Teaching Business Ethics: A Quandary for Accounting Educators

Frank, Garry L.; Ofobike, Emeka; Gradisher, Suzanne

doi:10.1080/08832320903252413

Cited by 30 publications

(13 citation statements)

References 15 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This would also help to re-establish professionalism in business education (Tripathi, Amann, and Kamuzora 2013). This will require faculty who exhibit strong ethical values (Doh 2003) and are capable of the effective delivery of such content (Frank, Ofobike, and Gradisher 2009;Seele 2016). This refocusing of responsible management education (RME), paralleling the expansion of corporate social responsibility (CSR) on organisational agendas (Jayaraman 2016;Lock and Seele 2016), has the ability to create morality and ethics in society (Alcaraz and Thiruvattal 2010).…”

Section: Introductionmentioning

confidence: 99%

Institutionalising intra-organisational change for responsible management education

Beddewela

Anchor

Warin

2020

Studies in Higher Education

View full text Add to dashboard Cite

Higher education institutions are attempting to incorporate responsible management education (RME) into both their philosophies and their curricula. This phenomenon is most pertinent to and most prevalent in business schools. This paper proposes a six-stage model, derived from relevant change management and institutionalisation models and literature, which business schools could adopt to institutionalise RME as an intra-organisational practice. It identifies various endogenous and exogenous factors which influence RME institutionalisation and proposes specific change management practices which could be adopted by business schools to overcome challenges, including resistance, to such change efforts. The model acknowledges the complex and diverse nature of RME itself, which has made it difficult for business schools to adopt a unified approach to its institutionalisation. The need for such a model stems from the ever-increasing salience of RME, resulting from a number of drivers, including the pervasiveness of corporate scandals over time, which has led to growing calls to develop 'ethical' business managers. Our proposed model extends our understanding of RME institutionalisation within business schools by adopting a change management approach. It also provides a practical way forward for business schools to change their institutional DNA, through the adoption of a six-stage systematic solution for RME institutionalisation.

show abstract

Section: Introductionmentioning

confidence: 99%

Institutionalising intra-organisational change for responsible management education

Beddewela

Anchor

Warin

2020

Studies in Higher Education

View full text Add to dashboard Cite

show abstract

“…In the same line of research, the work of Cheng (2012), Manalo (2013), Frank, Ofobike andGradisher (2010), Usurelu, Marin, Danailã and Loghin (2010), suggest that ethics is more important than technological instruments and knowledge itself.…”

Section: Introductionmentioning

confidence: 99%

Ethics of Business Organizations: The Basis for Their Sustainability

Almeida¹

2014

JMS

View full text Add to dashboard Cite

The strengthening of the process of the regulation of accounting and auditing, as well as the improvement of the structures of corporate governance, aims, fundamentally, to involve the various professionals that work in business organizations in a global process whose principal objective is to provide more ethical and responsible accountability practices. Hence, encouraging ethical stances is crucial in seeking to overcome the present financial crisis, and in preventing and changing the paradigm of the business model of capitalist society: the ethical principles related to the business environment should be assumed by all those intervening in the process of accountability. In this context, the goal of this research is to ascertain whether, among professionals working in this field in Portugal, there exists an appropriate perception of behaviour and ethical attitudes, and whether there is control and promotion of these attributes. In particular, we seek to locate significant associations between the responses to the questions raised, and to do this, we use, among other statistical instruments, Spearman's correlation coefficient. The results obtained reveal certain specific characteristics of the groups questioned.

show abstract

“…Financial reporting scandals and criticisms of accountants for their role in the scandals have increased the pressure for ethics training and development in the accounting curriculum. Ethics education has therefore become an important area of teaching for accounting educators (Frank, Ofobike, & Gradisher, 2010).…”

mentioning

confidence: 99%