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61. Journal of Business Ethics Education: Volume > 13
Ali Intezari, David Pauleen, David Rooney Rediscovering Philosophia: The PhD as a Path to Enhancing Knowledge, Wisdom and Creating a Better World
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With the excessive emphasis that modern PhD training places on the epistemological contribution of the thesis, a question that arises is: do PhD programmes help PhD students achieve philosophia – “love of wisdom”, or do the programmes just facilitate deepening and developing students’ knowledge? This paper challenges the modern approach to PhD training and by extension all academic research, and considers phronesiology, a wisdom-based approach to research design, to add value to traditional epistemic methodologies. In illustration, we use phronesiology and social practice wisdom principles to reflect on the merits of a recently completed empirical study of wise managerial decision-making. Through a reflective analysis, this paper demonstrates that phronesiology not only allows for contributions to knowledge, but can, as a matter of principle and choice, also increase research practitioner wisdom. In doing so, this may enable researchers to implement better and more comprehensive intellectual and practical outcomes that deal effectively with the economic, social, political, and environmental complexities of the contemporary world. Further, we argue that such a wisdom approach is more “practical” than further instrumentalizing PhD training. The paper offers a series of phronetic reflective questions for PhD researchers in social sciences, especially in organizational and management fields, to consider when designing and carrying out research.
62. Journal of Business Ethics Education: Volume > 13
Charles M. Vance, Judith A. White, Kevin S. Groves, Yongsun Paik, Lin Guo Comparing Thinking Style and Ethical Decision-Making Between Chinese and U.S. Students: Potential for Future Clash?
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This study provides a comparison of thinking style and ethical decision-making patterns between 386 U.S. students and 506 students from the People’s Republic of China enrolled in undergraduate business education in their respective countries. Contrary to our expectations, the Chinese students demonstrated a significantly greater linear thinking style compared to American students. As hypothesized, both Chinese and U.S. students possessing a balanced linear and nonlinear thinking style profile demonstrated greater ethical intent across a series of ethics vignettes. Chinese students also were more likely to adopt an act utilitarian rationale, an ethical philosophy that in practice may violate government regulations or social rules to benefit one’s family instead of society for explaining their decisions across the vignettes. We conclude with a discussion of important theoretical as well as practical and potential future implications based on this comparative study.
63. Journal of Business Ethics Education: Volume > 13
Jodyanne Kirkwood, Melissa Baucus, Kirsty Dwyer Ethics in Entrepreneurship Education: The Case of a Student Start-Up Entrepreneur
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Ethics researchers focus on moral awareness as a precursor to ethical decision making, but they pay little attention to framing processes that precede moral awareness. This study addresses this gap in the literature to examine how a student entrepreneur starting a venture while completing an assignment frames issues and how these frames affect moral awareness (i.e., whether or not the entrepreneur considers ethical dimensions). Framing does not occur in isolation but is part of a sensemaking process involving others. Using a single case study method, we capture an entrepreneur’s framing process over time as the new venture emerges and our data reveals frames that may preclude consideration of ethical dimensions, including some frames developed and reinforced through entrepreneurship education. We make a contribution to the entrepreneurship education literature by suggesting ways to incorporate ethics into entrepreneurship courses.
64. Journal of Business Ethics Education: Volume > 13
Brad A. Weaver, Stephen B. Castleberry Increasing Ethical and Legal Awareness Through Community Outreach Programs Utilizing White-Collar Prisoners
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A prisoner community outreach program, in which businesspeople and college business students have conversations with current white-collar inmates, has shown to be an effective tool in helping students and businesspeople realize the consequences of unethical behavior and breaking the law. A prisoner community awareness program is described and used as an example of how the practical application of positive principles can promote and empower ethical behavior, moral courage, and virtuousness. Audience’s reactions to this technique were positive, with listeners reporting heightened awareness and saliency of ethical and legal issues in business as well as a positive influence on their inclinations towards being an ethical member of society and businessperson.
65. Journal of Business Ethics Education: Volume > 13
Jessica McManus Warnell, Joan Elise Dubinsky Business Students and Faculty on the Same Side of the Desk: Engaged Students and Collaborative Faculty Present Three New International Business Ethics Case Studies
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We describe the project narrative and resulting case studies as an example of a successful engagement in business ethics education for two reasons: 1) to present an example of a pedagogical approach that engages business students in thoughtful research and consideration of complex ethical issues through a case writing exercise in collaboration with faculty, and 2) to provide three new cases and teaching notes suitable for use in multidisciplinary courses. We present a description of our experience along with the fruits of our project—three new case studies accompanied by analyses and teaching notes—with the hope that other faculty will find the pedagogical approach inspiring and the cases stimulating and teachable. A group of undergraduate business students working with faculty members and practitioners helped research and write case studies on topics of the students’ choosing. The resulting case studies and teaching notes can be shared with faculty from diverse business disciplines who can readily incorporate them into their curricula. The pedagogical approach of collaborative research and writing offers an example of engaged student learning and hands-on teaching for other scholars and instructors.
66. Journal of Business Ethics Education: Volume > 13
Jeananne Nicholls, Charles Ragland, Kurt Schimmel, Joseph F. Hair, Jr. The Relevance of Ethics, CSR, and Sustainability Topics in the Business School and Marketing Curricula: Dean and Department Head Opinions
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Based on a survey of deans and marketing department chairs, this study explores the business and marketing curriculum in the areas of ethics, corporate social responsibility (CSR), and sustainability. The findings indicate that there was limited support for providing students with an understanding of these topics, in believing the concepts provide a competitive advantage in the job market, or would be utilized by students at a later point in their education. Finally, the value placed on research in these areas was considerably less than on theory development or applied and pedagogical research.
67. Journal of Business Ethics Education: Volume > 13
Casey J. Frid, Imran Chowdhury, Claudia G. Green An Experiential Field Study in Social Entrepreneurship
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Research has shown social entrepreneurs are less likely to abandon their efforts when they develop skills to operate in situations where both social and economic demands must be balanced. However, students may have difficulty grasping the process by which such skills are acquired. They may also have only a vague understanding of how these skills are applied during both the creation and operation of new social ventures. This paper presents a theoretical and practical approach to teaching new venture creation and stakeholder management vis-à-vis the specific actions and behaviors undertaken by social entrepreneurs. During a 10-day, experiential field study, students personally engage social entrepreneurs to understand how they manage the oft-conflicting demands of financial, organizational, community, and environmental stakeholders. The objective is for students to discover the process of new venture creation and management. The field study itself is a process of self-directed, interactive discovery whereby students develop and administer an interview protocol, observe an entrepreneur operating his or her venture, and write a case study addressing a particular challenge in the area of stakeholder management and social entrepreneurship. After reviewing the literature on education in social entrepreneurship and experiential learning, this paper describes how to implement the exercise. Learning outcomes from student interviews and the case study are discussed.
68. Journal of Business Ethics Education: Volume > 13
Joseph M. Goebel, Manoj Athavale Business Ethics Through the Medium of Film
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We present an inventory of business ethics-related content to supplement and reinforce classroom education. The 23 films and documentaries introduced here allow the instructor to illustrate ethical issues in a manner which resonates with students. While sixteen of these selections involve fictitious plots, three selections (The Corporation, Enron: The Smartest Guys in the Room, and Inside Job) are documentaries, and four selections (Barbarians at the Gate, Rogue Trader, The Pursuit of Happyness, and Too Big to Fail) are based on a dramatization of actual events. For each selection, we present a contextual synopsis and leading questions to help instructors demonstrate the existence of ethical issues so that students may gain a better understanding of the need for ethical behavior and practices in business. We also categorize various ethical breaches by functional business areas.
69. Journal of Business Ethics Education: Volume > 13
Belinda Gibbons, Mario Fernando, Trevor Spedding Teaching and Learning Responsible Decision-Making in Business: A Qualitative Research Evaluation of a Simulation-Based Approach
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Practitioner and academic literature document serious concerns about the current approach to business higher education. Two key issues frequently noted are the silo disciplinary focus and the lack of exposure to responsible decision-making. Scholars and practitioners have proposed that the issues with the current undergraduate business education approach warrant the rethinking of traditional business teaching and learning models. This study proposes an alternate to teaching and learning responsible decision-making in undergraduate business education and reports the findings on the implementation of a web-based simulation using a systems approach to teaching and learning responsible decision-making. Using teaching observations and student reflections surveys, this paper explains the impact of this teaching approach on final-year undergraduate business students. The key findings suggest that a web-based simulation using a holistic systems approach to teach responsible decision-making using collaborative engagement fosters a valuable and unique student learning experience.
70. Journal of Business Ethics Education: Volume > 13
A. Erin Bass, Erin G. Pleggenkuhle-Miles The Tower Building Challenge: Introducing Stakeholder Management to MBA Students
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The ability to consider and analyze different stakeholder interests is a skill required of today’s business students. This paper describes a 35-minute experiential exercise using Tinkertoys® or Legos® to demonstrate and reinforce the concept of stakeholder management. The exercise, the Tower Building Challenge (TBC), is targeted toward classes in business ethics, strategy, or decision-making and requires students to work in groups to build a tower with the underpinning challenge that each group member has a different interest in how the tower should be built. Student feedback reflects on the difficulty of satisfying all stakeholders when making business decisions, the importance of making the interests of stakeholders transparent to enhance cooperation and the effectiveness of the decision-making process, and the need for stakeholder management when considering business decisions that impact stakeholders. Following this experiential exercise, students’ preliminary understanding presents an opportunity for a deeper discussion of stakeholder management. Specifically, students are prompted to consider stakeholder interests as joint, rather than opposed, when engaged in stakeholder management.