Though there are many factors that contribute to the perceived legitimacy of business ethics education, this research focuses on one factor that is given great attention both formally and informally in many business schools: student satisfaction with the course. To understand the nature of student satisfaction, the authors draw from multiple theories with central claims relating expectations with satisfaction. The authors then compare student expectations of business ethics courses with instructor objectives and discover that (...) business ethics courses are not necessarily designed to meet student expectations. The authors speculate that this general mismatch between student expectations and instructor objectives has material consequences. As one example, the authors analyze student evaluations from three business schools and identify a “business ethics course effect”: a negative association between business ethics courses and student evaluations. The authors discuss the implications for business ethics education of a situation where pedagogical objectives and market prescriptions point in different directions. (shrink)

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. (shrink)

In this study, we explored student team debates as a tool in teaching a business ethics course using a sample of upper level undergraduate business students enrolled in two sections of a business ethics course in the U.S. Eight teams each consisting of 4-5 students debated four topics throughout the spring semester of 2016. Their oral arguments were evaluated in the classroom by their non-debating peers. Results showed that after watching the debates, non-debating students changed (...) their position on three out of four debate issues. Further, we found that non-debating students discounted their political orientation in judging which team won the debate. We offer a discussion and implications on teaching business ethics using team debates. (shrink)

Universities want to prepare students intellectually so that they might eventually find successful, fulfilling work. Since work is synonymous with business – no work ever exists outside of business – one of the academy's primary goals is to help students enter the world of business, regardless of their majors. Many universities also declare within their mission statements a desire to cultivate a student body capable of making ethically informed decisions. Consequently we might conceptualize "business ethics" (...) as not simply one field within the academic constellation, but rather the conceptual glue holding together the curriculum. And since the most significant new development in business within the past decade is arguably the emergence of theories of sustainable business practice, we would do well to consider the role business ethics can play in the creation of a new "sustainable curriculum.". (shrink)

Despite the prevalence of elective business ethics courses, little research has sought to explain and predict why some students enroll in these courses and while others do not. Using the theory of planned behavior (Ajzen and Madden, 1986) as a theoretical foundation, 178 graduate students in Ireland were surveyed about their intention to sign up for an elective ethics class. Their behavior was measured two months later. The results reveal the power of the theory of (...) planned behavior to explain and predict who takes elective ethics classes. (shrink)

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical (...) value of such courses for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical (...) value of such courses for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

At the end of their article in the September 2014 issue of the Journal of Business Ethics, Douglas R. May, Matthew T. Luth, and Catherine E. Schwoerer state that they are “hopeful in outlook” about the “evidence that business ethics instructors are….able to encourage students…to develop the courage to come forward even when pressures in organizations dictate otherwise”. We agree with May et al. that it is essential to augment students’ moral courage. However, it seems overly (...) optimistic to believe that this improvement will result from any course in business ethics. Indeed, we question the appropriateness of their measure of moral courage and assert that business ethics educators must purposely design their courses to develop students’ moral courage. In particular, we advocate introducing business ethics students to works of literature featuring protagonists who exercise moral courage in organizations. Fiction provides rich accessible narratives that show students worlds beyond their experience, awaken their imaginations, and evoke their emotions. Further, we highlight morally courageous exemplars because they inspire the cultivation of character. Joining those who underscore the role of virtue in business ethics education, we argue that exposure to moral exemplars in fiction will help students to build the moral courage they need to carry out ethical decisions in the workplace. Results from 46 students at the end of an MBA ethics course featuring moral courage provide preliminary evidence of the effectiveness of our approach. (shrink)

The paper argues that the point of a business ethics course is to improve behavior in business, and that an essential ingredient in thatimproved behavior is knowing what's right or wrong. To make that claim, the paper attempts to dispose of three arguments which support the contrary claim, that business ethics courses are useless. First, it is argued that morals can't be taught, since they only result from training. Second, it is argued that such (...) courses are unnecessary because business executives already know right from wrong. Third, it is argued that ethical knowledge is impossible, so there is nothing to teach. The first two arguments are dealt with briefly, and the third is addressed extensively. The paper argues that the scepticism about ethical knowledge is part of a pervasive "relativism" in our society, but shows that such a relativism/scepticism is untenable and indicates how ethical knowledge is possible. If, then, knowledge of rightand wrong is an essential ingredient for improving business behavior, and such knowledge can be imparted in an ethics course, there is some point to teaching business ethics. (shrink)

The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of (...) online faculty development and two accomplished online business ethics instructors, one teaching at a small college and the other at a research-oriented university—their successes, learning opportunities, and recommendations. (shrink)

Service learning provides many challenges and opportunities for the instructor who wishes to test its potential. This paper looks at some of the promise for service learning in the undergraduate Business Ethics course and describes one experience with this project. Quotations from student journals and reflective papers are utilized to present the student's perspective on the project. Some suggestions are offered for insuring effective service learning in courses like Business Ethics.

This article analyzes the impact of the rights-oriented business ethics course on student's ethical orientation. This approach, which is predominant in business schools, excludes the care-oriented approach used by a majority of women as well as some men and minorities. The results of this study showed that although students did not shift significantly in their ethical orientation, a majority of the men and an even greater majority of the women were care-oriented before and after a course in (...) business ethics. If business schools are to address society's increasing diversity then the perspective of women and others who are care-oriented must be assimilated into the curriculum. This can only be done by rethinking how the business ethics course (and the entire business curriculum) are taught to include a care-oriented approach. (shrink)

The current study used both Ajzen’s theory of planned behavior (TPB) and Bandura’s social cognitive theory (SCT) to examine the intentions of business undergraduate students toward taking elective ethics courses and investigated the role of self-identity in this process. The study was prospective in design; data on predictors and intentions were obtained during the first collection of data, whereas the actual behavior was assessed 10 days later. Our results indicated that the TPB was a better predictor of (...) behavioral intentions than was SCT. As expected, self-identity served as a moderator in the relationship between perceived behavioral control and behavioral intentions posited by the TPB and in the relationship between outcome expectancy and behavioral intentions posited by SCT. Self-identity was a crucial factor in predicting actual behavior within both theoretical frameworks. (shrink)

Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, (...) the Method of Shared Inquiry, and a model of moral behavior grounded in the student’s worldview. This framework makes plausible a learning goal of increasing not only students’ moral awareness and moral reasoning, but their moral motivation as well—a goal particularly appropriate to a Catholic management education. Attitudes of students toward the course are examined and implications drawn for implementing it in the curriculum. (shrink)

Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, (...) the Method of Shared Inquiry, and a model of moral behavior grounded in the student’s worldview. This framework makes plausible a learning goal of increasing not only students’ moral awareness and moral reasoning, but their moral motivation as well—a goal particularly appropriate to a Catholic management education. Attitudes of students toward the course are examined and implications drawn for implementing it in the curriculum. (shrink)

Online teaching is consistent with the educational tradition of extension and distance learning, but its recent expansion creates new issues, especially in teaching business ethics/business and society. Students, professors, and especially administrators benefit greatly from some aspects of online learning. Online learning has such advantages over the traditional classroom in logistical flexibility and cost efficiency that decision-making may become overly pragmatic. There are special challenges in teaching business ethics/business and society online, as the subject (...) matter requires nuanced judgment rather than right-or-wrong answers. (shrink)

Business ethics courses have been launched with professors from business pulling on one oar, and professors of philosophy pulling on the other, but they lack a sense of direction. Let's begin with the basics: What is an ehtical decision? More fundamentally, why the interest in professional ethics in the first place?There are over 300 centers for the study of appIied ethics in this country-why? The events which face our society today are outside the (...) class='Hi'>business-oriented collection of shared beIiefs that set our pubIic policy agenda. Cur beIiefs are too narrow, thus we see, understand, and control small slices of life.Business ethics should be the study of the structure and impact on us of what we call "business science," e.g., accounting, marketing, economics, law, etc., and the corresponding study of the process of what Carl Jung called individuation: learning to become one's own uniqueself in the face of these bodies of professional knowledge which have structured our lives and charted the direction for our sensibilities for too long. (shrink)

Business ethics courses have been launched with professors from business pulling on one oar, and professors of philosophy pulling on the other, but they lack a sense of direction. Let's begin with the basics: What is an ehtical decision? More fundamentally, why the interest in professional ethics in the first place?There are over 300 centers for the study of appIied ethics in this country-why? The events which face our society today are outside the (...) class='Hi'>business-oriented collection of shared beIiefs that set our pubIic policy agenda. Cur beIiefs are too narrow, thus we see, understand, and control small slices of life.Business ethics should be the study of the structure and impact on us of what we call "business science," e.g., accounting, marketing, economics, law, etc., and the corresponding study of the process of what Carl Jung called individuation: learning to become one's own uniqueself in the face of these bodies of professional knowledge which have structured our lives and charted the direction for our sensibilities for too long. (shrink)

Ethical theory in business ethics texts lacks sufficient specificity to be used as a tool of analysis. The result is that business faculty do not see the course in business ethics as helpful to their students, and the students do not see the course as helpful in their careers.A further difficulty is the inclusion of material which is not seen by business faculty, as appropriate or germane to the practice of decision-making. Issues such as (...) the legitimacy of the corporation, or capitalism versus Marxism, are of Iittle interest or help to the person in business.Finally, the text cases are too often of a policy nature, and do not deal with issues faced by a majority of those in business. The result is the lack of engaging the moral imagination of the students.Unless the course is redesigned so that it is seen by business faculty as more relevant, it will continue to be required by only a small number of business programs. (shrink)

Ethical theory in business ethics texts lacks sufficient specificity to be used as a tool of analysis. The result is that business faculty do not see the course in business ethics as helpful to their students, and the students do not see the course as helpful in their careers.A further difficulty is the inclusion of material which is not seen by business faculty, as appropriate or germane to the practice of decision-making. Issues such as (...) the legitimacy of the corporation, or capitalism versus Marxism, are of Iittle interest or help to the person in business.Finally, the text cases are too often of a policy nature, and do not deal with issues faced by a majority of those in business. The result is the lack of engaging the moral imagination of the students.Unless the course is redesigned so that it is seen by business faculty as more relevant, it will continue to be required by only a small number of business programs. (shrink)

Civic engagement in the form of social and moral awareness projects has grown in popularity among higher education practitioners in the past decades, and even more among business schools as a response to the many embarrassingly self-centered business CEO acts in recent years. Research thus far shows a wide variety of advantages tied to social and moral awareness projects, varying from greater understanding of students about the needs in society, and improved connections between the sponsoring institution and the (...) community, to more focus in students’ selection of future careers, and greater personal and professional emotional intelligence levels among these students. This article reviews the achievements of 156 undergraduate and graduate business students in regards to their social and moral responsibility projects, and the preferences they displayed in selecting the topics of these projects. (shrink)

The new business opportunities and prospects emerging in Europe within the Common Market and other Western and European countries also raise important ethical challenges. This work comprises a collection of ethical insights to enhance the conduct of business in an evolving Europe.

Business Ethics is a three-volume collection which provides students and researchers with the historically most important of the classic articles in business ethics, as well as the best of the contemporary and trendsetting work in this burgeoning area. The collection will serve as a sourcebook for academics and researchers entering or already established in the area of business ethics. The editors bring together a breadth of articles across business ethics, with an orientation (...) that is diverse as well as international. The three volumes are well organized to focus on the main topics in business ethics and are divided into corporate social responsibility , the employee-employer relationship, and distributive justice & dilemmas. Courses and research programmes in business ethics have multiplied in recent years alongside a growing concern with the ethical practices of business. This multi-volumed work provides a focused and well-balanced reference for academics and their students to acquire a thorough understanding of this now central topic. The SAGE Library in Business and Management is a first-class series of major works that brings together the most influential and field-defining articles, both classical and contemporary, in a number of key areas of research and inquiry in business and management. Each multi-volume set represents a collection of the essential published works collated from the foremost publications in the field by an Editor or Editorial Team of renowned international stature. They also include a full introduction, presenting a rationale for the selection and mapping out the discipline’s past, present and likely future. This series is designed to be a ‘gold standard’ for university libraries throughout the world with a programme or interest in business and management studies. (shrink)

Business Ethics is designed to serve as a textbook for first year students of MBA and diploma students of management courses. The book provides a deep insight into the crucial role played by ethical choices in managerial decision making within an organization as well as the impact of such decisions on the world at large. Starting with a broad overview of the meaning and scope of ethics and the development of ethical thought, the book puts forward (...) the applications of ethical standards to business areas such as corporate governance, marketing and brand management, advertising, and finance. The discussion shifts to a more human level with the various issues of workplace ethics as well as consumer rights. Special focus is given to ethical choices related to the environment, cyber space and criminal intimidation. Contemporary issues like corporate code of ethics, political correctness and the role played by NPO and NGO in upholding moral values are discussed in detail. Finally, several open-ended issues like Intellectual Property. The book follows a debate-based approach where both for and against views are presented, followed by concept analysis and logical deductions. This approach is well aided with a number of caselets, case studies and end chapter review questions. This book will also serve as a useful reference for BBA faculty and professionals. (shrink)

An examination of ninety-nine syllabi for undergraduate courses in business ethics, collected by the Center for Business Ethics at Bentley College, reveals that half the courses are offered to freshmen and sophomores. Because of the fact that these students will have minimal knowledge of the functional areas of business firms, and because these courses rely heavily on case analysis, it is likely that the students in these courses are not able to (...) deal effectively with the material in the course. Therefore, any expectation that the business ethics course will raise the students' ethical sensitivity when considering business problems or decisions is unrealistic. (shrink)

This paper presents the results of a study of the effect of a business ethics course in enhancing the ability of students to recognize ethical issues. The findings show that compared to students who do not complete such a course, students enrolled in a business ethics course experience substantial improvement in that ability.

Business Ethics is designed to meet the scope and sequence requirements of the single-semester business ethics course. This title includes innovative features designed to enhance student learning, including case studies, application scenarios, and links to video interviews with executives, all of which help instill in students a sense of ethical awareness and responsibility."--OpenStax.

Based on the experience of a course taught by the authors, this paper seeks to show that an adequate use of IT in the teaching of a Business Etchics (BE) course depends on clarifying the assumptions about ethics and the place of the course within a programme. For this purpose it explains how IT can be used to strengthen a view of BE based on dialogue and mutual learning and it encourages the combination between virtual and face-to-face teaching. (...) Finally, the paper examines the relationship between the use of IT, individual learning processes and communities of practice. (shrink)

This paper presents the results of a study of the effect of a business ethics course in enhancing the ability of students to recognize ethical issues. The findings show that compared to students who do not complete such a course, students enrolled in a business ethics course experience substantial improvement in that ability.

An option for Business Ethics course offered in business schools or in philosophy departments, this text balances the perspectives of business and philosophy in the cases and readings. The focus of this text is on the benefits of good corporate conduct to the companies who practice good business ethics.

With an emphasis on psychoanalytic theory, Business, Ethics and Society: Key Concepts, Current Debates and Contemporary Innovations provides a clear, concise introduction to the field of business ethics, while addressing contemporary issues and debates around the impacts of artificial intelligence, social media, the gig economy and populist politics on business and society. The book features mini-case studies from a variety of contexts and companies, including Gillette, Nike, Dove, British Airways and Microsoft, as well as thought-provoking (...) questions throughout. Also included are: - Learning objectives - Chapter summaries - Recommended reading Business, Ethics and Society: Key Concepts, Current Debates and Contemporary Innovations serves as an ideal introductory text for students of undergraduate business ethics-related courses. Lecturers can access a range of online resources for use in their teaching, including an instructor's manual, PowerPoint slides and SAGE Business Cases. (shrink)

The article begins with a view of recent developments in the discipline of business law. A model useful in the study of business ethics is presented. Business ethics is the philosophical examination of the body of values and conceptions that influence business decision making as well as being pervasive components of the social environment in which businesses operate. Our model is a four-part framework for approaching business ethics which is sensitive to its (...) implications for business law. The model's four parts are: (1) ethical theory, (2) institutional frameworks, (3) organizational cultures, and (4) individual moral choice and responsibility. Topics, issues, and kinds of material appropriate for approaching each of these four are presented, and a list of scholarly articles, books, and court cases, is included as a source of additional classroom material. (shrink)

For undergraduate business ethics courses. The ethical training business students need to be successful in today's challenging business world. Recent scandals have created a mistrust that has spread through the entire business sector, jeopardizing public confidence in the stock market and economy. Now more than ever, it's important for students to understand the moral foundations, rules, and implications that are vital to the core of business. Business Ethics 1e presents an in-depth (...) introduction of business ethics that emphasizes the role of ethics as a critical part to management success. (shrink)

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.

In this survey of business ethics in Europe, we compare the present state of business ethics in Europe with the situation as described by Enderle (BEER 5(1):33–46, 1996 ). At that time, business ethics was still dominated by a mainly philosophical, normative analysis of business issues with a maximum of 25 chairs in business ethics all over Europe. It has since expanded dramatically in numbers as well as diversified into many different (...) domains. We find this rich diversity in the conception of business ethics back in the answers of our respondents to every single question. The concepts they propose, the courses they teach, the subjects under research as well as the training and consultancy offered to clients and even the challenges for the future all reflect this diversity. Decisive for the expansion of business ethics in Europe has been the advance of CSR and the official backing of CSR by the European Commission. We further argue that the prevalence and importance of business ethics and CSR differs throughout Europe. A rough approximation based on our survey results and literature review is that it is more important and more developed in core and Nordic European countries and somewhat less in Southern and Eastern European countries. The real East with countries like Belarus and Bulgaria remains a challenge. (shrink)

This address uses the question “Is business ethics getting better?” as a heuristic for discussing the importance of history in understanding business and ethics. The paper uses a number of examples to illustrate how the same ethical problems in business have been around for a long time. It describes early attempts at the Harvard Business School to use business history as a means of teaching students about moral and social values. In the end, (...) the author suggests that history may be another way to teach ethics, enrich business ethics courses, and develop the perspective and vision in future business leaders. (shrink)

This article attempts to understand the state of teaching, training and research in business ethics in the South and South East Asian region. The countries surveyed are Bangladesh, Bhutan, Cambodia, India, Laos, Malaysia, Myanmar, Nepal, Pakistan, Sri Lanka, Thailand and Vietnam. The diversity across countries in the region is high in terms of economic development, political structuring and human development. The degree of privatization and globalization is varied across countries since each of them is in a different phase (...) of transition. In an earlier survey on Business Ethics, published in 1997, India was the only country from this region that was represented. In the current survey, 12 countries from the South and South East Asia are represented. While Business Ethics in academia is widely present, Corporate Social Responsibility, Governance and Sustainability though relatively new appear to be growing rapidly. Business Ethics courses tend to focus on functional ethics, managerial ethics and implementing codes of ethical conduct. Across the 12 countries, Business Ethics is taught either as an elective or a core course in most institutions. Training emphasis across countries is varied. While training institutions in India appear to be high, the presence of multinational consultants in Thailand, Malaysia, Bangladesh and Sri Lanka is significant. The research focus across countries in the region is weak. The high convergence on the top issues in Business Ethics, across respondents in different countries, is worthy of mention. (shrink)

Contemporary economic thought presumes that individuals in a society always act according to their self-interest or private economic incentives, while important ethical motivations for action, such as a concern for others and public interest, are largely ignored. This paper is based on my experience of teaching an undergraduate course that highlighted the divergence between economic incentives and ethical motives for action in present-day life and business. Teaching tools such as lectures, case and group discussions were employed to address important (...) ethical dilemmas of individuals and managers in contemporary societies. Readings underscored the evolving relationship of business ethics and economic incentives, and the relevance of ancient ethical principles (e.g., Ethics of Interdependence, and Ethics of Prudence and Self-Development) to present-day business ethics. The course emphasized the imminent need in contemporary societies to reduce the divergence between economic incentives and ethical motives for action, and called for a greater understanding of business ethics today, given the complex ethical concerns that managers confront in the current global environment. (shrink)