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Displaying: 1-11 of 11 documents


1. Journal of Business Ethics Education: Volume > 3
John Hooker In This Volume
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2. Journal of Business Ethics Education: Volume > 3
Edward R. Balotsky, David S. Steingard How Teaching Business Ethics Makes a Difference: Findings from an Ethical Learning Model
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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.
3. Journal of Business Ethics Education: Volume > 3
John C. Cassidy A Pedagogy for Integrating Catholic Social Ethics into the Business Ethics Course
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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.
4. Journal of Business Ethics Education: Volume > 3
Iordanis Kavathatzopoulos, Georgios Rigas A Measurement Model for Ethical Competence in Business
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Ethical Competence Questionnaire-Working Life and Business (ECQ-WLB) is an effort to build an instrument that measures ethical competence in business as a psychological problem-solving and decision-making skill. The questionnaire is constructed in a way that aims to avoid connection to any particular moral philosophical theory. Its theoretical base is the autonomy hypothesis of Piaget. Autonomous reasoning as measured by the questionnaire correlated positively to the level of organizational hierarchy. ECQ-WLB demonstrated satisfying psychometricproperties and reasonable reliability properties. A confirmatory factor analysis showed that the measurement model is compatible with the data.
5. Journal of Business Ethics Education: Volume > 3
Christoph Lütge, Zucheng Zhou Forum: What I Try to Achieve by Teaching Business Ethics
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6. Journal of Business Ethics Education: Volume > 3
Joseph DesJardins, Lori Ryan, James Weber Overarching Goals of Teaching Business Ethics: What Should We Be Trying to Achieve?
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7. Journal of Business Ethics Education: Volume > 3
Ken Kipnis Review of Analysing Ethical Codes of UK Professional Bodies
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8. Journal of Business Ethics Education: Volume > 3
Stephen R. Latham Review of The Story of Success: Five Steps to Mastering Ethics in Business
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9. Journal of Business Ethics Education: Volume > 3
Terry Halbert Coke in Kerala
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In March 2004, Coca-Cola suspended production at its $12 million bottling plant in Kerala, southern India. The plant had become the focus of an around-the-clock protest by local citizens, who noticed that the water in their wells had either dried up or become polluted within months of the plant’s opening. They were joined first by local and eventually by global activists concerned about resource privatization on a larger scale. As the controversy snowballed, figuring persistently in print and online media, the local governing authority, which had initially welcomed the plant, refused to renew its license. Even state government, normally supportive of foreign investment, became part of the vortex of forces aligned against Coca-Cola, and the company finds itself caught in a web of legal, strategic and ethical challenges. Rather than presenting the deepening crisis primarily from the perspective of corporate management, this case study offers a wholistic narrative, with first-person accounts from a wide array of stakeholders.
10. Journal of Business Ethics Education: Volume > 3
N. Craig Smith, Robert J. Crawford The Wal-Mart Supply Chain Controversy
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Wal-Mart received widespread praise for its response to Hurricane Katrina when it hit the Louisiana coast in August 2005 and low prices at the world’s largest retailer are estimated to save consumers billions of dollars a year. Nonetheless, it was coming under increasing criticism for corebusiness practices, ranging from detrimental effects on communities when Wal-Mart stores are established, to abusive labour practices, to alleged sourcing from sweatshops. This case looks at the benefits and the potentially harmful consequences of the Wal-Mart business model. The focus is on supply chain issues and, more specifically, a lawsuit brought by the International Labor Rights Fund (ILRF) charging that Wal-Mart failed to meet contractual obligations specified in its Standards for Suppliers Agreement. However, the retailer must respond to a range of criticisms that chief executive Lee Scott recognizes are harming its reputation. Scott asks, in reference to Wal-Mart’s response to Katrina, “what would it take for Wal-Mart to be that company, at our best, all the time?” More fundamentally, the case asks, how sustainable is Wal-Mart’s business model?
11. Journal of Business Ethics Education: Volume > 3
Carolin Plewa, Pascale Quester Case Development: An Innovative Approach to Case Studies and Experiences from a Graduate Marketing Ethics Course
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Ethics has become increasingly prominent in business education and educational research. With a prolific research stream developing in the area of business ethics teaching, our understanding of related approaches and issues has deepened. While researchers focus on the holistic approach to teaching business ethics, specific knowledge about teaching methods in this area remains sparse. This paper discusses an innovative approach to the case method, called case development, and its preliminary assessment in a postgraduate marketing ethics course. Groups of students were asked to research a chosen marketing ethics topic, develop a case study as part of their assessment and to subsequently analyse and present it to the class. Based on an initial assessment by means of a student survey, case development emerged as beneficial in terms of student learning and experience. Following a discussion of the approach and related results, the paper concludes withrecommendations and directions for future research.