Teaching Business Ethics: A Challenge for Business Educators in the 1990s

Feldman, Howard D.; Thompson, Richard C.

doi:10.1177/027347539001200203

Cited by 31 publications

(11 citation statements)

References 9 publications

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“…However, a more recent study by Cagle et al (2008) found that the use of ethics vignettes had no significant effect upon participating students' ethical standards. Likewise, other scholars have reported that ethics education had no significant effect upon students' ethical development (Cole and Smith, 1995;Feldman and Thompson, 1990). In considering these conflicting findings, Lane and colleagues observed:…”

Section: Ethics Education For Business Studentsmentioning

confidence: 98%

The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University

2010

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The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in other disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry.

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Section: Ethics Education For Business Studentsmentioning

confidence: 98%

The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University

2010

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“…A key goal of our research was to address the impact of ethics education in an undergraduate and a MBA finance course that stresses shareholder wealth maximization as an ethical objective of the firm. 2 How we should go about teaching ethics is a topic addressed by Feldman and Thompson (1990). A combination of pedagogies is discussed which include lecture, case study, and guest speakers.…”

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confidence: 99%

Case Studies of Ethics Scandals: Effects on Ethical Perceptions of Finance Students

2006

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Ethics instructors often use cases to help students understand ethics within a corporate context, but we need to know more about the impact a case-based pedagogy has on students' ability to make ethical decisions. We used a pre-and post-test methodology to assess the effect of using cases to teach ethics in a finance course. We also wanted to determine whether recent corporate ethics scandals might have impacted students' perceptions of the importance and prevalence of ethics in business, so we used in-depth case studies of several of the major scandals (e.g., Enron, Tyco, Adelphia). Our results are somewhat surprising since studying ethics scandals positively impacts students' ethical decision making and their perceptions of the ethics of businesspeople.

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“…To support the understanding of the above theoretical concepts of organisational sustainability and facilitate student reflexivity during learning sessions, Stubbs & Cocklin (2008) suggest using real-world case studies describing organisations implementing such practices. Combining case studies with theory to teach business ethics is an established practice in business schools (Cagle & Baucus, 2006;Feldman & Thompson, 1990;Shannon & Berl, 1997), and one that can be combined effectively with the LSP methodology. Providing a case study to students at the beginning of a session can underpin a reflective process where students and educators negotiate their understanding of the learning content and explore emergent themes.…”

Section: Learning Contentmentioning

confidence: 99%

The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play

Gkogkidis

Dacre

2021

Emerald Open Res

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Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator’s LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

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Teaching Business Ethics: A Challenge for Business Educators in the 1990s

Cited by 31 publications

References 9 publications

The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University

The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University

Case Studies of Ethics Scandals: Effects on Ethical Perceptions of Finance Students

The educator’s LSP journey: creating exploratory learning environments for responsible management education using Lego Serious Play

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