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  1.  80
    Objections to the teaching of business ethics.Gael M. McDonald & Gabriel D. Donleavy - 1995 - Journal of Business Ethics 14 (10):839 - 853.
    To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; Reeves, (...)
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  2.  70
    Ethical perceptions of Hong Kong chinese business managers.Gael M. McDonald & Raymond A. Zepp - 1988 - Journal of Business Ethics 7 (11):835 - 845.
    This paper investigates ethical perceptions among Hong Kong Chinese managers of themselves and peers according to age, location of education and employment (local vs. multinational), based upon responses to thirteen potentially unethical situations.The major conclusions of the study are: (1) there is little consistency among perceptions of ethical situations; (2) Hong Kong managers perceive their peers as more unethical than themselves; (3) ethical perceptions in some situations are affected by age and to a lesser extent, place of education; and (4) (...)
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  3.  55
    Ethical perceptions of expatriate and local managers in Hong Kong.Gael M. McDonald & Pak Cho Kan - 1997 - Journal of Business Ethics 16 (15):1605-1623.
    In an effort to build on the current knowledge of ethical behaviour in Asia this paper proposes to replicate existing ethical research and to investigate specific questions relating to intra-cultural differences in Hong Kong. Four major conclusions were derived from this descriptive empirical study. A statistically significant correlation exists between age and ethical beliefs, with older employees less likely to express agreement to an unethical action than younger employees. In contrast to many previous studies no statistically significant differences in ethical (...)
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  4.  41
    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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  5. Business ethics: practical proposals.Gael M. McDonald & Raymond A. Zepp - forthcoming - Managing Business Ethics: A Reader on Business Ethics for Managers and Students.
     
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  6. Value modification strategies on a national scale: the activities of the Independent Commission Against Corruption in Hong Kong.Gael M. McDonald - 1994 - In W. Michael Hoffman (ed.), Emerging global business ethics. Westport, Conn.: Quorum Books. pp. 14--35.
     
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  7.  22
    Business Ethics in Hong Kong.Gael M. McDonald - 1992 - Business Ethics, the Environment and Responsibility 1 (1):59-61.
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  8.  17
    Business Ethics in Hong Kong.Gael M. McDonald - 1992 - Business Ethics: A European Review 1 (1):59-61.
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  9.  81
    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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