This article discusses the evidence for the claim that exposure to the economic model of man tends to make students more selfish. It also discusses the more general problems created by the employment of the models of human beings used in the social sciences, which often are extremely simple, in business education. After considering some proposed solutions to these problems, the article advocates exposing students to more inclusive conceptions of human nature and, as each model is taught, helping (...) students to reflect on the aspects of our knowledge which it leaves out of account. (shrink)

Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for (...) class='Hi'>business education. To resolve this impasse, we draw on the concept of moral self-awareness to offer a system-theoretical strategy for crowding-in a culture of ethics within business schools. We argue that to do so, business schools will need to (1) reframe the purpose of business, (2) reframe the meaning of professional success, and (3) reframe the ethos of business education itself. (shrink)

Our world is faced with complex challenges that include poverty, hunger, lack of education, gender inequality, sustainability, and climate change. These issues cannot be addressed by government action alone and requires the business world play an important role. Despite the many effort of companies to address social responsibility in the last decade however, capitalism continues to suffer a crisis of trust. Many organizations lack the awareness, mindset, frameworks, and knowledge to efficiently and effectively make progress in providing solutions (...) to these systemic challenges, while also ensuring business performance. The authors argue that business schools are uniquely positioned and have a responsibility to contribute to this cause as educators of the business leaders of tomorrow. A landscape survey of social entrepreneurship / social innovation education with 66 institutions of higher education and in-depth interviews with 8 social intrapreneurs from diverse career tracks reveals significant challenges as well as opportunities for creating this paradigm shift in business schools. This research uses insights from these two studies to provide an overview of the current state of SE/SI in business education and provides recommendations for institutions of higher education to pave a pathway forward for future leaders who will use business to create positive social change. (shrink)

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which (...) critical thinking is situated, and the key and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. (shrink)

Our world is faced with complex challenges that include poverty, hunger, lack of education, gender inequality, sustainability, and climate change. These issues cannot be addressed by government action alone and requires the business world play an important role. Despite the many effort of companies to address social responsibility in the last decade however, capitalism continues to suffer a crisis of trust. Many organizations lack the awareness, mindset, frameworks, and knowledge to efficiently and effectively make progress in providing solutions (...) to these systemic challenges, while also ensuring business performance. The authors argue that business schools are uniquely positioned and have a responsibility to contribute to this cause as educators of the business leaders of tomorrow. A landscape survey of social entrepreneurship / social innovation education with 66 institutions of higher education and in-depth interviews with 8 social intrapreneurs from diverse career tracks reveals significant challenges as well as opportunities for creating this paradigm shift in business schools. This research uses insights from these two studies to provide an overview of the current state of SE/SI in business education and provides recommendations for institutions of higher education to pave a pathway forward for future leaders who will use business to create positive social change. (shrink)

Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised (...) economy. The tension is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task? (shrink)

This paper based on the distinction between the instrumental and normative views of stakeholder management explores how business education and personal moral philosophies may influence the orientation adopted by an individual. A mediated regression analysis using survey information collected from 206 Spanish university students showed that those exposed to management theories were less willing to consider stakeholders when making business decisions if the consequent economic impacts on the firm were omitted. The results also provided support for a (...) negative effect of business education on idealism and a mediating effect of the latter on the relationship between education and stakeholder management orientation. This study thus raises awareness on the influence of business education on individuals’ ethical decision-making processes and suggests some possible changes for business education. (shrink)

This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence (...) among students. Our results point to the need to further examine the connections among academic institutional structures, ethics pedagogy, and students’ moral development. (shrink)

This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master’s degree in business studies at two Finnish universities. The results show (...) that, as a whole, students valued the stakeholder model of the company more than the shareholder model. However, attitudes differed according to gender: women students were more in favor of the stakeholder model and placed more weight on corporate ethical, environmental, and societal responsibilities than their men counterparts – both at the beginning and at the end of their studies. Thus, no gender socialization effect of business school education could be observed in this sense. Business school education was found to shape women and men students’ attitudes in two ways. Firstly, valuation of the shareholder model increased and, secondly, the importance of equal-opportunity employment decreased in the course of education. This raises the question whether the educational context is creating an undesirable tendency among future business professionals. The results further suggest that the sociocultural context can make a difference in how corporate social responsibility is perceived. The article also discusses possible ways to influence the attitudes of business students. (shrink)

Prior research has shown a pronounced self-orientation in students of business and economics. This article examines if self-orientation can be alleviated by a focus on prosocial values in business education. In a cross-sectional design, we test the prosocial behavior and values of bachelor students at the beginning and the end of a traditional 3-year business administration program. We compare their behavior with the behavior of two different groups: students from an ethically-oriented international management school and students (...) from a social work program of equal length. The results showed that students of business administration show less prosocial behavior in a dictator game than students in the other two groups. This difference is larger between final-year students than between first-year students. According to the results of the Schwartz Value Survey, the Inglehart Index, and a scale for preferences for distributive justice, students in the three disciplines differ substantially in prosocial values, but there is no significant difference between first and last semester students of the same discipline. We conclude that there is no transmission of self-oriented behavior through self-oriented values emended in traditional business education curricula. Instead, students seem to select academic programs according to their personal and preexisting social orientations. (shrink)

This article describes the service-learning project at Bentley College in Waltham, Massachusetts. The Bentley Service-Learning Project (BSLP) has served as a catalyst for instituting the value of social responsibility into the business curriculum. With over 25% of the full-time faculty integrating service-learning into their courses, Bentley has had over 3000 students using their business skills to assist community agencies. The BSLP has helped to create an environment where business students, faculty, staff and administrators come together to work (...) with and learn from the surrounding communities. (shrink)

In a study of the integration of ethics in an MBA program at an Atlantic Canadian University, we found evidence of discrepancies between students and professors with regards to their perception of the integration of ethics into coursework. In addition, discrepancies were found among the perceptions of some of the students taking the same course. Possible reasons for these discrepancies are explored, as well as some of the examples of marginalization of ethics and some of the barriers to teaching ethics (...) that emerged in this study. Implications for business faculty and administration are discussed. (shrink)

This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master's degree in business studies at two Finnish universities. The results show (...) that, as a whole, students valued the stakeholder model of the company more than the shareholder model. However, attitudes differed according to gender: women students were more in favor of the stakeholder model and placed more weight on corporate ethical, environmental, and societal responsibilities than their men counterparts - both at the beginning and at the end of their studies. Thus, no gender socialization effect of business school education could be observed in this sense. Business school education was found to shape women and men students' attitudes in two ways. Firstly, valuation of the shareholder model increased and, secondly, the importance of equal-opportunity employment decreased in the course of education. This raises the question whether the educational context is creating an undesirable tendency among future business professionals. The results further suggest that the sociocultural context can make a difference in how corporate social responsibility is perceived. The article also discusses possible ways to influence the attitudes of business students. (shrink)

My central point is that the recent wave of interest in business ethics is an opportunity to review the whole enterprise of undergraduate business education. Business ethics, taught as if the students, faculty, curriculum and organization of the business school were important parts of the subject matter, is a way both to affirm the seriousness of ethical inquiry and to build an increased sense of collegial responsibility for the overall curriculum students are asked to undertake.

In view of the numerous accounting and corporate scandals associated with various forms of moral misconduct and the recent financial crisis, economics and business programs are often accused of actively contributing to the amoral decision making of their graduates. It is argued that theories and ideas taught at universities engender moral misbehavior among some managers, as these theories mainly focus on the primacy of profit-maximization and typically neglect the ethical and moral dimensions of decision making. To investigate this criticism, (...) two overlapping effects must be disentangled: the self-selection effect and the treatment effect. Drawing on the concept of moral judgment competence, we empirically examine this question with a sample of 1773 bachelor’s and 501 master’s students. Our results reveal that there is neither a self-selection nor a treatment effect for economics and business studies. Moreover, our results indicate that—regardless of the course of studies—university education in general does not seem to foster students’ moral development. (shrink)

Sustainability has been gaining recognition as an innovative pathway for general learning from early childhood to higher education. This article advances acura personalis, or care for the entire person, approach for integrating sustainability into the domain of business management education. Such an approach centers on fostering higher-order dispositions including creativity, critical moral awareness, existential authenticity, excellence, relatedness, and overall well-being and thus constitutes a broader, deep ecological alternative to received scientistic and quantitatively controlled programs.

This paper outlines and argues against some criticisms of business ethics education. It maintains that these criticisms have been put forward due to a misunderstanding of the nature of business and/or ethics. Business ethics seeks a meaningful reciprocity among economic, social and moral concerns. This demands that business organizations autonomously develop ethical goals from within, which in turn demands a reciprocity between ethical theory and practical experience. Working toward such a reciprocity, the ultimate goal of (...) business ethics education is a moral business point of view through which one can live with integrity and fulfillment. (shrink)

This essay begins with a look at the contribution made by Business Ethics and by Corporate Social Responsibility (CSR) to Business Education, and how the first two have moved to the last over time. Yet their contributions also reveal limitations that need to be taken into account in the debate on the training provided by Business Schools. This debate cannot be confined to speaking of disciplines and their cross-cutting natures but rather needs to focus directly on (...) the kind of personal profile fostered among business students. In the context of this debate on the future of Business Schools, the essay stresses the relevance of Peter-Hans Kolvenbach’s framework. He proposed an educational ideal based upon educating competent, conscious, compassionate, and committed people. This ideal took shape in the form of an educational paradigm integrating four dimensions: professional (_utilitas_), ethical-social (_iustitia_), humanist (_humanitas_) and spiritual (_fides_). The essay not only shows how each of these dimensions is in tune with some of the present proposals for renewing Business Education but also how Kolvenbach's more holistic approach can help to further integrate and spotlight the blind spots of each of them. (shrink)

This timely analysis by Lerzan Aksoy et al at Fordham University Gabelli School of Business highlights an urgent need for business education reformation worldwide. The authors, mindful of impending disruptive change, provoke new research and thinking to integrate “social innovation” more thoroughly into business school curricula and training. Their emphasis on a more reflective and values-centric approach to business education is most welcome given the dire complex of challenges we face globally.

Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related (...) to their past donation, volunteerism, and non-profit organization membership activities, whether limited or extensive. Some evidence supports the proposition that education can modify internal principles over time. We offer suggestions for classroom and program uses of these findings in hopes of enriching the vision of future business managers. (shrink)

The paper begins with an examination of traditional attitudes towards business ethics. I suggest that these attitudes fail to recognize that a principal function of ethics is to facilitate cooperation. Further that despite the emphasis on competition in modern market economies, business like all other forms of social activity is possible only where people are prepared to respect rules in the absence of which cooperation is rendered difficult or impossible. Rules or what I call the ethics of doing, (...) however, constitute just one dimension of ethics. A second has to do with what we see and how we see it; a third with who we or what I describe as the ethics of being. Of these three dimensions, the first and the third have been most carefully explored by philosophers and are most frequently the focus of attention when teaching business ethics is being discussed. I argue that this focus is unfortunate in as much as it is the second dimension which falls most naturally into the ambit of modern secular educational institutions. It is here that moral education is most obviously unavoidable, and most clearly justifiable in modern secular teaching environments. I conclude by describing the importance of this second dimension for the modern world of business. (shrink)

This study reports the results of a survey designed to assess the impact of business education on the ethical beliefs of business students. The study examines the beliefs of graduate and undergraduate students about ethical behavior in educational settings. The investigation indicates that the behavior which students learn or perceive is required to succeed in business schools may run counter to the ethical sanctions of society and the business community.

Recent events at Enron, K-Mart, Adelphia, and Tyson would seem to suggest that managers are still experiencing ethical lapses. These lapses are somewhat surprising and disappointing given the heightened focus on ethical considerations within business contexts during the past decade. This study is designed, therefore, to increase our understanding of the forces that shape ethical perceptions by considering the effects of business school education as well as a number of other individual-level factors (such as intra-national culture, area (...) of specialization within business, and gender) that may exert an influence on ethical perceptions. We found significant effects for business education, self-reported intra-national culture, area of specialization within business, and gender for some and/or all areas of ethics examined (i.e., deceit, fraud, self-interest, influence dealing, and coercion). One of our most encouraging findings is that tolerance for unethical behavior appears to decrease with formal business education. Despite the prevalent stereotype that business students are only interested in the bottom line or that business schools transform idealistic freshman into self-serving business graduates, our results suggest otherwise. Given the heightened criticism of the ethicality of contemporary managerial behavior, it is heartening to note that, even as adults, individuals can be positively affected by integration of ethics training. (shrink)

A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students' technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

This study examined differences in the values patterns of business students from Anglo-American and Far Eastern country clusters using Allport et al.'s (1970) Study of Values. Differences were noted on five of the six attitudes; Theoretical, Economic, Political, Social, and Religious. Next, using multiple comparison method the value patterns of newly arrived Far Eastern students and Far Eastern students who had spent considerable time in the U.S. were compared for changes in value patterns that may be attributable to their (...) stay and study in the United States. Differences were found in terms of five of the six evaluative attitudes between the two groups. Value pattern of Far Eastern students who had lived and studied in the U.S. for a considerable period of time was also compared with that of Anglo-American students to examine the degree of convergence in their value systems. Findings of this study suggest that as a result of frequent and sustained cross-cultural contacts in another cultural environment, the value profile of individuals tend to get modified, so as to include the values preferred and desired in the new social environment. (shrink)

Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related (...) to their past donation, volunteerism, and non-profit organization membership activities, whether limited or extensive. Some evidence supports the proposition that education can modify internal principles over time. We offer suggestions for classroom and program uses of these findings in hopes of enriching the vision of future business managers. (shrink)

This study investigates the connection of moral reasoning to demographic and performance variables in business education, especially business and technical writing. The moral reasoning construct serves as the foundation for one''s decision making when confronted with moral dilemmas. Significant relationships are reported between subjects'' writing skill and their moral reasoning scores. This research serves as a foundation for questions about writers'' moral reasoning and the ethical decisions each writer makes in written communication. In addition, this study supports (...) further research into the connection between moral reasoning and written communication, given the significant relationships reported and the noticeable shortage of related, data-based research. (shrink)

This article offers an approach to advance the use of virtue ethics in the training of business managers and leaders, as well as in the education of business students. A thesis is that virtue ethics offers a valuable way to think about how we want to be and what we should strive to become qua businessperson, manager, and leader. The article provides a framework for thinking about virtue ethics in the context of business and leadership, with (...) emphasis on building trust in organizations. It includes a brief summary of Aristotelian virtue ethics, core concepts, and how they apply to management and leadership decision-making. The article concludes with a summary of an approach for teaching a virtue ethics module, which has evolved over the past 20 years. Included are exercises, a survey tool, and a business case as components of the module. The module has been used in corporate training, as well as graduate and undergraduate business education. It is hoped this approach will spur others to explore other ways to bring virtue ethics to business and business education. (shrink)

This is a story of the development of a community service for business education project in Florida International University's Business Environment Program. The Project, as it is called, had its practical origins in student involvement in community activism-type projects. Its theoretical foundation is found in the concept of increasing community discourse — following Dewey (1954) — as a vehicle for strengthening the business and society bond. Student community service projects are described including the largest group to (...) evolve, a group dedicated to feeding Miami's homeless and taking the name the FIU Foodrunners. The Project is now in its third year with approximately five-hundred students per year working twenty-five hours per semester on community service projects. The community service requirement directly as a result of experiences with the Project has expanded beyond the Business Environment courses to offerings in other departments and is now part of a University-wide recently institutionalized structure designed to stimulate student community service efforts.Today was our third run, the third Sunday of waking up early. Now that I have been reading Aram and putting the pieces together, I can see how this concept of business and society comes together. (shrink)

This essay describes the challenges of Social Entrepreneurship and Social Innovation as a field and explores how it could contribute to transforming business education. The first suggestion is to think about System Change as a much needed shift in perspective away from focusing on the lone individual hero entrepreneur. Current problems often defy the market based approach to entrepreneurship and requires collaborations across sectors and silos. Another shift is to focus more on whole person learning and bringing the (...) lived experience of students as changemakers in the classroom. That would possibly require a different approach to admissions into university programs, expanding the criteria for successful candidates. A final contribution could be a focus on "inner work" ensuring that changemaking work does not deplete and lead to burn out. (shrink)

Considerable effort has been devoted over the last fifteen years by faculty and administrators in numerous colleges and universities, and by organizations such as the Aspen Institute and Teagle Foundation, to enhancing business education through broad infusion of the perspectives and content of the liberal arts. The emphasis has been on integration of the social sciences and especially the humanities. The author—a natural scientist—recounts a seminal experience that motivated him to work more intensively on this initiative with his (...) colleagues across academic divisions at his home institution and beyond. He also argues for more engagement by natural science faculty in this process and examines the transdisciplinary re-visioning required to transform business teaching, learning, and practice into a new paradigm consistent with ecological reality. (shrink)

In recent years, scholars have increasingly dedicated their attention to analyse and reflect on the topic of leadership. However, the debate has often focused on the figure of the leader, as if being a leader were a self-sufficient function in itself, understood without finalities or independent of them. I would argue that leadership is not a position that can be assumed, but, rather, a relationship that is constructed. Similarly, the question of leaders has often given rise to a deconstruction of (...) its components, without any insight as to how the reality is put together. Leadership cannot be understood solely from a technical or instrumental perspective. It is not a mere relational skill that simply requires developing competencies. The exercise of leadership always includes—explicitly or implicitly—a connection with values. Therefore, developing leadership is impossible without a personal process that develops the person’s capacity for perception, learning, interiorisation, explicit sense-making and constructing meaning. These issues are truly important at a time in which the debate on business education and its contribution is completely open, targeting the very core of business education’s reason for being. Though open, the debate can only become a truly dynamic discussion if there is a real dialogue between the different positions and traditions. For this reason, this paper proposes an anthropological and non-denominational reading of some of the fundamental meditations found in the Spiritual Exercises of Saint Ignatius which could be used as a heuristic in the debate regarding what business schools propose. This paper represents an initial step in this direction, exploring some of the potentialities of the Spiritual Exercises for business schools that do not claim any religious tradition. (shrink)

This paper summarizes paired courses, a technique that is being used to incorporate the benefits of liberal arts into the business curriculum. This technique pairs a required business course with a liberal arts course that students take concurrently during a semester. The courses have overlapping themes and activities to build specific competencies that are desired by organizations, such as communication, critical thinking and problem solving, emotional intelligence, and organizational professionalism. These competencies are identified by exploring national surveys and (...) conducting a local survey of business professionals. The paired courses utilize a variety of exercises with the ultimate goals of building desired workplace-related skills in students and improving their practical reasoning ability. The exercises do this by strengthening students’ analytical thinking, understanding of multiple framing, and reflective exploration of meaning through various techniques. Many of the activities are explained in detail with some additional resources provided. Teachers can utilize the same activities or adapt them to their classroom. (shrink)

For the past five years at the Daniels College of Business at the University of Denver a community service or service learning component has been included in the Values in Action class (now Values-Based Leadership), a core MBA course that integrates ethics, law, and public policy perspectives on business issues. This paper summarizes the educational philosophy and the mechanics of this required component. Few empirical studies have been conducted to gauge the perceived value and impact of a service (...) learning requirement on students. Thus, several surveys were conducted to understand better the choices made by students as well as the impact of the requirement on students. Preliminary results reveal generally a positive effect on students, including some evidence that such a service learning requirement may influence students to make a greater lifetime commitment to community service. (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)

Recent examples of corporate, national and international ethical and financial scandals and crises have created a need to bolster the ethical acumen of managers through business education imperatives. This topical book forms an important part of the debate on the development of ethical business leaders and provides empirically grounded, theoretical insights for rethinking business curricula requisite for understanding and meaningfully confronting an ethical vacuum that sometimes exists in business. Management Education for Integrity explains how (...) curricula should be streamlined and rejuvenated to ensure a high level of integrity in management education, providing numerous examples of new tools, teaching methods, integrity sensitization and development exercises and ethical management education assessment approaches. Chapters include: fostering integrity in business curricula; a critique of ethics education in management; measuring best practices in management education for integrity capacity; encouraging moral engagement in business ethics courses; management education for behavioral integrity; and scenario-based approach as a teaching tool to promote integrity awareness."--Publisher's information. (shrink)

Criticism of Shakespeare's comedies has shifted from stressing their light-hearted and festive qualities to giving a stronger sense of their dark aspects and their social resonances. This volume introduces the key critical debates under five headings: genre, history and politics, gender and sexuality, language and performance.

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 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)