Teaching Business Ethics Through Strategically Integrated Micro-Insertions

Formación en Ética en las Organizaciones: Revisión de la Literatura

“…Algunas investigaciones que retoman el aspecto metodológico como factor determinante para que la enseñanza de la ética organizacional sea un proceso efectivo son: Rodríguez et al, 2016;Cheng, 2015;Fischbach, 2015;Maclagan, 2015;Shapira-Lishchinsky, 2015;Gu y Neesham, 2014;Warren et al, 2014;Slocum et al, 2014;Singer, 2013;Osuna y Luna, 2011;Mayhew y Murphy, 2009;Falkenberg y Woiceshyn, 2008;Gibson, 2008;McWilliams y Nahavand, 2006;Sims, 2002. De ellas, se destacan asuntos tales como: rol del docente, importancia del contexto, pertinencia de los contenidos, enfoque pedagógico y estrategias de enseñanza como el estudio de caso, el aprendizaje experiencial y la discusión reflexiva-conceptual.…”

“…El docente debe posibilitar la discusión, pues las puestas comunes son esenciales para realizar y tomar las indicaciones que garantizarán el intercambio colaborativo, pero también debe propiciar espacios individuales que permitan la formación en valores morales y preparar a los participantes en los tipos de dilemas éticos que se encontrarán en sus áreas laborales. Las precisiones conceptuales son fundamentales para que no se asuman definiciones de manera superficial y que puedan vislumbrar cualquier situación sobre el plano de la ética (Cheng, 2015;Slocum et al, 2014;Felton y Sims, 2005). Como se trata de formación en ética para adultos el docente es quien debe hacer el esfuerzo para adecuar su programa a las necesidades de los participantes, su rol es ser facilitador del aprendizaje a través de metodologías flexibles (Castaño y Garín, 2012).…”

Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

“…Discussions on educational institutions as active agents in influencing or inculcating professional behavior and ethical conduct have led to accreditation bodies (such as the American Assembly of Collegiate Schools of Business [AACSB] and the European Foundation for Management Development [EFMD]) calling for the inclusion of ethics in business curricula, and professional bodies (such as Chartered Financial Analyst [CFA] and Certified Public Accountants [CPA]) counting ethics as a compulsory unit for completion in their professional qualification programs. While there has been some doubt as to whether ethics can be 'taught' in university curricula (Korn, 2013;Martin, 1981;Miller & Miller, 1976), there has been stronger support from the literature suggesting that it can (Brady & Hart, 2007, Desplaces, Melchar, Beauvais, & Bosco, 2007Reynolds, 2006;Sims, 2002;Slocum, Rohlfer, & Gonzalez-Canton, 2014;Weber, 1990). Recent research has shown that students benefit from learning ethics.…”

“…Opinions also vary on how ethics should be included in business schools' learning curricula, whether it should be an embedded topic across different units or a stand-alone unit in the curriculum (Holland & Albrecht, 2013;Nelson, Smith, & Hunt, 2013;Sigurjonsson et al, 2014;Slocum et al, 2014;Wart et al, 2014). Floyd et al (2014) noted that business ethics experts recommend stand-alone ethics units and the use of case studies for developing ethical decision making skills and effective handling of ethical issues.…”

“…Floyd et al (2014) noted that business ethics experts recommend stand-alone ethics units and the use of case studies for developing ethical decision making skills and effective handling of ethical issues. Slocum et al (2014), on the other hand, found inconclusive evidence of the effectiveness of standalone ethics units in their literature review. However, they recommended 'micro-insertions' (which are small-scale insertions of ethics instructions) in the teaching of ethics, regardless of whether ethics is taught as a standalone unit or integrated across the curriculum.…”