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  1. 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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  • A Step Forward: Ethics Education Matters!Cubie L. L. Lau - 2010 - Journal of Business Ethics 92 (4):565-584.
    Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at (...)
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  • Ethical Cycles and Trends: Evidence and Implications.Stephen J. Conroy & Tisha L. N. Emerson - 2008 - Journal of Business Ethics 81 (4):905-911.
    Recent high-profile corporate scandals are reminiscent of the corporate raider scandals of the 1980s, suggesting that ethical scandals may occur in waves. This article provides a framework for analysis of this question by suggesting that ethical attitudes may be cyclical about long-term secular trends. We provide some empirical evidence from previously published work for the existence of cycles as well as a potential mechanism for their propagation, namely widespread publicity about a particularly salient event, e.g., Enron. Further, we posit that (...)
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  • Teaching Business Ethics: Targeted Outputs.Edward L. Felton & Ronald R. Sims - 2005 - Journal of Business Ethics 60 (4):377-391.
    Business ethics is once again a hot topic as examples of improper business practices that violate commonly accepted ethical norms are brought to our attention. With the increasing number of scandals business schools find themselves on the defensive in explaining what they are doing to help respond to the call to teach ‘‘more’’ business ethics. This paper focuses on two issues germane to business ethics teaching efforts: the ‘‘targeted output’’ goals of teaching business ethics and when in the curriculum business (...)
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  • Voicing Moral Concerns: Yes, But How? The Use of Socratic Dialogue Methodology.Johannes Brinkmann, Beate Lindemann & Ronald R. Sims - 2016 - Journal of Business Ethics 139 (3):619-631.
    After a selective review of relevant literature about teaching business ethics, this paper builds on a summary of Fred Bird’s thoughts about the voicing of moral concerns provided in his book about moral muteness. Socratic dialogue methodology is then presented and the use of this methodology is examined, for business ethics teaching in general, and for addressing our paper topic in particular. Three short form Socratic dialogues about the paper topic are summarized for illustration, together with preparation and debriefing suggestions (...)
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  • The Role of Ethics in 21st Century Organizations.William H. Bishop - 2013 - Journal of Business Ethics 118 (3):635-637.
    The twenty-first century has seen its share of ethical failures, which brings into question what the role of ethics is. Past experience demonstrates ethics functioning as a reactive measure to a permanent consequence, the equivalent of pointing at an accident and commenting, “The driver should not have been going so fast.” While such an observation may be accurate, it does little to correct the situation or prevent further ones from occurring. Ethics must function as more than a guide; they must (...)
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  • The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction.Conor O’Leary & Jenny Stewart - 2013 - Journal of Business Ethics 113 (2):225-241.
    Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while (...)
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  • The Use of Information and Communication Technology in the Training for Ethical Competence in Business.Iordanis Kavathatzopoulos - 2003 - Journal of Business Ethics 48 (1):43 - 51.
    Information and communication technology has certain advantages that can contribute positively in business ethics education programmes. It is necessary, however, to identify first the factors critical for acquiring ethical competence and later to proceed to the construction and use of such tools, in order to ensure that these tools are indeed adapted to the process and the goals of business ethics education. Based on psychological theory and research, it is argued that one such crucial factor is the psychological construct of (...)
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  • Academia, Aristotle, and the public sphere – stewardship challenges to schools of business.Cam Caldwell & Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):5-20.
    In this paper we suggest that the ethical duties of business schools can be understood as representing stewardship in the Aristotelian tradition. In Introduction section we briefly explain the nature of ethical stewardship as a moral guideline for organizations in examining their duties to society. Ethical Stewardship section presents six ethical duties of business schools that are owed to four distinct stakeholders, and includes examples of each of those duties. Utilizing this Framework section identifies how this framework of duties can (...)
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  • Embedding Ethics: Dialogic Partnerships and Communitarian Business Ethics.Karin Mathison & Rob Macklin - 2018 - Journal of Business Ethics 153 (1):133-145.
    The existence of a plurality of communities, a diversity of norms, and the ultimate contingency of all decisions in modern societies complicates the task of academics and practitioners who wish to be ethical. In this paper, we envisage and articulate a dialogical, communitarian approach to embedding business ethics that requires business ethicists to more reflexively engage with practitioners in working on and representing the normative criteria that people in organisations use to deal with moral dilemmas in business. We promote the (...)
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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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  • Use of a “Coping-Modeling, Problem-Solving” Program in Business Ethics Education.Sheldene K. Simola - 2010 - Journal of Business Ethics 96 (3):383-401.
    During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a “coping-modeling, problem-solving” approach as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decision-making in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third year required course on ethical (...)
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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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  • 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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  • 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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  • Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management.Sarah B. Laditka & Margaret M. Houck - 2006 - Journal of Business Ethics 64 (2):157-167.
    To prepare for ethically challenging situations in the workplace, it is useful for students to explore their attitudes toward ethical issues and their own value systems. An experiential assignment to teach ethics in business programs is presented. This method allows instructors to incorporate a “stand alone” assignment in ethics into a course that focuses on another area in management. The assignment, student-developed case studies of ethical situations in the workplace, requires students to develop individual case studies in ethics drawing on (...)
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  • Designing and Delivering Business Ethics Teaching and Learning.Ronald R. Sims & Edward L. Felton - 2006 - Journal of Business Ethics 63 (3):297-312.
    The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold (...)
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  • Faculty Members’ Attitudes Towards Ethics at Norwegian Business Schools: An Explorative Study.Ove D. Jakobsen, Knut J. Ims & Kjell Grønhaug - 2005 - Journal of Business Ethics 62 (3):299-314.
    A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: "What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?" Moving on to interpreting the results from the survey, we discuss the empirical findings by comparing (...)
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  • Applying Multiple Pedagogical Methodologies in an Ethics Awareness Week: Expectations, Events, Evaluation, and Enhancements.Judith W. Spain, Allen D. Engle & J. C. Thompson - 2005 - Journal of Business Ethics 58 (1-3):7-16.
    . This paper reports the preliminary results from a semester-long ethics project at an AACSB accredited, regional comprehensive undergraduate school. This project culminated in an Ethics Awareness Week, which highlight a case study of the controversial EverQuest® multi-player online game. Issues of project planning and design are outlined, the dynamics of a business program-wide approach to ethics are social responsibility are presented, student survey results are presented and analyzed, and issues related to ongoing research are discussed. Nonparametric survey results indicate (...)
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  • Teaching Ethics to Undergraduate Business Students in Australia: Comparison of Integrated and Stand-alone Approaches.Elizabeth Prior Jonson, Linda Mary McGuire & Deirdre O’Neill - 2015 - Journal of Business Ethics 132 (2):477-491.
    There are questions about how ethics is best taught to undergraduate business students. There has been a proliferation in the number of stand-alone ethics courses for undergraduate students but research on the effectiveness of integrated versus stand-alone mode of delivery is inconclusive. Christensen et al. :347–368, 2007), in a comprehensive review of ethics, corporate social responsibility and sustainability education, investigated how ethics education has changed over the last 20 years, including the issue of integration of these topics into the core (...)
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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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  • Active Learning: An Advantageous Yet Challenging Approach to Accounting Ethics Instruction.Stephen E. Loeb - 2015 - Journal of Business Ethics 127 (1):221-230.
    In this paper I discuss the advantages and challenges of using active learning, when teaching an accounting ethics course offered in higher education . The willingness of an instructor to use active learning in an accounting ethics course may be influenced at least in part by that instructor’s assessment of the advantages and challenges of using active learning. Consequently, my paper may be of assistance to instructors with experience in teaching an accounting ethics course and to instructors who are preparing (...)
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  • Gaming, Texting, Learning? Teaching Engineering Ethics Through Students' Lived Experiences With Technology.Georgina Voss - 2013 - Science and Engineering Ethics 19 (3):1375-1393.
    This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal (...)
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  • Teaching Business Ethics Through Strategically Integrated Micro-Insertions.Alesia Slocum, Sylvia Rohlfer & Cesar Gonzalez-Canton - 2014 - Journal of Business Ethics 125 (1):1-14.
    This article identifies an integrated teaching strategy that was originally developed for engineers, the so-called ‘micro-insertion’ approach, as a practical and effective means to teach ethics at business schools. It is argued that instructors can incorporate not only generic or thematic learning objectives for students into this method (i.e., the intended content of what is being taught: in our case, an underlying ethical base for doing business), but also do so via a strategically integrated approach regarding the appropriate mix and (...)
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  • Attitudes of accounting students towards ethics, continuous professional development and lifelong learning.Gideon Els - 2014 - African Journal of Business Ethics 4 (1):46.
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  • Use of a "Coping-Modeling, Problem-Solving" Program in Business Ethics Education.Sheldene K. Simola - 2010 - Journal of Business Ethics 96 (3):383 - 401.
    During the last decade, scholars have identified a number of factors that pose significant challenges to effective business ethics education. This article offers a "coping-modeling, problem-solving" (CMPS) approach (Cunningham, 2006) as one option for addressing these concerns. A rationale supporting the use of the CMPS framework for courses on ethical decisionmaking in business is provided, following which the implementation processes for this program are described. Evaluative data collected from N = 101 undergraduate business students enrolled in a third year required (...)
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  • Faculty members' attitudes towards ethics at norwegian business schools: An explorative study. [REVIEW]Ove D. Jakobsen, Knut J. Ims & Kjell Grønhaug - 2005 - Journal of Business Ethics 62 (3):299 - 314.
    A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: “What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?” Moving on to interpreting the results from the survey, we discuss the empirical findings by comparing (...)
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  • Teaching with mission: Personal development, team building, and social responsibility. [REVIEW]Mary Ann Hazen, Gerald F. S. J. Cavanagh & Larry Bossman - 2004 - Journal of Business Ethics 51 (4):373-386.
    An innovative gateway MBA course, Personal Development and Social Responsibility, is the focus of this paper. We describe the course and show how it is related intimately to the missions and traditions of our university and college; various themes are integrated; and our interactions as developers of and instructors for the course mirror some of the issues addressed in it. We include an evaluation of the efficacy of the course, based on student course and self evaluations. We do not write (...)
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  • Business ethics and religion: Religiosity as a predictor of ethical awareness among students. [REVIEW]Stephen J. Conroy & Tisha L. N. Emerson - 2004 - Journal of Business Ethics 50 (4):383-396.
    We survey students at two Southern United States universities (one public and one private, religiously affiliated). Using a survey instrument that includes 25 vignettes, we test two important hypotheses: whether ethical attitudes are affected by religiosity (H1) and whether ethical attitudes are affected by courses in ethics, religion or theology (H2). Using a definition of religiosity based on behavior (church attendance), our results indicate that religiosity is a statistically significant predictor of responses in a number of ethical scenarios. In seven (...)
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