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  1. Levinas, Weber, and a Hybrid Framework for Business Ethics.Payman Tajalli & Steven Segal - 2019 - Philosophy of Management 18 (1):71-88.
    In this paper we present a theoretical hybrid framework for ethical decision making, drawing upon Emmanuel Levinas’ view on ethics as “first philosophy”, as an inherent infinite responsibility for the other. The pivotal concept in this framework is an appeal to a heightened sense of personal responsibility of the moral actor to provide the ethical context within which conventional approaches to applied business ethics could be engaged. Max Weber’s method of reconciling absolutism and relativism in ethical decision making is adopted (...)
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  • Can Business Ethics be Trained? A Study of the Ethical Decision-making Process in Business Students.Barbara A. Ritter - 2006 - Journal of Business Ethics 68 (2):153-164.
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not exposed (control). For (...)
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  • Business ethics teaching for effective learning.Ronald R. Sims - 2002 - Teaching Business Ethics 6 (4):393-410.
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  • Business Ethics Assessment Criteria: Business v. Philosophy—Survey Results.Donald Morris - 2001 - Business Ethics Quarterly 11 (4):623-650.
    This paper presents the results of and conclusions from a survey of 2,830 college and university undergraduate business andphilosophy departments regarding their business ethics offerings. The impetus for this survey included seeking a better understandingof the problems for which business ethics courses are the solution. It was proposed that, if we knew what it is that professors teachingbusiness ethics believe they are teaching-not in terms of content or methods, but in terms of what criteria they are using to assessstudents' achievement (...)
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  • Teaching ethics through court judgments in Finance, Accounting, Economics and Business.Rafael Robina Ramírez - 2017 - Etikk I Praksis - Nordic Journal of Applied Ethics 1:61-87.
    The current environment of business and financial corruption in Spain has increased in recent years. In order to reduce the scope of this problem, the Spanish Criminal Code has introduced codes of conduct and ethics to encourage a new culture of respecting laws for companies and employees. An Educational Innovation Group at the University of Extremadura has proposed a cross-sectional model to study ethics, in an effort to address concerns about the consequences of illegal acts in society and companies. Students (...)
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  • Business ethics course and readiness of MBA students to manage ethically.Wilson Muyinda Mande - 2012 - African Journal of Business Ethics 6 (2):133.
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  • A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks.David Allen Jones - 2009 - Journal of Business Ethics 88 (2):367-379.
    I assessed change in students’ moral reasoning following five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n = 114) and control (n = 76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed that, controlling for pre-training levels (...)
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  • Business ethics curriculum design: Suggestions and illustrations.Ronald R. Sims & Johannes Brinkmann - 2003 - Teaching Business Ethics 7 (1):69-86.
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  • An integrated model of ethical decision-making: A proposed pedagogical framework for a marketing ethics curriculum.James Agarwal & David Cruise Malloy - 2002 - Teaching Business Ethics 6 (2):245-268.
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  • International validation of the corruption perceptions index: Implications for business ethics and entrepreneurship education. [REVIEW]Paul G. Wilhelm - 2002 - Journal of Business Ethics 35 (3):177 - 189.
    International government and corporate corruption is increasingly under siege. Although various groups of researchers have quantified and documented world-wide corruption, apparently no one has validated the measures. This study finds a very strong significant correlation of three measures of corruption with each other, thereby indicating validity. One measure was of Black Market activity, another was of overabundance of regulation or unnecessary restriction of business activity. The third measure was an index based on interview perceptions of corruption (Corruption Perceptions Index or (...)
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  • A Meta-Analytic Investigation of Business Ethics Instruction.Ethan P. Waples, Alison L. Antes, Stephen T. Murphy, Shane Connelly & Michael D. Mumford - 2009 - Journal of Business Ethics 87 (1):133-151.
    The education of students and professionals in business ethics is an increasingly important goal on the agenda of business schools and corporations. The present study provides a meta-analysis of 25 previously conducted business ethics instructional programs. The role of criteria, study design, participant characteristics, quality of instruction, instructional content, instructional program characteristics, and characteristics of instructional methods as moderators of the effectiveness of business ethics instruction were examined. Overall, results indicate that business ethics instructional programs have a minimal␣impact on increasing (...)
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  • Exploring the role of self-awareness, self-integrity, self-regulation, and ethics education in the student’s ethics compliance: evidence from Indonesia.Blasius Erik Sibarani - forthcoming - International Journal of Ethics Education:1-23.
    This study aims to investigate the influence of self-awareness on students’ ethical compliance, examine the impact of self-integrity on students’ ethical compliance, explore the effect of self-regulation on students’ ethical compliance, and analyze the influence of ethics education on students’ ethical compliance. Additionally, the research investigates whether ethics education taught in schools or universities has a greater impact compared to an individual’s personality on students’ ethical compliance. The population in this study comprises students in Indonesia. Data collection involves distributing questionnaires (...)
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  • Using Live Cases to Teach Ethics.Victoria McWilliams & Afsaneh Nahavandi - 2006 - Journal of Business Ethics 67 (4):421-433.
    This paper describes a live ethics case project that can be used to teach ethics in a broad variety of business classes. The live case differs from regular cases in that it involves a current situation. Students select an on-going or current event that involves ethical violations and write a case about it. They then present their case and run a debate about the challenges and issues outlined in the case and the actions that could have or should have been (...)
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  • Moral Identity as Leverage Point in Teaching Business Ethics.Jun Gu & Cristina Neesham - 2014 - Journal of Business Ethics 124 (3):527-536.
    This paper examines whether appealing to learners’ moral identity makes a significant contribution to improving their ethical decision making beyond traditional, rule-based teaching. In response to criticisms leveled at rule-based ethics teaching by alternative approaches, we identify moral identity theory and experiments in moral psychology as useful sources to draw on for the creation of a new, identity-based ethics teaching approach. We develop and apply a set of regular self-reflection focused writing tasks added to the traditional teaching program over a (...)
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  • Indirect Communication and Business Ethics.Ghislain Deslandes & Kenneth Casler - 2011 - Business and Professional Ethics Journal 30 (3-4):307-330.
    By deliberately placing ethics under the category of communication, Kierkegaard intended to show that it is like no other science. He distinguished betweendirect communication and indirect communication. Direct communication concerns objectivity and knowledge; indirect communication, on the other hand, has to do with subjectivity (“becoming-subject”). In this paper, the author presents Kierkegaard’s philosophy of communication and ethics with special emphasis on his irony and pseudonymous authorship. He also examines the possibility of a discourse in business ethics, focusing on the educational (...)
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  • Ethics education in our colleges and universities: A positive role for accounting practitioners. [REVIEW]David F. Bean & Richard A. Bernardi - 2007 - Journal of Academic Ethics 5 (1):59-75.
    In this research, we review the current level of ethics education prior to college and the emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach. We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent in the practice of public accounting and a (...)
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  • Teaching business ethics: A case study of an ethics across the curriculum policy.Randi L. Sims - 2000 - Teaching Business Ethics 4 (4):437-443.
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  • Reflections on the integration of ethics teaching into a British undergraduate management degree programme.Patrick Maclagan - 2002 - Teaching Business Ethics 6 (3):297-318.
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  • Teaching ethical decision making: Adding a structuration dimension.Kristi Yuthas & Jesse F. Dillard - 1999 - Teaching Business Ethics 3 (4):337-359.
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  • Ethical Attitudes of a Cohort of Future Professionals–Implications for the Teaching of Ethics.Vivienne Brand & Roy I. Brown - 1998 - Teaching Business Ethics 2 (4):389-410.
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