Call for collaboration in researching the best practices in teaching ethical entrepreneurship: the conflict of money and ethics

Solymossy, Emeric

doi:10.1186/s40497-015-0036-5

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Public sector entrepreneurship Principles (Osborne and Gaebler, 1992); framework (Kearney et al, 2009). Ethics and the entrepreneur Case for ethical entrepreneurship and a framework for instituting in an organization (Caldwell et al, 2008;Clegg et al, 2007;Solymossy, 2015). Strategic foresighting Key steps -framing; scanning; forecasting; visioning; planning; acting; and components of foresight plan -foresight planning; understanding the present; futuring perspectives; future opportunities (Nehme et al, 2009;Peterson, 2006;Van der Laan, 2008).…”

Section: Emba Curriculum Assessment System and Outcomesmentioning

confidence: 99%

Entrepreneurship education for executive MBAs

Allahar¹,

Brathwaite²

2017

Industry and Higher Education

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Entrepreneurship courses are now a feature of the curricula of many tertiary-level business schools. While there is a growing body of research on the subject of entrepreneurship education and learning, studies of the executive master of business administration (EMBA) are relatively sparse. This article offers an example of an entrepreneurship course specifically tailored to the more mature and experienced EMBA participants. The curriculum offered in this article is the result of 25 years of teaching, testing and refining of content and learning approaches in a university setting. The argument is that the course, as currently designed, can serve as a template for courses to be conducted in business schools located in similar cultural contexts and economic environments.

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Section: Emba Curriculum Assessment System and Outcomesmentioning

confidence: 99%

Entrepreneurship education for executive MBAs

Allahar¹,

Brathwaite²

2017

Industry and Higher Education

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“…Another updated list of methods includes role-reversal under the category of personal engagement which is advocated for further validation as world-wide practice. (Solymossy, 2015) The most comprehensive EU supported research on the use of drama for improving educational competences (DICE projectDrama Improves Key Lisbon Competences in Education, www. dramanetwork.eu) provided both quantitative (5000 students) and qualitative (cases from 13 countries) evidence on how drama works as a complex didactics which allows the educators to become relators aligning dialogical pedagogy with progressive system, democratic choice of significant concepts and material with experiential techniques.…”

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confidence: 99%

Drama for developing integrity in Higher Education

Jagiełło-Rusiłowski

2017

Palgrave Commun

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Developing academic integrity is context-based and ineffective through formal courses. The article explores the meanings of academic integrity, reviews literature on educational strategies towards its development and presents the design and results of the author's research on how drama may augment development of academic integrity of MBA students in the innovation camp setting. The philosophical framework for integrity learning and its perception by students comes from Bakhtin's dialogical theory of self and critical pedagogy of Freire. Drama is offered as a learning medium which provides context to explore multiple perspectives and imaginary dialogues of characters who may take ethically dubious positions. Assessment of integrity at the input stage and after completion of the drama sessions was two-fold. A self-efficacy test was used for standardized measurement and sociometry was applied to asses four areas of ethical education: (1) being sensitive to ethical dilemmas at stake; (2) reasoning/reflective skills and; (3) motivation/conviction to give over other considerations to the values, principles, or ideals that prompt the action to be taken; (4) strategizing to act ethically. The findings suggest that drama effectively augments the development of otherwise stable integrity of MBS students by making them more optimistic about their courage to adhere to values in face of adversity, especially to defend diversity as a human right and pre-condition for innovation. This article is published as part of a collection on integrity and its counterfeits.

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Ethics and Leadership From the Perspective of University Students and Professionals

Mercader

2020

JMBE

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This research is focused on determining and analyzing the need and the relationship of Ethics and Leadership from the perspective of professionals and university students while obtaining the resulting parameters of respective measurement to use in favor of business and organizational improvement. Additionally, it reveals the way in which professionals behave and apply ethical values through the applied instrument, when they perform in leadership roles, thus achieving results and metrics that have not been previously found with so many values and indicators in the extensive literature analyzed. This empirical study is complemented by the review and analysis of literature where the dimensions of ethics and leadership are related, as well as those associated to education, obtaining indicators that were the basis for the development of new theoretical categorizations. A quantitative instrument was applied with two similar samples, but with different types of participants, one consisting of 436 professionals and the other one of 371 university students; obtaining results with the respective metrics and from there, the descriptive statistical analysis, Anova and correlations that show high significance when relating ethics and leadership and the perception of professionals and students. This study is considered of total relevance and helps businessmen, entrepreneurs, directors and employees, as well as students, teachers, leaders, professionals and human beings in general, to be better prepared as leaders and to analyze and find solutions for ethical and productive achievements. If every company, organization, educational institution and society exercised its leadership based on ethics, the results and achievements generated would not harm humanity and would benefit everyone.

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Call for collaboration in researching the best practices in teaching ethical entrepreneurship: the conflict of money and ethics

Cited by 3 publications

References 28 publications

Entrepreneurship education for executive MBAs

Entrepreneurship education for executive MBAs

Drama for developing integrity in Higher Education

Ethics and Leadership From the Perspective of University Students and Professionals

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