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21. Journal of Business Ethics Education: Volume > 10
Robert J. Hanlon, Stephen Frost Teaching Corporate Social Responsibility, Human Rights and Corruption: A Survey of 343 Faculty at the Top 20 Business Schools in the Financial Times Global MBA Rankings
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This paper aims to test whether business schools are teaching business students about corporate social responsibility, human rights and corruption. The purpose is to understand if a business school environment facilitates or impedes the learning experience of business ethics. Grounded in constructivist learning theory, we hypothesize that business schools are ineffective learning environments for teaching human rights. A questionnaire was then disseminated to 2,852business teachers at the top 20 Financial Times Global MBA ranked business schools concerning human rights and corruption. Findings suggest that the majority of the 343 respondents hold a narrow understanding of human rights and corruption. In fact, educators are contributing to a learning environment that struggles to incorporate any meaningful or explicit study of human rights and corruption. We conclude that without a greater commitment to teaching the ethics behind human rights and corruption in business school, graduates will continuously fail to understand how their business decisions could negatively impact the communities in which they work.
22. Journal of Business Ethics Education: Volume > 10
Kate Fitch Public Relations Student Perceptions of Ethics
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Public relations is often perceived as unethical, yet professional associations and educators position the industry as an ethical profession. The aim of this paper is to investigate the perceptions of public relations students (N = 45) in a communication school in Australia towards ethics. Research involving a survey and a focus group found that students perceived public relations ethics depended on a negotiation between practitioners’ responsibilities to stakeholders and theirclient or employer organisation, and broader societal expectations. They perceived professional codes of ethics to be of limited value and the development of ethical understanding as incremental over the course of their studies. The findings suggest ethics should be scaffolded in public relations education, the social impact of public relations activity should be emphasised and the limitations of professional codes highlighted.
23. Journal of Business Ethics Education: Volume > 10
Virginia W. Gerde Corporate Social Responsibility: An Ethical Approach by Mark S. Schwartz
24. Journal of Business Ethics Education: Volume > 10
John Schatzel, Claus Dierksmeier Teaching Business Ethics Through Social Audit Simulations
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This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that ethics education based on broadly accepted standards of social accountability (SA8000, GRI, ISO 26000, SOX 404) should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research.
25. Journal of Business Ethics Education: Volume > 10
Jo Ann Oravec Gaming Google: Some Ethical Issues Involving Online Reputation Management
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Using the search engine Google to locate information linked to individuals and organizations has become part of everyday functioning. This article addresses whether the “gaming” of Internet applications in attempts to modify reputations raises substantial ethical concerns. It analyzes emerging approaches for manipulation of how personally-identifiable information is accessed online as well as critically-important international differences in information handling. Itinvestigates privacy issues involving the data mining of personally-identifiable information with search engines and social media platforms. Notions of “gaming” and “manipulation” have negative connotations as well as instrumental functions, which are distinguished in this article. The article also explores ethical matters engendered by the expanding industry of reputation management services that assist in these detailed technical matters. Ethical dimensions of online reputation are changing in the advent of reputation management, raising issues such as fairness and legitimacy of various information-related practices; the article provides scenarios and questions for classroom deliberation.
26. Journal of Business Ethics Education: Volume > 10
Timothy L. Fort William C. Frederick’s Natural Corporate Management: From the Big Bang to Wall Street
27. Journal of Business Ethics Education: Volume > 10
Nava Subramaniam, Lisa McManus, Robyn Cameron Using a Web-Based, Longitudinal Approach for Teaching Accounting Ethics Education
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Purpose: The purpose of this paper is to provide a description of an innovative web-based ethics module that was designed to integrate ethics education across four accounting courses over two years (second and third year courses) in a large Australian tertiary institution. Approach: The approach taken in designing the ethics web-based module was to base the foundations of the module on Rest’s (1976) ethical behavior model with the adoption of a longitudinal approach to thecoverage of financial reporting ethical issues. Practical Implications: The key objectives of the module are to improve students’ awareness and sensitivity to accounting ethics, and to foster student learning in an interesting and stimulating manner, leading to in-depth understanding of accounting ethics. Originality/value of paper: This paper provides a description of an original web-based approach to delivering ethics education to accounting students across four university courses. Its value lies in not only the innovative and interactive ethics education approach but also in providing feedback from students and the profession.
28. Journal of Business Ethics Education: Volume > 10
Sefa Hayibor Just Business: Arguments in Business Ethics, by M. E. Sandbu
29. Journal of Business Ethics Education: Volume > 10
Smita K. Trivedi, Jennifer J. Griffin Rothaermel’s Strategic Management: Concepts and Cases, 1st Edition
30. Journal of Business Ethics Education: Volume > 10
Carlo Carrascoso Ethics on the Job: Cases and Strategies, 3rd Revised Edition by Raymond Pfeiffer and Ralph Forsberg