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1. Journal of Business Ethics Education: Volume > 2 > Issue: 1
John Hooker

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panel discussion

2. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Robert Kolb, Dan LeClair, Lou Pelton

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3. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Eugene Heath, Bruce Hutton, Debbie Thorne McAlister

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4. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Anthony F. Buono

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teaching and research articles

5. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Mari Kooskora, Jaan Ennulo, Anu Virovere

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Ethics education and training are especially important in post-socialist countries where an understanding of ethical and responsible leadership is not yet fully developed. In such countries planning for the short term still dominates, and organisations focus their attention mainly on earning profit. In this article we show why the need has emerged to improve the general awareness of ethical issues in Estonia and teach ethical reasoning skills to business and government leaders. We describe the activities we have pursued at our ethics centre, officially founded at Estonian Business School at the end of 2001, and the research we have conducted over the last seven years.
6. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Cathy Driscoll, Jacqueline Finn

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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.
7. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Jim Wishloff

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An approach to ethical inquiry that overcomes the profound limitation emotivism places on honest moral discourse is developed. The method is introduced by first of all identifying the place which ethics properly assumes in a hierarchy of academic disciplines. Next, venerable traditions in normative ethics are summarized and a necessary order among them is posited. After reviewing what does not constitute sufficient warrant for our moral positions, it is proposed that the ultimate justification for our normative determinations be found in our worldviews. A classroom model is presented and its use demonstrated. The paper concludes by calling for a greater willingness on the part of all management educators to engage in the needed dialogue.

case studies

8. Journal of Business Ethics Education: Volume > 2 > Issue: 1
N. Craig Smith, Anne Duncan

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The merger of GlaxoWellcome and SmithKlineBeecham in 2000 created the world’s second largest pharmaceutical company, GlaxoSmithKline. GSK also became the world’s leader in the provision of drugs to treat the three most critical diseases in the developing world: HIV/AIDS, malaria and tuberculosis. In addition to merger related strategy and restructuring activities, the company finds itself having to respond to pressures to increase access to these essential medicines in developing countries, including the possibility of major reductions in price. How should GSK respond to these pressures?
9. Journal of Business Ethics Education: Volume > 2 > Issue: 1
N. Craig Smith, Anne Duncan

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The (B) case summarizes GSK’s response to pressures to increase access to essential medicines in developing countries and subsequent developments.