The social science literature abounds with unconnected and, so it seems, diverse propositions about the emergence of norms. This article sets out to show that many of these propositions only differ in regard to terminology. Proponents of different theoretical orientations seem to accept a key hypothesis that is called “instrumentality proposition”: norms emerge if they are instrumental for attaining the goals of a group of actors. Apart from a problematic functionalist version the article focuses on an individualistic version: if actors (...) want to achieve certain goals and if a norm is instrumental to attain these goals individuals perform those actions that bring about the norm. This proposition involves several assumptions that are discussed.This version of the instrumentality proposition explains norms that are planned (i.e., that are second-order public goods). In order to account for the evolutionary emergence of norms a second version of the instrumentality proposition is discussed. It assumes that actors do not want to create a general norm but aim at providing certain private goods in interaction situations. For example, smokers sanction non-smokers in order not to be exposed to smoke in the interaction situation, but non-smokers do not want to engender a general non-smoking-norm. However, the aggregated effect of those actions is often a general norm.The article further explores problems of the two instrumentality propositions, the extent to which they answer important questions of a theory of norm emergence and alternative propositions to explain norms. (shrink)

Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first draft a conceptual frame of (...) reference and then report results and experiences from a scenario-based pilot study at one of the biggest vocational schools in the country. As a third step such a preliminary situation analysis inspires a number of suggestions for how one could start with developing this field, practically, empirically and theoretically. (shrink)

This paper investigates the potential contribution of sociological perspectives for business ethics teaching. After a brief and selective literature review, the paper suggests starting with sociological thinking and three aspects of it: sociological concepts, sociological imagination, and postponed judgment. After presenting two short case teaching stories and three sociological concepts or frameworks, the potential inspiration value of a sociological checklist for analysing or diagnosing business ethics cases is tried out. As an open ending, some short final suggestions are made for (...) further use of sociological perspectives in both business ethics teaching and research. (shrink)