George Williams in Thailand: an Ethical Decision-Making Exercise

James, C. Renee; Smith, J. Goosby

doi:10.1177/1052562907304327

Cited by 13 publications

(12 citation statements)

References 15 publications

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“…Teaching scholars have developed and used case studies (James & Smith, 2007; Rendtorff, 2015), experiential exercises (Baker & Comer, 2011; Vega, 2007), literature (Harris & Brown, 1989), films (Champoux, 2006), games (Gibson, 2003), and tales (VanSandt, 2005) to improve student ethical decision making and conduct. However, it is essential to find new ways to enhance business students’ ethics in ways that prepare them for the realities they will experience on the job (Moberg, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Traditional classroom exercises, such as the trolley dilemma (Cathcart, 2013) or the drawbridge exercise (Katz, 2003), are often too theoretical and may impede students’ ability to transform knowledge into moral behavior (Badaracco & Webb, 1995; Tomlinson, 2009). Adding case studies (e.g., James, & Smith, 2007; Rendtorff, 2015), experiential exercises (e.g., Baker & Comer, 2011; Vega, 2007), literature (Harris & Brown, 1989), and films (Champoux, 2006) can provide students with the means of expressing their nascent moral self. However, because these activities do not fully convey the complexity of an organizational context, they may still fall short in preventing unethical conduct in organizations (Moberg, 2006).…”

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confidence: 99%

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The Impact of Workplace Mentors on the Moral Disengagement of Business Student Protégés

Steinbauer

Renn

Chen

et al. 2019

Journal of Management Education

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Educators and practitioners often raise the question of whether business schools sufficiently prepare students to stay morally engaged when faced with ethical dilemmas in the workforce. Specifically, they criticize the theoretical nature of traditional in-class exercises for inhibiting students’ moral development. We investigate the impact working business mentors have on business student moral disengagement. We collected three waves of data from an 8-month formal mentoring program that matched business students with working mentors from the business community. We found that student protégé moral disengagement decreased during the mentoring program as a function of mentor ethical leadership skills, moral identity internalization, and moral awareness. Consequently, we recommend that mentoring programs pay close attention to these mentor characteristics to elevate business student moral reasoning and avoid unintended negative consequences. To guide mentoring programs in this endeavor, we provide specific recommendations for structuring a training program that focuses on improving mentor critical thinking, moral awareness, and ethical leadership.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

The Impact of Workplace Mentors on the Moral Disengagement of Business Student Protégés

Steinbauer

Renn

Chen

et al. 2019

Journal of Management Education

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“…The few global corporate social responsibility (CSR) simulations in the public domain today focus narrowly on long standing issues, such as bribery (e.g. Bos, Shami, & Naab, 2006; James & Smith, 2007) and labor exploitation. (e.g.…”

Section: Appendix: Sample Scoring Sheetmentioning

confidence: 99%

Confidential Communication

Sher

2015

Simulation & Gaming

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Background. Sophisticated ethics games that focus on corporate social responsibility, ethical decision-making and/or moral reasoning are virtually non-existent. The problem. The ambiguity and controversial nature of ethics as a subject matter make competition and scoring, key to motivating participants, especially difficult to implement. Approach. CONFIDENTIAL COMMUNICATION attempts to systematically overcome some of the obstacles facing ethics game design through a scoring system intended to encourage critical ethical decision-making and moral reasoning. Structurally, the game aims to balance cohesiveness through its ongoing narrative with flexibility through its modular design. The game. Participants serve on business oversight committees within three companies loosely modeled after Google, Microsoft, and Yahoo!. The companies face similar problems with their operations in a new Southeast Asian market. Participants explore ethical decision-making and the nature and extent of corporate social responsibility in a global context. The four modules provided here focus on discrimination, corruption, compensation, marketing practices, and privacy. Practical implications. CONFIDENTIAL COMMUNICATION is a ready-to-use ethics game that can be used either in a single day training format or in a business ethics classroom throughout a semester. Perhaps more importantly, its structure can be adapted to explore ethical decision-making in any context.

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“…Many academics argue that solely lecturing on ethics is not the most effective instructional pedagogy (Blanthorne, Kovar, & Fisher, 2007;Gosenpud & Werner, 2009;Lund Dean & Beggs, 2006;McNair & Milan, 1993;Taft & White, 2007), instead asserting that role plays or instructional cases are more effective approaches (e.g., Falkenberg & Woiceshyn, 2008;Glass & Bonnici, 1997;James & Smith, 2007;LeClair & Ferrell, 2000).…”

Section: Introductionmentioning

confidence: 97%