In the human quest for meaning, work occupies a central position. Most adults spend the majority of their waking hours at work, which often serves as a primary source of purpose, belongingness, and identity. In light of these benefits to employees and their organizations, organizational scholars are increasingly interested in understanding the factors that contribute to meaningful work, such as the design of jobs, interpersonal relationships, and organizational missions and cultures. In a separate line of inquiry, scholars of business ethics (...) have examined meaningful work as a moral issue concerning the management of others and ourselves, exploring whether there are definable characteristics of meaningful work to which we have moral rights, and whether there are moral duties to ourselves and others to fulfill those rights. In this article, we examine contemporary developments in both disciplines about the nature, causes, and consequences of meaningful work; we explore linkages between these disciplines; and we offer conclusions and research opportunities regarding the interface of ethical and organizational perspectives on performing and providing meaningful work. (shrink)

Research on meaningful work has not embraced a shared definition of what it is, in part because many researchers and laypersons agree that it means different things to different people. However, subjective and social accounts of meaningful work have limited practical value to help people pursue it and to help scholars study it. The account of meaningful work advanced in this paper is inherently normative. It recognizes the relevance of subjective experience and social agreement to appraisals of meaningfulness but considers (...) them conceptually incomplete and practically limited. According to this normative account, meaningful work should be meaningful to oneself and to others and is also meaningful independent of them. It sets forth grounds for evaluating some work to be more meaningful than other work, asserting the possibility that one could be mistaken about the meaningfulness of one’s work. While it thus proscribes some claims to meaningful work, it also opens up potential new avenues of inquiry into, among other things, self-aggrandizing and harmful work that is experienced as meaningful, morally valuable work that is not experienced as meaningful, and the distinction between experienced and normative meaningfulness. (shrink)

“Moral hazard” is a term familiar in economics and business ethics that illuminates why rational parties sometimes choose decisions with bad moral outcomes without necessarily intending to behave selfishly or immorally. The term is not generally used in medical ethics. Decision makers such as parents and physicians generally do not use the concept or the word in evaluating ethical dilemmas. They may not even be aware of the precise nature of the moral hazard problem they are experiencing, beyond a general (...) concern for the patient's seemingly excessive burden. This article brings the language and logic of moral hazard to pediatrics. The concept reminds us that decision makers in this context are often not the primary party affected by their decisions. It appraises the full scope of risk at issue when decision makers decide on behalf of others and leads us to separate, respect, and prioritize the interests of affected parties. (shrink)

ABSTRACT:A fundamental question of global business ethics is, “When moral business conduct standards conflict across borders, whose standards should prevail?” Western scholarship and practice tends to depict home country standards as “higher” or more “restrictive” or “well-ordered” than the “lower” standards of emerging market actors. As much as the question appears culturally neutral, many who ask it do so with a culturally-specific lens shaped by prevailing conditions of Western economic strength. However, the dominant economic powers of the future are not (...) likely to be the same North American and Western European markets that have reigned supreme in the recent past. As corporations increasingly re-examine their political roles in global governance, we need also to re-examine the moral authority of global ethical norms so they do not merely reflect the dominant ideologies of the most economically powerful market actors. (shrink)

The world of work over the past 3 years has been characterized by a great reset due to the COVID-19 pandemic, giving an even more central role to scholarly discussions of ethics and the future of work. Such discussions have the potential to inform whether, when, and which work is viewed and experienced as meaningful. Yet, thus far, debates concerning ethics, meaningful work, and the future of work have largely pursued separate trajectories. Not only is bridging these research spheres important (...) for the advancement of meaningful work as a field of study but doing so can potentially inform the organizations and societies of the future. In proposing this Special Issue, we were inspired to address these intersections, and we are grateful to have this platform for advancing an integrative conversation, together with the authors of the seven selected scholarly contributions. Each article in this issue takes a unique approach to addressing these topics, with some emphasizing ethics while others focus on the future aspects of meaningful work. Taken together, the papers indicate future research directions with regard to: (a) the meaning of meaningful work, (b) the future of meaningful work, and (c) how we can study the ethics of meaningful work in the future. We hope these insights will spark further relevant scholarly and practitioner conversations. (shrink)

It has become common for business practitioners and management scholars to distinguish between compliance and ethics. According to the conventional distinction as expressed in Paine’s formulation of Integrity Strategy, compliance is ordinarily a necessary but insufficient condition for ethics. Now that this distinction has been institutionalized in the most significant judicial, legislative, and regulatory developments in American business conduct management since the Enron failure, it is worth asking whether the current emphasis on ethics represents progress. Does it make logical and (...) practical sense to impose ethics as a compliance requirement, or have we come full circle? I argue that assertions of organizational ethical progress, usually involving an increase in the number and or severity of compliance restrictions, do not get the conventional distinction quite right. Moreover, under the consensus distinction, there can be no such thing as organizational ethical progress. However, our ordinary ways of talking about business conduct management often betray logical confusions about the ethics–compliance relationship. While the metaphors we employ – “higher standards,” “raising the bar,” “gray areas,” and “crossing the line,” etc. – perform a worthwhile function as standards for external evaluation of business conduct, they also have a tendency to limit and impoverish our conception of what it is to be ethical. The idea that ethics matters is fundamental to Integrity Strategy’s implicit claim, consistent with conventional wisdom and moral theory, that the objective of responsible conduct cannot be achieved solely by imposing from outside what is required but must also appeal to what is desired. (shrink)

Tolstoy's Iván Ilých lies near death, regretting a terrible life but unaware of what he could have done differently while alive. Although motivated to work for all the wrong reasons-money, self-esteem, social acceptance, and escape from home-by all formal accounts he has been a highly responsible professional. This analysis of a work about work illustrates the relationship between meaningful work, professional responsibility, and meaningful life.

To commemorate 40 years since the founding of the Journal of Business Ethics, the editors in chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialogue around the theme The Ethics and Politics of Academic Knowledge Production. Questions of who produces knowledge about what, and how that knowledge is produced, are inherent to editing and publishing academic journals. At the Journal of Business (...) Ethics, we understand the ethical responsibility of academic knowledge production as going far beyond conventions around the integrity of the research content and research processes. We are deeply aware that access to resources, knowledge of the rules of the game, and being able to set those rules, are systematically and unequally distributed. One could ask the question “for whom is knowledge now ethical’”? (See the Burrell commentary.) We have a responsibility to address these inequalities and open up our journal to lesser heard voices, ideas, and ways of being. Our six commentators pursue this through various aspects of the ethics and politics of academic knowledge production. Working with MacIntyre’s scheme of practices and institutions, Andrew West provides commentary on the internal good of business ethics learning and education. Inviting us to step out of the cave, Christopher Michaelson urges a clear-eyed, unblinking focus on the purposes and audiences of business ethics scholarship. As developmental editor, Scott Taylor uncovers some of the politics of peer review with the aim of nurturing of unconventional research. Mike Hyman presents his idiosyncratic view of marketing ethics. In the penultimate commentary, Julie Nelson attributes difficulties in the academic positioning of the Business Ethics field to the hegemony of a masculine-centric model of the firm. And finally, Gibson Burrell provides a powerful provocation to go undercover as researcher-investigators in a parallel ethics of the research process. (shrink)

Part of the value of stories is moral, in that understanding them, and the characters within them, is one way in which we seek to make moral sense of life. Arguably, it has become quite common to use stories in order to make moral sense of business life. Case method is the standard teaching method in top business schools, and so-called “war stories” are customary for on-the-job training. Shakespeare is a trendy purveyor of leadership education. Several books and articles have (...) been written on the intersection between literature and business and/or business ethics. Still, it is one thing to claim that literature can contribute to our understanding of business conduct, but yet another to claim that literature can contribute to␣the related goal of improving moral conduct in business. Supporters of the claims tend to presume they go together, while skeptics and detractors often discard them as a package. These claims warrant further investigation if they are to be perceived by business scholarship and practice as worthy of serious attention, not just a quaint search for lowbrow moral fables or a vain pursuit of highbrow poetry. One instrumental function of literature is to imitate life, thereby expanding our vision beyond our parochial interests; to see literature merely as a didactic instrument to serve business interests misses the point that literature should expand understanding, our sense of what in addition to business is interesting and valuable. (shrink)

Moral luck – which seems to appear when circumstances beyond a person’s control influence our moral attributions of praise and blame – is troubling in that modern moral theory has supposed morality to be immune to luck. In business, moral luck commonly influences our moral judgments, many of which have economic consequences that cannot be reversed. The possibility that the chance intervention of luck could influence the way in which we assign moral accountability in business ethics is unsettling. This paper (...) argues that if we cannot explain moral luck away, we should give consideration to moral risk in our moral judgments and the associated assignment of economic rewards regarding episodes in which moral luck plays a role. (shrink)

Meaningful work is an important but under-represented topic in the business ethics and management curriculum. One definition of meaningful work is that it enables self-realization and service to others while fitting what the market demands. This paper provides an outline for thinking about meaningful work by exploring the evolution of and conclusions from a teaching exercise on meaningful work.

Meaningful work is an important but under-represented topic in the business ethics and management curriculum. One definition of meaningful work is that it enables self-realization and service to others while fitting what the market demands. This paper provides an outline for thinking about meaningful work by exploring the evolution of and conclusions from a teaching exercise on meaningful work.

In general, meaningful work has been conceived to be a matter of institutional obligation and individual choice. In other words, solong as the institution has fulfilled its objective moral obligation to make meaningful work possible, it is up to the subjective volition of the individual to choose or not to choose work that is perceived to be meaningful. However, this conception is incomplete in at least two ways. First, it neglects the role of institutional volition; that is, it does not (...) emphasize enough that the institution’s purpose itself can be meaningful (or meaningless). Second, the standard conception of meaningful work says surprisingly little about the moral obligation of the individual—to anyone but the individual herself—to pursue meaningful work. The immediate and sustained responses to the September 11, 2001, attacks suggest that there is an important relationship between meaningful work and the moral worth of institutions and individuals. To explore that relationship, this paper examines stories of three jobs that tragically coincided on September 11, 2001: broker, firefighter, and terrorist. (shrink)

Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...) instructor’s views. To answer our question on what is a good answer to an ethical question, we asked three master teachers of business ethics to share their perspectives on a good answer. Their answers revealed stark differences—regarding the starting point of business ethics, the purpose of business, prioritization of analytical disciplines, and research methods—but also a common thread demanding that a good answer articulates a student's own moral voice. Moral voice is a genuine expression of an individual’s considered moral judgment that is reflective of personal values and cognizant of professional expectations. Cultivating the expression of moral voice goes beyond formal and theoretical proficiency to overcome human tendencies toward idealism, insincerity, and rationalization. Moral voice does not by itself fill the gap in business ethics pedagogy on the content of a good answer, but it demands that students support an answer that they can genuinely believe in while encouraging instructors to cultivate in their students sincerity and engagement, conscience, and a sense of self that are indispensable to genuine ethical commitment. (shrink)

Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...) instructor’s views. To answer our question on what is a good answer to an ethical question, we asked three master teachers of business ethics to share their perspectives on a good answer. Their answers revealed stark differences—regarding the starting point of business ethics, the purpose of business, prioritization of analytical disciplines, and research methods—but also a common thread demanding that a good answer articulates a student's own moral voice. Moral voice is a genuine expression of an individual’s considered moral judgment that is reflective of personal values and cognizant of professional expectations. Cultivating the expression of moral voice goes beyond formal and theoretical proficiency to overcome human tendencies toward idealism, insincerity, and rationalization. Moral voice does not by itself fill the gap in business ethics pedagogy on the content of a good answer, but it demands that students support an answer that they can genuinely believe in while encouraging instructors to cultivate in their students sincerity and engagement, conscience, and a sense of self that are indispensable to genuine ethical commitment. (shrink)

This special issue of the Journal of Business Ethics commemorates the 40th Anniversary Conference of the Hoffman Center for Business Ethics at Bentley University. It collects seven of the papers that were presented at the conference in 2016, when scholars, practitioners, and policymakers from across the globe convened to discuss “Global Perspectives on Business Ethics.” From conceptual thinking to theory building and empirical analysis, these articles present several future and mutually supportive directions for research to influence the context and conduct (...) of business through its challenges and changes over the next 40 years. (shrink)

In their prevailing conceptions, business is interested, whereas the humanities provoke disinterested attention in value for its own sake. Applying Danto’s and/as/of structure to Freeman’s documentary film, Leadership and Theater, this paper outlines the business of the humanities (economic value), depicts the value of the humanities to business ethics education (ethical value), and asks how cultivating an attitude of business as a humanity (aesthetic value) might influence our students’ views of business and business ethics. Regarding business disinterestedly could mean challenging (...) whether interestedness is an essential characteristic of business. The humanities can cultivate an appreciation for what is valuable in itself, in spite of the potential absence of measurableeconomic value. (shrink)

In their prevailing conceptions, business is interested, whereas the humanities provoke disinterested attention in value for its own sake. Applying Danto’s and/as/of structure to Freeman’s documentary film, Leadership and Theater, this paper outlines the business of the humanities (economic value), depicts the value of the humanities to business ethics education (ethical value), and asks how cultivating an attitude of business as a humanity (aesthetic value) might influence our students’ views of business and business ethics. Regarding business disinterestedly could mean challenging (...) whether interestedness is an essential characteristic of business. The humanities can cultivate an appreciation for what is valuable in itself, in spite of the potential absence of measurableeconomic value. (shrink)

According to Bertrand Russell, philosophy should “teach how to live without certainty, and yet without being paralyzed by hesitation.” Recent natural and human-made disasters have confronted business leaders to act decisively without certainty in circumstances with profound implications for ethical well-being. This article introduces a Special Topic Forum on Extreme Operating Environments, defined as times of great uncertainty and/or crisis which challenge human capabilities, organizational operations, and social institutions.

The contrast between the philosopher and the sophist is subtle and significant. The significant difference is identified by Socrates when he claims, in the Apology 21d, to be the wisest man in Athens: “Neither of us has any knowledge to boast of, but he thinks that he knows something which he does not know, whereas I am quite conscious of my ignorance.” Nearly two and one half millennia later, business ethics has transported street corner conversation into the meeting room and (...) board room, where ethical leadership is cultivated or stifled. Are these conversations about ethics philosophy, or are they sophism? In this paper, I will evaluate the philosophical soundness of business ethics as it is practiced in business situations. My objective will be to outline the unfulfilled value of philosophical wisdom to ensuring the value of business ethics, and business, to society at large. (shrink)

This article is the guest editors’ introduction to the Special Topic Forum on Extreme Operating Environments appearing in Business & Society. The forum includes two articles accepted after review and revision. The two articles address the macro-level aspects of business’s role in society in terms of accessing resources and markets and in terms of being a change agent or enabler to promote a better or more stable local economy. The articles also provide case studies of businesses developing, getting access to (...) resources and markets, and affecting the larger institutional environment despite great uncertainty and harsh operating environments where the traditional assumptions of stability and security are not available. This Special Topic Forum is published in cooperation with Business & Professional Ethics Journal which, working with the guest editors, has published two other articles that address the more micro-level aspects and the ethical dilemmas business may face in extreme operating environments. (shrink)

Leo Tolstoy was on to behavioral ethics before there was such as a thing as behavioral ethics. Three scenes from his magnum opus, War and Peace, demonstrate that Tolstoy diagnosed some of the same problems that occupy modern behavioral ethics: confirmation bias, slippery-slope reasoning, and illusions of control. However, whereas modern behavioral ethics has done more to diagnose problems than to prescribe solutions, Tolstoy’s theories of moral psychology and leadership provide direction for human moral self-cultivation. This analysis of War and (...) Peace also suggests that literary fiction can depict worlds at least as fertile as the real world for studying business ethics. Building upon this example, in an age and field which seems too often to prioritize scientific wisdom over that of the humanities, I speculate about how literary fiction can expand our research into more diverse actors and worlds of modern capitalism. (shrink)

The ethical tension over whether countries have differentiated responsibilities for climate change mitigation evokes the tale of a master and a man. The one who thinks she is the master is analogous to the wealthier, industrialized nations and their market actors, and the human is the rest of humanity, particularly those citizens of less developed countries. Since 1992, there has been formal, stated agreement that there should be differentiated responsibilities for climate change mitigation between developed and developing nations, but differentiation (...) remained a sticking point in negotiations over implementation at Copenhagen in 2009. Putting the parties in the climate change differentiation debate in analogy with the characters of Tolstoy’s story, “Master and Man,” this paper seeks to advance the common appreciation for the moral foundations of differentiation. (shrink)

Any fundamental examination of managerial practices must consider a philosophical conundrum at the heart of market exchange. Economically, the opportunity for profit seems to demand somebody else’s loss, and ethically, we must not take advantage of others’ misfortune. In a market system involving a multiplicity of stakeholders, profit opportunities may arise in which relationships between winners and losers are distant, indirect, or even nonexistent; their motives are multivalent; and their market participation may be intentional or accidental. Reflecting two decades later (...) upon several cases arising from the 9/11/2001 terrorist attacks, this paper describes several examples of profiting from loss that demonstrate the ubiquity and variety of the problem. It also invokes numerous bodies of literature that demonstrate the inherent complexity and interdisciplinarity of the problem and the absence of determinative principles to answer the question of when it is justifiable to profit from loss. The paper positions casuistry, the ancient philosophical art of case analysis that resembles modern business pedagogy, as a complement to ethical theory. The Loss Agency-Division of Benefits framework developed in the paper demonstrates the value of philosophy to managerial practices when economic theory is insufficient for ethically classifying and evaluating forms of profiting from loss. (shrink)

This paper explores the values and practices of capitalism and speculates about how they might evolve as twenty-first century global capitalism comes into being. The values embodied by the Westernized canon we have inherited might account for certain shortcomings of capitalism. As economic power shifts away from dominant markets of the recent past, our search for the canon of twenty-first century global capitalism can help shape the values we aspire for our capitalism of the future to embody and to enable.