This paper introduces a four-stage ethical learning model that we posit will augment the evaluation of the effectiveness of business ethics education. Using the Ignatian (Jesuit, Catholic) methodologies of self-reflection and discernment, comments by 195 undergraduate and graduate students enrolled in an American university regarding the relationship between ethical attitudes and business conduct are examined before and after completing a business ethics course. Results suggest that ethics education can 1) raise students’ ethical awareness, and 2) shift ethical attitudes in either (...) positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

Jay Coen Gilbert, co-founder of B Lab, discusses his vision for a “new economy” where business is a “force for good.” In this interview, Coen Gilbert provides an overview of how B Lab’s various initiatives—Certified B Corporations, the B Impact Assessment, B Analytics, GIIRS, and Benefit Corporations—function interdependently to accelerate a culture shift to redefine success in business. Coen Gilbert then focuses on the role of benefit corporations in this larger movement. The benefit corporation is a new legal form of (...) business that requires a corporate purpose dedicated to “general public benefit” and the delivery of demonstrable “material positive impact on society and the environment.” Novel fiduciary and reporting requirements differentiate the benefit corporation from the traditional corporation founded on shareholder primacy. Coen Gilbert explains how the benefit corporation is better suited to create long-term shareholder value as well as sustainable value for society, the environment, and other stakeholders. He addresses critiques of and challenges to the benefit corporation as an agent of change for business. (shrink)

This paper introduces a four-stage ethical learning model that we posit will augment the evaluation of the effectiveness of business ethics education. Using the Ignatian (Jesuit, Catholic) methodologies of self-reflection and discernment, comments by 195 undergraduate and graduate students enrolled in an American university regarding the relationship between ethical attitudes and business conduct are examined before and after completing a business ethics course. Results suggest that ethics education can 1) raise students’ ethical awareness, and 2) shift ethical attitudes in either (...) positive or negative directions, thus supporting the existence of levels of ethical understanding that our learning model proposes. Methodological challenges for current and future evaluation of the effectiveness of ethics education, including enhancement of the generalizability of findings across international borders, are considered. Several implications for linking business ethics education with the conduct and climate of business practice are also discussed. (shrink)

This paper offers three contributions to the burgeoning movements of AI for Social Good (AI4SG) and AI and the United Nations Sustainable Development Goals (SDGs). First, we introduce the SDG-Intense Evaluation framework (SDGIE) that aims to situate variegated automated/AI models in a larger ecosystem of computational approaches to advance the SDGs. To foster knowledge collaboration for solving complex social and environmental problems encompassed by the SDGs, the SDGIE framework details a benchmark structure of data-algorithm-output to effectively standardize AI approaches to (...) the SDGs. Second, as a specific instantiation of the SDGIE framework, the SDG Impact Intensity Model (SDGIIM) is theoretically and operationally established. SDGIIM embeds expert decision-making and SDG keyword banks in textual data processing to determine overall SDG “impact intensity.” Ideally, SDGIIM can be applied to textual data sets from any sector or discipline: academia, business, government, non-profit, civil society, etc. Third, the SDGIIM instantiation is applied to the specific domain of academic journal rating systems as a case study. Traditionally, academic journals have been evaluated on loosely conceived and empirically shaky notions of ‘quality.’ Aligned with the trend of AI4SG and broader calls to action, ‘impact’ is rapidly becoming the primary normative consideration for assessing academic journals. We hypothesize and demonstrate that SDGIIM is capable of producing evaluations aligned with experts’ expectations of SDG impact intensity; the consistent analysis and rating of textual data sets that embody the SDGs with varying degrees of meaning and, ultimately, promote positive impact on the actual material conditions of the world. (shrink)

This paper offers a new model of corporate purpose and applies it to the emerging legal form of the benefit corporation. First, corporate purpose is applied to the two currently dominant models of shareholder and stakeholder focus. Both are found inadequate to promote positive social and environmental impact because they remain anchored in a profit-seeking corporate purpose. Second, we offer an alterna­tive model of Integrative Corporate Purpose. Third, we apply ICP to benefit corporations as an ethically superior model for promoting (...) the common good. The benefit corporation offers four advancements: positive duties to stakeholders; legal protections for managers and directors to manage for the common good; a requirement to have a purpose geared toward public benefit; and required report­ing of benefits to stakeholders and the environment. The implications of benefit corporations are discussed within the larger arena of corporate social responsibility. (shrink)

This article presents theory and practical experiences related to classroom pedagogy focusing on spirituality and wholeness - the spiritually whole-system classroom. In it, spiritual principles help create a learning community founded on the experience of wholeness. The spiritually whole-system classroom allows participants the opportunity of "being connected with one's complete self, others, and the entire universe" in order to serve a meaningful, broader purpose. This type of transformation engages heads, hearts, spirits, and hands in the pursuit of a more enlightening (...) experience of human organizing. The article concludes with a critically reflective discussion of spiritual applications to management education and practice. (shrink)