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Switch to: Citations
References in:
Stakeholder-sensitive business ethics teaching
Teaching Business Ethics 5 (2):171-193 (2001)
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Abstract:This article elaborates a normative Stakeholder Management Theory (SHMT) from a critical theory perspective. The paper argues that the normative theory elaborated by critical theorists such as Habermas exhibits important advantages over its rivals and that these advantages provide the basis for a theoretically more adequate version of SHMT. In the first section of the paper an account is given of normative theory from a critical theory perspective and its advantages over rival traditions. A key characteristic of the critical theory (...) |
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Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school teachers, (...) |
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The dominant approach to the analysis of issues in business ethics consists in the articulation and use of a set of mid-level moral principles. This approach is geared to business practitioners who are not interested in the difficult problems of moral and political theory. I argue that this "practitioner model" is philosophically suspect. I show how the theoretical frameworks prominent business ethicists employ are insufficiently developed. I also show how many of their analyses presuppose substantive views about issues of social (...) |
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Business ethics should be taught in business schools as an integrated part of core curricula in MBA programs with a dual focus on both analytical frameworks and their applications to the business disciplines. To overcome the reluctance of many faculty to handle ethical issues, a critical mass of faculty must develop suitable materials, educate their peers in its use, and take the lead by introducing it in their own courses and on senior management programs. |
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There is a rnoral dimension in all business decisions. When planning a corporate' takeover, which substance to use for a product, whether to hire temps or full-time workers, or where to invest, all reflect values and tlence moral considerations. It is not enough to change people, we must change the structure. Within the corporate structure it is important to have special divisions dedicated to the implementation of ethics such as internal audit committees. The same might be said about business schools; (...) |
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When business, government, and other professions fail to meet their responsibilities, it is most often not from an inadequacy of tools, techniques, and theory but from an absence of vision and a failure of leadership that saps all sense of individual or organizational purpose and responsibility. To address this concern, management education must be more than the transfer of skills. It should be a moral endeavor, a passing-on from one generation to the next of a kind of wisdom about responsible (...) |
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