catherine Gowthorpe, John Blake & Jack Dowds - 2002 - Business Ethics, the Environment and Responsibility 11 (2):143–156.
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  • Testing the Bases of Ethical Decision‐Making: A Study of the New Zealand Auditing Profession.Catherine Gowthorpe, John Blake & Jack Dowds - 2002 - Business Ethics: A European Review 11 (2):143-156.
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  • Can a Business and Society Course Affect the Ethical Judgment of Future Managers?James R. Glenn - 1992 - Journal of Business Ethics 11 (3):217 - 223.
    This paper reports the results of a four year study to measure the effect of a Business and Society course on the ethical judgment of students. The research involves a matched pre/post survey with control design, with the Business and Society course functioning as the treatment variable. The subjects were undergraduate and graduate (M.B.A.) business students (n=460). The answer to the question posed by the title of this paper is yes, in a more ethical direction.
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  • Teaching Business Ethics.Jeffrey Gandz & Nadine Hayes - 1988 - Journal of Business Ethics 7 (9):657 - 669.
    Business ethics should be taught in business schools as an integrated part of core curricula in MBA programs with a dual focus on both analytical frameworks and their applications to the business disciplines. To overcome the reluctance of many faculty to handle ethical issues, a critical mass of faculty must develop suitable materials, educate their peers in its use, and take the lead by introducing it in their own courses and on senior management programs.
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  • Teaching Business Ethics: Targeted Outputs.Edward L. Felton & Ronald R. Sims - 2005 - Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...)
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  • Ethics Education and the Role of the Symbolic Market.Jeff S. Everett - 2007 - Journal of Business Ethics 76 (3):253-267.
    This study responds to suggestions that business-school faculty are promoting distorted views of human nature and out-dated notions of ethics. Specifically, the paper examines in-depth interviews with a sample of 15 faculty centrally-positioned within the field’s symbolic market, namely, academics who completed their Ph.D. programs in the same institutional space as the editors of five top accounting journals. The paper finds that ethics are for the most part important to these individuals, but that the field’s general adherence to the neoclassical (...)
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  • Beyond Bean Counting: Establishing High Ethical Standards in the Public Accounting Profession. [REVIEW]Jeffrey R. Cohen & Laurie W. Pant - 1991 - Journal of Business Ethics 10 (1):45 - 56.
    Business professions are increasingly faced with the question of how to best monitor the ethical behavior of their members. Conflicts could exist between a profession's desire to self-regulate and its accountability to the public at large. This study examines how members of one profession, public accounting, evaluate the relative effectiveness of various self-regulatory and externally imposed mechanisms for promoting a climate of high ethical behavior. Specifically, the roles of independent public accountants, regulatory and rule setting agencies, and undergraduate accounting education (...)
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  • An Examination of Differences in Ethical Decision-Making Between Canadian Business Students and Accounting Professionals.Jeffrey R. Cohen, Laurie W. Pant & David J. Sharp - 2001 - Journal of Business Ethics 30 (4):319 - 336.
    This study investigates the differences in individuals'' ethical decision making between Canadian university business students and accounting professionals. We examine the differences in three measures known to be important in the ethical decision-making process: ethical awareness, ethical orientation, and intention to perform questionable acts. We tested for differences in these three measures in eight different questionable actions among three groups: students starting business studies, those in their final year of university, and professional accountants.The measures of awareness capture the extent to (...)
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  • Integrating Business Ethics Into an Undergraduate Curriculum.Terrence R. Bishop - 1992 - Journal of Business Ethics 11 (4):291 - 299.
    The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University''s College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.
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  • Ethical Decision–Making: A Multidimensional Construct.Danielle S. Beu, M. Ronald Buckley & Michael G. Harvey - 2003 - Business Ethics, the Environment and Responsibility 12 (1):88–107.
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  • Ethical Decision-Making: A Multidimensional Construct.Danielle S. Beu, M. Ronald Buckley & Michael G. Harvey - 2003 - Business Ethics: A European Review 12 (1):88-107.
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  • Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics, the Environment and Responsibility 14 (3):290–300.
  • Why Teach Ethics to Accounting Students? A Response to the Sceptics.Roberta Bampton & Patrick Maclagan - 2005 - Business Ethics: A European Review 14 (3):290-300.
  • The Teaching of Ethics in Management Accounting: Progress and Prospects.Roberta Bampton & Christopher J. Cowton - 2002 - Business Ethics, the Environment and Responsibility 11 (1):52–61.
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  • The Teaching of Ethics in Management Accounting: Progress and Prospects.Roberta Bampton & Christopher J. Cowton - 2002 - Business Ethics: A European Review 11 (1):52-61.
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  • Education and Power.D. A. Howell - 1983 - British Journal of Educational Studies 31 (3):269-271.
  • Reproduction in Education, Society and Culture.Pierre Bourdieu, Professor Pierre Bourdieu & Jean-Claude Passeron - 1990 - Sage Publications.
    The way in which the ruling ideas of a social system are related to structures of class, production and power, and how these are legitimated and perpetuated, is fundamental to the sociological project. In this second edition of this classic text, which includes a new introduction by Pierre Bourdieu, the authors develop an analysis of education. They show how education carries an essentially arbitrary cultural scheme which is actually, though not in appearance, based on power. More widely, the reproduction of (...)
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  • Social Theory and Education a Critique of Theories of Social and Cultural Reproduction.Raymond Allen Morrow & Carlos Alberto Torres - 1995 - SUNY Press.
    This book summarizes and critiques theories of social and cultural reproduction as they relate to sociology of education.
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  • Studies in the Theory of Ideology.John B. Thompson - 1984 - Polity Press.
    Introduction Few areas of social inquiry are more exciting and important, and yet at the same time more marked by controversy and dispute, than the area ...
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  • Ethics and Excuses: The Crisis in Professional Responsibility.Banks McDowell - 2000 - Quorum Books.
    Professionals in all fields, struggling to be both successful and ethical, will find the book challenging, provocative, yet reassuring.
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  • Bourdieu and Education: Acts of Practical Theory.Michael Grenfell - 1998 - Falmer Press.
    Bourdieu and Education details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors also examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects of both theory and practice. Finally, principles, approaches, methods and techniques (...)
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  • Lenin and Philosophy and Other Essays.Louis Althusser - 1971 - Monthly Review Press.
    No figure among the western Marxist theoreticians has loomed larger in the postwar period than Louis Althusser. A rebel against the Catholic tradition in which he was raised, Althusser studied philosophy and later joined both the faculty of the Ecole normal superieure and the French Communist Party in 1948. Viewed as a "structuralist Marxist," Althusser was as much admired for his independence of intellect as he was for his rigorous defense of Marx. The latter was best illustrated in For Marx (...)
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  • The Impact of Inequality.Richard G. Wilkinson - 2006 - Social Research: An International Quarterly 73 (2):711-732.
    Why do people in more unequal societies have worse health and shorter lives than those in less unequal ones? Why do more unequal societies tend to have more violence and weaker community life? This paper discusses the research evidence on the psychosocial pathways which suggest how and why we are affected by inequality.How big income differences are in any society seems to serve as an indicator of the scale of social differentiation and social distances within it. The evidence shows that (...)
     
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  • The Impact of Inequality.Richard Wilkinson - 2006 - Social Research: An International Quarterly 73:711-732.
    Why do people in more unequal societies have worse health and shorter lives than those in less unequal ones? Why do more unequal societies tend to have more violence and weaker community life? This paper discusses the research evidence on the psychosocial pathways which suggest how and why we are affected by inequality.How big income differences are in any society seems to serve as an indicator of the scale of social differentiation and social distances within it. The evidence shows that (...)
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