Business schools are often thought of as being accountable for the individual student’s personal development and preparation to enter the business community. While true that business schools guide knowledge development, they must also fulfill a social contract with the business community to provide ethical entry-level business professionals. Three stakeholders, students, faculty, and the business community, are involved in developing and strengthening an understanding of ethical behavior and the serious impacts associated with an ethical lapse. This paper discusses the ways the (...) business schools may enhance the student’s ethical knowledge and understanding, and proposes a roadmap that business schools may use to develop or strengthen a strong ethical culture. (shrink)

An integrity-based approach to ethics management combines a concern for the law with an emphasis on managerial responsibility for ethical behavior. Though integrity strategies may vary in design and scope, all strive to define companies’ guiding values, aspirations, and patterns of thought and conduct. When integrated into the day-to-day operations of an organization, such strategies can help prevent damaging ethical lapses while tapping into powerful human impulses for moral thought and action. Then an ethical framework becomes no longer a burdensome (...) constraint within which companies must operate, but the governing ethos of an organization. (shrink)

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 (...) moral commitment in complex contexts. Faculty at professional schools have an opportunity and a responsibility to help students connect their capacity for high achievement to a sense of purpose and a set of principles. This book is an explanation of how one business school is trying to place leadership, ethics, and corporate responsibility at the center of its mission. It is a call to rebalance the educational trilogy of values, knowledge, and skills. Can Ethics Be Taught? traces the evolution, strategy, and implementation of the pathbreaking Leadership, Ethics, and Corporate Responsibility program at the Harvard Business School. It describes in detail the origins of the initiative for this program, the sophisticated research that went into the approach, timing, and appropriate interventions for working with students and faculty, as well as the design of the program strategy itself. The accomplishments of this program have been substantial; and the lessons drawn from the experience of the Harvard Business School can prove instructive to other professional schools-in such fields as management, public administration, and law-and to corporate leaders as they design and implement their own programs on leadership, ethics, and responsibility. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions (...) such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

Including three of his most famous and important essays,Utilitarianism, On Liberty, and Essay onBentham, along with formative selections from Jeremy Benthamand John Austin, this volume provides a uniquely perspicuous viewof Mill's ethical and political thought. Contains Mill's most famous and influential works,Utilitarianism and On Liberty as well as hisimportant Essay on Bentham. Uses the 1871 edition of Utilitarianism, the last to bepublished in Mill's lifetime. Includes selections from Bentham and John Austin, the twothinkers who most influenced Mill. Introduction written by (...) Mary Warnock, a highly respected figurein 20th-century ethics in her own right. Provides an extensive, up-to-date bibliography with the bestscholarship on Mill, Bentham and Utilitarianism. (shrink)

This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.

Including three of his most famous and important essays, _Utilitarianism_, _On Liberty_, and _Essay on Bentham_, along with formative selections from Jeremy Bentham and John Austin, this volume provides a uniquely perspicuous view of Mill's ethical and political thought. Contains Mill's most famous and influential works, _Utilitarianism_ and _On Liberty_ as well as his important _Essay on Bentham._ Uses the 1871 edition of _Utilitarianism_, the last to be published in Mill's lifetime. Includes selections from Bentham and John Austin, the two (...) thinkers who most influenced Mill. Introduction written by Mary Warnock, a highly respected figure in 20th-century ethics in her own right. Provides an extensive, up-to-date bibliography with the best scholarship on Mill, Bentham and Utilitarianism. (shrink)

Using Ajzen's Theory of Planned Behavior and Kohlberg's Theory of Moral Development, we look at individual beliefs (What should I do?), intention (What would I do?), and actual behaviors (What did I do?) and the rationale used in each instance. Of the 12 hypotheses, 10 are strongly supported and 2 are moderately supported. This data set shows that significant differences exist between belief and action, belief and intention, and intention and action; the rationales used to support belief, intention, and action (...) differ from one another. Implications for academic research and managerial practice are discussed and research limitations are examined. (shrink)

Social context shapes negotiators’ actions, including their willingness to act unethically. We use a simulated negotiation to test how three dimensions of social context—dyadic gender composition, negotiation strategy, and trust—interact to influence one micro-ethical decision, the use of deception. Deception in all-male dyads was relatively unaffected by trust or the other negotiator’s strategy. In mixed-sex dyads, negotiators consistently increased their use of deception when three forms of trust were low and opponents used an accommodating strategy. However, in all-female dyads, negotiators (...) appeared to use multiple and shifting reference points in deciding when to deceive the other party. In these dyads, the use of deception increased when a competitive strategy combined with low benevolence-based trust or an accommodating strategy combined with high identity-based trust. Deception in all-female dyads decreased when a competitive strategy was used in the context of low deterrence-based trust. (shrink)

This study examines the similarities and differences in pre- and post-Sarbanes-Oxley corporate ethics codes and codes of conduct using the framework of structuration theory. Following the passage of the Sarbanes-Oxley (SOX) legislation in 2002 in the United States, publicly traded companies there undertook development and revision of their codes of ethics in response to new regulatory requirements as well as incentives under the U.S. Corporate Sentencing Guidelines, which were also revised as part of the SOX mandates. Questions that remain are (...) whether these new or revised codes are effective means of communicating changed ethical foci and attitudes in organizations. Centering resonance analysis (CRA) is used to identify differences and similarities across time and industries by analyzing word networks of 46 pre- and post-SOX corporate codes of ethics. Analyses focus on content and structure of generated word networks as well as resulting factors that emerged from the texts. Results are interpreted from the structuration perspective that content and structure of codes are constrained and enabled by system structures while they function to produce and reproduce those structures. Results indicate that corporate codes of ethics are formal discourses of ethics, laws, and control. Code structure has changed across time, with an increased emphasis on compliance in post-SOX codes. Implications for research and practice are discussed in light of findings. (shrink)

Applying evidence from recently available public information on Enron, I defined Enron’s culture as one rooted in agency theory by asserting that Enron’s members were predominantly agency-reasoning individuals. I then identified conditions present at Enron’s collapse: a strong agency culture with collectively non-compliant norms, a munificent rare-failure environment, and new hires with little business ethics training. Turning to four possible antidotes (selection, objectivist integrity, integrity capacity, and stewardship reasoning) to an agency culture under these conditions, I argued that the currently (...) available ethics literature would have made little difference toward averting Enron’s collapse if any of the recommendations from the relevant ethics literature had been implemented. I conclude by identifying new directions for business ethics literature in order to make it more implementable under the conditions identified at Enron. Essentially, we need a way to clearly determine (1) the difference between connivance and commitment, (2) what is meant by balance with regard to the multiple dimensions of ethics and legal theories, and (3) the proper balance between agency and stewardship reasoning. (shrink)

Including three of his most famous and important essays, _Utilitarianism_, _On Liberty_, and _Essay on Bentham_, along with formative selections from Jeremy Bentham and John Austin, this volume provides a uniquely perspicuous view of Mill's ethical and political thought. Contains Mill's most famous and influential works, _Utilitarianism_ and _On Liberty_ as well as his important _Essay on Bentham._ Uses the 1871 edition of _Utilitarianism_, the last to be published in Mill's lifetime. Includes selections from Bentham and John Austin, the two (...) thinkers who most influenced Mill. Introduction written by Mary Warnock, a highly respected figure in 20th-century ethics in her own right. Provides an extensive, up-to-date bibliography with the best scholarship on Mill, Bentham and Utilitarianism. (shrink)

In this book, Amitai Etzioni, public intellectual and leading proponent of communitarian values, defends the view that no society can flourish without a shared ...

Recent scandals in the business world have intensified the demand for an explanation of the causes of corporate wrongdoing. This study empirically tests the effects of mutual fund management fees and control structures on the likelihood of illegal activity within mutual fund organizations. Specific attention is given to the presence of agency duality issues in the mutual fund industry and how this influences the motivations and decisions of fund managers. Findings provide support for the hypothesized relationship that higher levels of (...) management fees decrease the likelihood of illegal behavior. Additionally, control of the mutual fund by external management is found to have a negative impact on the likelihood of illegal activity while also acting as a moderator of the management fee-illegal behavior relationship. (shrink)

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an analysis of these materials. We find (...) that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics. (shrink)

Abstract:We have reached a rough moral consensus in the field of business ethics. We believe in capitalism with a safety net and enough regulation to deal with serious market imperfections. We favor autonomy for individuals and democracy for governments, though not necessarily for organizations. We recognize the rights of citizens and the different rights of employees. We respect a variety of possible sets of values, and so countenance a distinction between public and private. In other words, we are capitalists, pluralists, (...) and liberals. But globalization will force us and businesspeople who share our views to deal with significant stakeholders who do not. The 21st century will see the accelerating pace of globalization. The great challenge for business ethics, for its philosophers and its scholars of business, will be to identify and advocate morality that takes adequate account of globalization, and that in so doing avoids untenable parochialism without falling into relativism. (shrink)

This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. These results suggest (...) that faculty are approaching ethics instruction less formally, raising concerns over the success of curriculum integration. (shrink)

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 (...) hallmark of the accounting profession. Accounting practitioners can play a significant and positive role in helping business schools to reexamine their obligations to society and their students by actively engaging in the exchange of views by academics on the necessity for ethics education as well as those of professional accounting bodies.1. (shrink)

Although from diverse times and backgrounds, Confucius in the sixth century b. C. In china and immanuael kant in enlightenment both set forth doctrines for ethics and positive social interaction which revolve around the concept of respect. For confucius, Respect takes the form of "jen", What "ought" to occur when two people come together. Individuals are respected as social beings. In kant's case the principle of humanity demands respect for human beings "qua" rational. The difference reveals confucian dynamism versus kantian (...) universalism, Each keynotes of the respective cultural contexts. (shrink)

The raging cynicism felt toward businesses and business leaders is a by-product of perceived violations in the social contracts owed to the public. Business schools have a unique opportunity to make a significant impact on present and future business leaders, but ‘practicing what we teach’ is a critical condition precedent. This paper presents frameworks for ethical practices for assessing the social contracts owed by business schools in their role as citizens in the larger community. We identify the ethical implications of (...) business school practices to guide the development of tools for self-assessment and to focus on delivering the implied duties owed to the stakeholders of business schools. (shrink)

This study evaluated the integration of psychology ethics into an introductory psychology course. Students in two general psychology sections were exposed to an infusion of psychology ethics in teaching, research, and clinical practice, whereas students in two sections were exposed to traditional course content. Students completed a pre and post-test assessment including a psychology ethics questionnaire and open-ended responses to three ethics case studies. Students in the ethics group displayed a statistically significant increase in scores on both measures from pre (...) to post-test. However, students in the traditional group showed no improvement in scores. (shrink)

The paper describes the approach by which ethics are integrated into the undergraduate curriculum at Northern Illinois University''s College of Business. Literature is reviewed to identify conceptual frameworks for, and issues associated with, the teaching of business ethics. From the review, a set of guidelines for teaching ethics is developed and proposed. The objectives and strategies implemented for teaching ethics is discussed. Foundation and follow-up coursework, measurement issues and ancillary programs are also discussed.

The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.