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71. Journal of Business Ethics Education: Volume > 13
Alexander T. Jackson, Mathias J. Simmons, Bradley J. Brummel, Aaron C. Entringer Appropriate Training Should Turn Ethical Reasoning into Ethical Practice
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The prevalence of ethics training in organizations rose from 50% in 2003 to 76% in 2011 (Ethics Resource Center 2012). This paper reviews the current state of ethics training in organizations and proposes a new conceptual model for designing effective ethics training programs based on Rest’s (1986) model of ethical decision-making. We argue that it is not the content of ethics training that fails to produce ethical behavior; it is the method by which ethics training is delivered. Most organizations utilize training methods designed to disseminate information or facilitate ethical dilemma recognition. Few organizations utilize methods that allow for trainees to actually practice making an ethical decision. We argue that a comprehensive approach to ethics training should be used, so trainees may practice all aspects of making an ethical decision. This practice should then enhance transfer of ethics training to the job. We conclude with suggestions for how research could be conducted to empirically support these arguments and inform ethics training method choices.
72. Journal of Business Ethics Education: Volume > 13
Walter P. Jarvis, Danielle M. Logue Cultivating Moral-Relational Judgement in Business Education: The Merits and Practicalities of Aristotle’s Phronesis
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In this paper we reflect on the question “what do we mean by teaching ‘business ethics’ at all?” In response we suggest that phronesis - a values-based disposition integrating practical and affective dimensions of practical knowledge - warrants consideration in addressing the topic of ethics but more broadly in legitimising university-based management education in the face of widespread public trust deficit in business and management education. In this paper we consider the Aristotelian origins of phronesis, including its distinctive connection to emotion and moral imagination, and apply a phronesis-based approach to postgraduate management education, providing illustrations of its practical usage. In doing so, we argue this goes beyond thinking of ‘business ethics’ as a stand-alone subject in business education, and instead provides management educators a framework within which to cultivate graduate capabilities in moral-relational judgement and a profession-like praxis. Doing so would help - post Global Financial Crisis - to ameliorate justifiable loss of public trust and confidence in university-based management qualifications.
73. Journal of Business Ethics Education: Volume > 13
Thomas P. Corbin Jr. The Case of the Crooked Case Worker
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Ethics practice is both relative and situational. Perhaps there is an area of no greater demonstration of these realities than where an organization, be it a public governmental entity and/or a quasi-governmental entity with government contracts has the duty of care owed to a vulnerable constituency as well as to other community stakeholders. These agencies have the public trust as well as the ethical caretaking concerns to master. In the following fact scenario and discussion, one would consider a situation where the care of the vulnerable constituency is the paramount concern and the facilitation of that care is also in question. Human Resource and leadership teams need to be cognizant of not only impropriety of members within their organization but also the appearance of impropriety as well. The following case study attempts to put into perspective the need for managers and HR representatives to monitor practice and perception of ethical behavior.
74. Journal of Business Ethics Education: Volume > 13
Shafik Bhalloo, Kathleen Burke Overworked and Underpaid: The Plight of One Hapless Paralegal
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Tracy has a new job, a stable paycheque, and a new lease on life in a very tight job market. As a new paralegal, just six months into her position at a law firm supporting two very busy personal injury lawyers, Tracy’s workload and pace demands that she regularly works after hours. Her overtime, however, does not show up on her paycheque. She knows other firms pay their employees for overtime, but in her law firm, overtime is expected and unpaid. The Employment Standards Act requires employees to be compensated for overtime hours, but making a formal complaint would notify Tracy’s employer of her complaint and may expose her to retaliatory action. Tracy wants to be fairly compensated for her work, but there may be hidden costs to exposing her firm’s practices.
75. Journal of Business Ethics Education: Volume > 13
Sonia J. Toson The Force-Fed Proposal: Exclusion of Shareholder Proposals from Corporate Proxy Materials under SEC Rule 14a-8(c)(5)
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In 2012, Peter Lovenheim invested in a promising new company, Iroquois Brands. Subsequent to investing, he learned that the company was a distributor of the French delicacy, pâté de foie gras. As an animal rights activist, Lovenheim was aware of the animal cruelty methods used to produce pâté de foie gras. In an effort to bring awareness to the issue and ideally halt the corporation’s distribution of the product, Lovenheim crafted several strategic shareholder proposals, and ultimately, in March 2015, filed a lawsuit against Iroquois. Unique in that it is written from the perspective of the Judge deciding the case, this case asks students to balance the needs of the corporation with the rights of shareholder activists. Based on a landmark court decision, the case demonstrates the complexities faced by contemporary socially responsible enterprises attempting to strike the elusive balance between ethical responsibility and the requirements of the law.
76. Journal of Business Ethics Education: Volume > 2 > Issue: 1
N. Craig Smith, Anne Duncan GlaxoSmithKline and Developing Country Access to Essential Medicines (A)
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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?
77. Journal of Business Ethics Education: Volume > 2 > Issue: 1
N. Craig Smith, Anne Duncan GlaxoSmithKline and Access to Essential Medicines (B)
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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.
78. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Eugene Heath, Bruce Hutton, Debbie Thorne McAlister Panel: Philosophies of Ethics Education in Business Schools
79. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Cathy Driscoll, Jacqueline Finn Integrating Ethics into Business Education: Exploring Discrepancies and Variability Among Professors and Students
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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.
80. Journal of Business Ethics Education: Volume > 2 > Issue: 1
Jim Wishloff Teaching Ethics: A Classroom Model
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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.