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1. Journal of Business Ethics Education: Volume > 14
John Hooker Editor’s Foreword
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education research articles
2. Journal of Business Ethics Education: Volume > 14
Nhung T. Hendy, M. Tom Basuray, William P. Smith Teaching a Business Ethics Course Using Team Debates: A Preliminary Study
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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.
3. Journal of Business Ethics Education: Volume > 14
James S. Welch Jr. Developing Ethical Business Leadership at the Undergraduate Level: An Analysis of Instructional Preferences in National Liberal Arts Colleges in the United States
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As evidenced by the recent revitalization of guidelines for general learning objectives for business ethics education by the two primary undergraduate business accrediting agencies, the Association to Advance Collegiate Schools in Business (AACSB) and the Accrediting Council for Business Schools and Programs (ACBSP), undergraduate business ethics education is of significant importance today. However, the specific ways in which business schools implement business ethics education remains quite diverse. This study was designed to survey and compare preferences for undergraduate business ethics education in national liberal arts colleges in the United States. The results indicate that, while preferences for business ethics instructional methods centered upon the case study methods in face to face, traditional classrooms, preferences regarding the selection of business ethics faculty members was slightly divided.
4. Journal of Business Ethics Education: Volume > 14
Haseena Niazi, Richard A. Bernardi, Susan M. Bosco Do International Business Professionals’ Ethical Perceptions Associate with Their Prior Education, Country, or Gender?
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While most ethics studies use student samples, the participants in our research were 306 business professionals from Afghanistan (69), Germany (71), Philippines (77) and the United States (89). Our sample included 168 male business professionals and 138 female business professionals. Our research examined whether factors such as taking a college ethics course, gender, or being from a specific country significantly associate to being sensitive to ethical dilemmas. Our data indicate that individuals who had taken an ethics course in college were more sensitive to two of our four ethical dilemmas. Our analyses indicate that business professionals from Afghanistan and Germany were consistently less sensitive to unethical activities than were the business professionals the United States. Gender was significant in only two of the four scenarios we examined; male business professionals were more likely to agree with the unethical act for these scenarios. Individuals who were more prone to responding in a socially desirable manner reported a lower likelihood of supporting unethical actions. Our research raises questions about the difference between being required to take an ethics course versus taking an elective ethics course. Finally, our research indicates that female professionals are more sensitive to minor ethical deviations than male professionals; an alternate explanation is that male professionals were more willing to accept minor ethical deviations.
5. Journal of Business Ethics Education: Volume > 14
Sohyoun Shin, K. Damon Aiken, Vincent A. Aleccia Business Students’ Perceptions of Academic Misconduct, Credential Embellishment, and Business Unethicality
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This research explores the relationships between business students’ academic misconduct and their attitudes toward professional ethics, specifically credential embellishment and business unethicality. Based on 135 survey responses from business students in a northwestern university, we tested hypothesized relationships using multiple regression analyses. We found that students’ attitudes toward academic misconduct, especially illicit collaboration and exam cheating, were positively correlated with their attitudes toward credential embellishment (i.e., rèsumè fraud and/or rèsumè padding and business unethicality), unethical business operations, and unethical employee practices. In addition, gender yielded meaningful differences related to perceptions of both dimensions of business unethicality. We emphasize the importance of ethics education, and suggest actionable remedies including placement of strict policies, promotions of shared norms and cultures, and curriculum redesign guidelines for business educators and administrators.
6. Journal of Business Ethics Education: Volume > 14
Chen Kong, Ying Han Fan, Yan Chen, Ruchuan Jiang, Grantley Taylor The Codes of Ethics for Accountants (Principles versus Rules): A Student Sample Evidence
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This study examines the effect of teaching ethics and the form of code of ethics (i.e., principles- versus rules-based) on auditors’ ethical decision making. We draw upon Rest’s (1986) decision-making model and Hunt and Vitell’s (1986) theory of marketing ethics to assist us with this examination. We use accounting students as substitutes for auditors in this study to enhance its internal validity as students are “subjects who would not already have detailed knowledge and experience of the Code” (Herrona and Gilbertson 2004, p. 510). The research method includes a survey and an experiment in the study. A between-subjects survey design with a sample of 271 students and a within-subjects experimental design with a sample of 146 students are used. A confirmatory factor analysis is conducted before other statistical methods are performed. Our results show that teaching codes of ethics improves accounting students’ awareness of audit independence issues and their ethical judgments and intentions. However, the form of a code of ethics does not make any significant difference in terms of the participants’ awareness of audit independence and their ethical judgments and intentions. Our study contributes to the debate on the effectiveness of principles-based versus rules-based codes of ethics and the importance of teaching ethics in non-Western economies.
7. Journal of Business Ethics Education: Volume > 14
Ayman E. Haddad, Dhoha AlSaleh, Mark Speece, Osama M. Al-Hares Determination of Ethical Acceptability among Business Instructors: The Case of Kuwait
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This study aims at measuring the level of unacceptability of certain unethical behaviours for educators in accounting/finance (A/F) as well as marketing/management (M/M) in their various roles. The research was conducted utilising a quantitative approach based on the Integrated Social Contracts Theory (ISCT) in order to compare norms of ethically acceptable/unacceptable behaviours of A/F and M/M educators in the context of Kuwait. The population for this study consisted of educators from A/F and M/M from different Business Schools in Kuwait. The results of the study indicate there is general agreement on unacceptable behaviours in academia between the two groups; however, in general, A/F faculty tend to rate nearly all unethical behaviors as slightly more unacceptable than do M/M faculty. While this may possibly indicate that A/F faculty are slightly more ethical, more likely it reflects different ways of perceiving the world among quantitatively vs. qualitatively-oriented faculty. We also compare the results to a prior similar survey conducted by Siegel and Jackson (2011). It seems that the perceived ethics of behaviours differs somewhat among educators in different parts of the world. This study is expected to assist the development of an ethical code in Kuwaiti academe. This in turn will help students to learn about codes of ethics which will govern their future conduct as professionals.
8. Journal of Business Ethics Education: Volume > 14
Aljwhara A. Al-Thani, Maryam Y. Al-Madhoun, Shahriar M. Saadullah, Ousama A. Anam A Way Forward for Ethics Education in Business: A Case from the Middle East
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The objective of this study is to review the performance of business students in ethics assessments and suggest enhancements to the ethics curriculum. Data triangulation method was used to gather the data. First, data was gathered from ethics assessments that tested the performance of students. Then a faculty focus group discussion was held to gather their thoughts on the future of the ethics education. Incorporating these thoughts, 389 students were surveyed to understand their perspectives on the future of ethics education. The results show that the faculty members believe the student performance needs improvement. In addition, the faculty and the students make detailed recommendations to enhance the ethics curriculum at the introductory and advanced levels. Their recommendations include that code of conduct should be a part of ethics education, and faculty members with work experience related to ethical dilemmas should deliver the ethics education. Both groups opined on the possibility of teaching ethics in a stand-alone course versus imbedding it in select courses. The details of the findings and implications are discussed.
teaching articles
9. Journal of Business Ethics Education: Volume > 14
Johannes Brinkmann Nathan the Wise: Addressing Enlightenment, Wisdom, and Tolerance
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The paper starts with a brief introduction, about teaching business ethics, by using theatre plays and literature in general, and about the selection of this play by Lessing in particular (published in German 1779; first performed 1783). Next follows a summary presentation of the play, its most critical scenes, roles and ingredients. As an open ending to this presentation (which includes further references to available texts and videos in English, German, and other languages), a number of questions are formulated which can be used for triggering and structuring student discussion and student papers (e.g. about lowering inter-religious and inter-cultural prejudice, and/or about putting enlightenment, wisdom and tolerance on the business ethics teaching agenda). Then the paper offers short answers to each of these questions (e.g. as a preparation for potential instructors).
10. Journal of Business Ethics Education: Volume > 14
Teresa M. Pergola, L. Melissa Walters Ethics in the Accounting Curriculum: A Model for an Enhanced Accounting Ethics Course
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Academic accrediting/standard-setting bodies and the accounting profession view the continued emergence of reputation-damaging ethical transgressions within the accounting profession as a failure of accounting education to effectively implement necessary reforms (AACSB 2004, IESBA 2014, PwC 2003). Although accounting educators have proposed various frameworks and instructional methods for improving ethics education, accounting still lags behind other professions in the moral development of aspiring professionals (Liu et al. 2012). The purpose of this paper is to provide a model for an enhanced ethics course developed for an accounting curriculum. The model course was designed to respond to identified deficiencies in accounting ethics education and improve the moral development of accounting students. The paper discusses course design, delivery methods, educational goals, topical coverage and assessment of learning. Assessment data indicated that accounting students’ levels of moral development improved to a level consistent with other professions upon successful completion of the course.