Business Ethics as a Required Course: Investigating the Factors Impacting the Decision to Require Ethics in the Undergraduate Business Core Curriculum

Rutherford, Matthew A.; Parks, Laura; Cavazos, David E.; White, Charles B.

doi:10.5465/amle.2011.0039

Cited by 91 publications

(82 citation statements)

References 50 publications

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“…In support of this claim, only social values, oriented toward others, and not economic values, explain academics' intentions. This result thus complements the finding by Rutherford, Parks, Cavazos, and White (2012: this issue) who investigate structural variables as determinants of value-related education and business ethics courses in particular.…”

Section: Resultscontrasting

confidence: 39%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

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Section: Resultscontrasting

confidence: 39%

A Model of Management Academics' Intentions to Influence Values

Moosmayer¹

2012

AMLE

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“…Arguably, a core course ensures that all students receive the requisite ethics education; hence recent studies argue for ethics courses to be a core course (Evans and Weiss 2008;Rutherford et al 2012;Whitla 2011). Earlier, Piper et al (1993) observed that an elective course has the tendency to suffer from a self-selection bias.…”

Section: Overview Of the Literature Nature Of Ethics Educationmentioning

confidence: 99%

“…Some scholars have argued that these factors are both internal and external and may assume the form of coercion (see Nelson et al 2014;Rutherford et al 2012). Some of these factors are discussed below.…”

Section: Overview Of the Literature Nature Of Ethics Educationmentioning

confidence: 99%

“…From the external perspective, studies show that for accreditation and affiliation purposes, accreditation bodies, particularly those in developed countries (e.g., The Association to Advance Collegiate Schools of Business, AACSB), require business schools to include ethics courses in their programmes (Evans et al 2006;Rutherford et al 2012). However, the content and structure often are made the prerogative of the individual universities.…”

Section: Factors Affecting Ethics Educationmentioning

confidence: 99%

“…This current study therefore has a unique focus, in that it not only seeks to establish the existence of ethics in the accounting programmes of universities, but it also seeks to introduce other elements such as the type of university (i.e., ownership) and affiliation status. Studies have suggested that regulation is one factor that influences institutions' choice to integrate ethics into their programmes (Nelson et al 2014;Rutherford et al 2012;Sims and Sims 1991;Whitla 2011). This study examines how affiliation (a source of regulation) and the type of institution (ownership) are associated with the inclusion of ethics education as part of the accounting programmes of universities.…”

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confidence: 99%

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Ethics education and accounting programmes in Ghana: does university ownership and affiliation status matter?

Simpson

Onumah

Oppong-Nkrumah

2015

International Journal of Ethics Education

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One very important remedy proposed for the wide-spread ethical failure of accountants in recent years is ethics education. Although ethics education has been variously explored in the literature, the nature of ethics education in accounting programmes and the factors that are associated with the integration of ethics education still remain largely unexplored, particularly in the context of developing countries and at university level of education. This study, therefore, ascertains the nature of ethics education and examines how two factors, namely the type of institution and the affiliation status of the institution, affect the structure and integration of ethics education in the accounting programmes of universities in Ghana. Drawing on primarily secondary data from twenty-seven (27) out of the thirty-four (34) universities in Ghana, results show that the content and structure employed in integrating ethics into accounting programmes are associated with the type of institution and the affiliation status of institutions.

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Human Resource Development, Ethics, and the Social Good

Quinn¹

2018

New Horizons in Adult Education and Human Resource Development

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Businesses can achieve competitive advantage and better productivity and performance by attracting and developing exceptional employees, by caring for and listening to stakeholders, and by avoiding financial and reputational damage due to unethical and illegal behaviors. As a profession, human resource development (HRD) engages in practices that assist organizations in the promotion of ethical activities, the implementation of ethical policies and practices, and the contextualization of those policies and practices to promote good corporate citizenship. HRD professionals should advocate for offering more interactive and frequent ethics training sessions utilizing proven training techniques. Additionally, training must be tailored to meet the specific needs of the organization or it risks a lack of resonance with employees and a failure of organizational integration.

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Business Ethics as a Required Course: Investigating the Factors Impacting the Decision to Require Ethics in the Undergraduate Business Core Curriculum

Cited by 91 publications

References 50 publications

A Model of Management Academics' Intentions to Influence Values

A Model of Management Academics' Intentions to Influence Values

Ethics education and accounting programmes in Ghana: does university ownership and affiliation status matter?

Human Resource Development, Ethics, and the Social Good

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