Business Ethics and Social Responsibility Education: Shifting the Worldview

The return of the Jedi in entrepreneurship?! : Developing a validated competence framework for sustainable entrepreneurship and exploring the specific role of moral competencies in the sustainable entrepreneurial process

“…Those who enact the moral competencies more, identify more opportunities for sustainable development in entrepreneurship education. These results fit with the argument proposed by Giacalone and Thompson (2006), who suggest that those with a profit-first mentality will be alert to the fact that socially responsible outcomes are subordinate to topics that focus on profit-maximisation (this also holds for the other way around; this dissertation). According to de Clercq and Voronov (2011) (2011), the dynamic relationship between the two competing logics can lead to an acceptance that 'sustainable practices can benefit the field as a whole ' (p. 336).…”

“…Higher education institutions and business schools prescribe mainly a profitdriven and materialistic worldview to students, which can compromise their ethical values and weaken their perceptions of social responsibility (Ghoshal, 2005;Mitroff, 2004). Critics such as Giacalone and Thompson (2006) argue that students are often encouraged to treat everything as subordinate to profit. Slater and Dixon-Fowler (2010) state that this 'profit-first' mentality has no regard for moral considerations or social responsibilities.…”

“…Critics such as Giacalone and Thompson (2006) argue that students are often encouraged to treat everything as subordinate to profit. Slater and DixonFowler (2010) call this the 'profit-first' mentality, which has no regard for moral considerations or social responsibilities.…”

Gekko and black swans: Finance theory in UK undergraduate curricula

“…It is assumed that given the vast quantitative data available in the field, the homo economicus is able to make optimal decisions about topics such as derivative pricing, cost of capital and asset valuations which result in shareholders' wealth maximisation (Bettis, 1983;Fromlet, 2001). Although, imperfect markets and information exist in the curriculum, there appear to be optimal ways around them (Giacalone & Thompson, 2006). In short, the focus is on use of neoclassical theory (Findlay, 1987;Merton, 2002);Miller, 2000) and on excluding other pluralistic/sociological theories (Lee, 2012;Lee, Pham, & Gu, 2013;Gendron & Smith-Lacroix, 2013).…”

“…There is no mention of how finance can benefit other non-corporate organisations such as cooperatives, charities, family businesses and social enterprises, how the homo economicus gets his information (Thaler, 2000, 137) or how the financial sector impacts on the economy through intergenerational risks. Mention of ethics is rare (Giacalone & Thompson, 2006;Boatright, 2010;Lakshmi, 2013) as is the concept of responsible capitalism (Carney, 2014). There is no critique of the MFT itself or a rationale for its evolution (Saito, Savoia, & Famá, 2013), only one for individual models.…”