Managers’ Views on Ethics Education in Business Schools: An Empirical Study

Sigurjónsson, Þröstur Olaf; Arnardottir, Audur Arna; Vaiman, Vlad; Ríkharðsson, Páll

doi:10.1007/s10551-014-2202-z

Cited by 36 publications

(21 citation statements)

References 33 publications

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“…The Spanish quota faced strong resistance, with less than half of targeted companies complying (Cabo, Terjesen, Gimeno, & Escot, 2015). Iceland’s devastating economic crisis in late 2008 was largely attributed to the actions of men running Iceland’s largest banks (Arnórsdóttir, 2012; Arnardóttir & Sigurjonsson, 2014; Sigurjonsson, Arnardóttir, Vaiman, & Rikhardsson, 2015; Vaiman, Sigurjonsson, & Davidsson, 2011), and led to calls for more female representation on corporate boards. In March 2010, Iceland adopted a 40% quota for firms with more than 50 employees, and all firms complied by the September 2013 deadline.…”

Section: Historical Backgroundmentioning

confidence: 99%

Board Gender Quotas: Exploring Ethical Tensions From A Multi-Theoretical Perspective

2016

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Abstract: Despite 40 years of equal opportunities policies and more than two decades of government and organization initiatives aimed at helping women reach the upper echelons of the corporate world, women are seriously underrepresented on corporate boards. Recently, fifteen countries sought to redress this imbalance by introducing gender quotas for board representation. The introduction of board gender quota legislation creates ethical tensions and dilemmas which we categorize in terms of motivations, legitimacy, and outcomes. We investigate these tensions through four overarching theoretical perspectives: institutional, stakeholder, social identity, and social capital. We outline a future research agenda based on how these tensions offer greater focus to research on quotas and more broadly to ethics and diversity in organizations in terms of theory, anticipated ethical tensions, data, and methodology. In sum, our review seeks to synthesize existing multidisciplinary research and stimulate future enquiry on this expanding set of legislation. Permanent repository link

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Section: Historical Backgroundmentioning

confidence: 99%

Board Gender Quotas: Exploring Ethical Tensions From A Multi-Theoretical Perspective

2016

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“…Yet after the crash and its aftermath, the financial industry did not declare itself unworthy of further existence. Instead, the profession sought to selfcorrect by instilling values and emphasizing ethics in business education (Sigurjonsson, Arnardottir, Vaiman, & Rikhardsson, 2015).…”

Section: Professions: Impact and Value Judgmentsmentioning

confidence: 99%

Future and Value: The Library as Strategic Partner

Mays¹

2019

O, Wind, if Winter Comes, Can Spring Be Far Behind?

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“…Overall, there seems to be a mix between effectiveness (Lau & L, 2010) and disappointment of ethics education (Sigurjonsson, Arnardottir, Vaiman, & Rikhardsson, 2015). There are many challenges and issues affecting the future of these educational programs including working within multidiscipline and professionalization (Petrick et al, 2011), globalization and quality of ethics research (Holland & Albrecht, 2013), to name a few.…”

Section: Models Of Ethics Educationmentioning

confidence: 99%

“…There are many challenges and issues affecting the future of these educational programs including working within multidiscipline and professionalization (Petrick et al, 2011), globalization and quality of ethics research (Holland & Albrecht, 2013), to name a few. Some researchers indicated that they were disappointed by students who seem to graduate with a lack of ethics which indicates a stronger need to work with industries and school (Sigurjonsson et al, 2015).…”

Section: Models Of Ethics Educationmentioning

confidence: 99%

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

2019

JLAE

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The growth in graduates indicates that those professionals are now shaping the ethical climate of our society (Birtch, Chiang, & T, 2014). Ten scenarios were created to test students' ability to act as ethical human communicative agents (Ballard et al., 2014). Data was collected from undergraduates, 2009 and then in 2016, in various degree programs and geographic locations in the United States, but predominately a Northeastern university. Two scenarios illustrated significance differences. This does not necessarily indicate less or more ethical behavior, but it does illustrate a difference between participants. Additional indications for business communication ethics literacy will be discussed. REVIEW OF LITERATURE Over the past decade, business ethical dilemmas have blanketed our society (See Figure 2). The growth in graduates indicates that those professionals are now shaping the ethical climate and social norms of our society (Birtch et al., 2014). Candace deRussy (2003) believes that higher education is the place for students to learn about ethics. Essentially; "The professoriate is a gatekeeper, determining a student's first exposure to ethical standards, traditions, and the responsibilities of peer evaluation (de Russy, 2003, p. 1)." A 2009 study indicated that 73% of employers are; "Expecting students to work through ethical issues and debates to form their own judgments about the issues at stake (Hart Research Associates, 2010, p. 8)." There is great emphasis on higher education institutions creating ethical human communicative agents; those individuals who are able to "understand [sic] the role of communication ethics in how we make decision and engage in the world around us (Ballard et al., 2014, p.66)." The following paragraphs touch on the definition of ethical communicative agent through communication ethics, followed by literature regarding different calls for ethics education, models of that education, and previous analysis of these scenarios. Ethical Human Communicative Agent To fully comprehend what an ethical human communication agent is, we must first define communication ethics which will lead us to communication literacy and then to the ethical human communicative agent. Communication ethics involves applying ethics to circumstances that involve communication, specifically human communication (Neher & Sandin, 2007). Communication ethics encompasses those "beyond our own immediate lives and relationships (Neher & Sandin, 2007, p.9)." To conduct communication ethics research means to test the tension between theoretical versus applied. "On the one hand, it questions ethical theories…….On the other, it investigates past ethical dilemmas to offer prescriptions for future ethical choices (Ballard, Ortiz, & McManus, 2016, p. 158)." This tension, or rather dialogue, leads to the pragmatic theory of communication ethics literacy which "identifies the good in the interplay of self and Other and the particular historical moment attending to what is protected and promoted (Arnett et al., 2009, p. 210)."...

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Managers’ Views on Ethics Education in Business Schools: An Empirical Study

Cited by 36 publications

References 33 publications

Board Gender Quotas: Exploring Ethical Tensions From A Multi-Theoretical Perspective

Board Gender Quotas: Exploring Ethical Tensions From A Multi-Theoretical Perspective

Future and Value: The Library as Strategic Partner

Are Students Ethical Human Business Communicative Agents? Analysis Between A Six Year Period

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