Results for 'student business moral reasoning'

949 found
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  1.  33
    Culture, Moral Reasoning and Teaching Business Ethics: A Snapshot of United Arab Emirates Female Business Students.Lydia Barza & Marc Cohen - 2014 - Journal of Business Ethics Education 11:69-88.
    The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most (...)
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  2.  52
    How can mindfulness enhance moral reasoning? An examination using business school students.Ashish Pandey, Rajesh Chandwani & Ajinkya Navare - 2017 - Business Ethics: A European Review 27 (1):56-71.
    Given the comprehensive influence of mindfulness on human thought and behavior, and the importance of moral reasoning in business decisions, we examine the role of mindfulness as an antecedent to moral reasoning through two studies. In Study 1, we propose and test a theoretically derived model that links mindfulness and moral reasoning, mediated by compassion and egocentric bias using a survey design. In Study 2, we examine whether mindfulness training enhances moral (...) using an experimental design with graduate students of business management. The findings of Study 1 substantiate the positive association of mindfulness with moral reasoning. We found that this relationship is fully mediated by compassion and egocentric bias. The results of Study 2 suggest that mindfulness meditation training has a positive impact on individuals' states of mindfulness, compassion, and moral reasoning, and decreases egocentric bias. We relate the findings of the study with contemporary neurological research and discuss the theoretical, pedagogical, and managerial implications. (shrink)
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  3. A Study of the Relationship Between Personal Values and Moral Reasoning of Undergraduate Business Students.George Lan, Maureen Gowing, Sharon McMahon, Fritz Rieger & Norman King - 2008 - Journal of Business Ethics 78 (1):121-139.
    This study examines values and value types as well as scores in levels of moral reasoning for␣students enrolled in a business program. These two factors are measured using the Schwartz Personal Values␣Questionnaire and the Defining Issues Test 2. No statistically significant differences in levels of moralreasoning, rankings of values, and value types could be attributed to gender. However, eight significant correlations between value types and levels of moral reasoning provide evidence that a systematic (...)
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  4.  91
    A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks.David Allen Jones - 2009 - Journal of Business Ethics 88 (2):367-379.
    I assessed change in students’ moral reasoning following five 75-min classes on business ethics and two assignments utilizing a novel pedagogical approach designed to foster ethical reasoning skills. To minimize threats to validity present in previous studies, an untreated control group design with pre- and post-training measures was used. Training (n = 114) and control (n = 76) groups comprised freshmen business majors who completed the Defining Issues Test before and after the training. Results showed (...)
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  5.  78
    Ethical attitudes of students and business professionals: A study of moral reasoning[REVIEW]John A. Wood, Justin G. Longenecker, Joseph A. McKinney & Carlos W. Moore - 1988 - Journal of Business Ethics 7 (4):249 - 257.
    A questionnaire on business ethics was administered to business professionals and to upper-class business ethics students. On eight of the seventeen situations involving ethical dilemmas in business, students were significantly more willing to engage in questionable behavior than were their professional counterparts. Apparently, many students were willing to do whatever was necessary to further their own interests, with little or no regard for fundamental moral principles. Many students and professionals functioned within Lawrence Kohlberg's stage four (...)
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  6.  56
    Duties owed in serving students: The importance of teaching moral reasoning and theories of ethical leadership in educating business students. [REVIEW]Deborah C. Poff - 2007 - Journal of Academic Ethics 5 (1):25-31.
    This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these (...)
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  7.  26
    Vignette Themes and Moral Reasoning in Business Contexts: The Case for the Defining Issues Test. [REVIEW]Peter E. Mudrack & E. Sharon Mason - 2021 - Journal of Business Ethics 181 (4):979-995.
    Some researchers interested in assessing moral reasoning among business practitioners or students have developed their own vignettes or scenarios set in business contexts, based on assumptions that the situations presented in the often-used Defining Issues Test (DIT) will somehow be inappropriate for these specific types of respondents. This paper is the first to examine in depth both the actual details contained in these business-oriented scenarios and empirical findings emerging from them. Among this paper’s conclusions are: (...)
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  8.  49
    Moral reasoning of Chinese accounting students and practitioners.George Lan, He Zhang, Jianan Cao & Meng Bai - 2019 - Asian Journal of Business Ethics 8 (2):155-171.
    This exploratory study employs the Defining Issues Test to investigate the moral reasoning levels of a sample of 228 accounting students at Xi’an Jiaotong University, Xi’an, and 192 accounting practitioners from different regions of China. The results show that on average, the P scores of Chinese accounting students and practitioners are 45.02 and 33.57, respectively. When compared with the levels of moral reasoning of their peers in Western countries, as provided in Tables 1 and 2 of (...)
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  9.  66
    Moral reasoning "on hold" during a competitive game.Michael J. Reall, Jeffrey J. Bailey & Sharon K. Stoll - 1998 - Journal of Business Ethics 17 (11):1205-1210.
    When a person engages in a "game," that person may reason and behave in a manner that is inconsistent with non-game-situation moral reasoning. In this study we measured moral reasoning with the Defining Issues Test (DIT). We then engaged the students in a competitive game and collected accounts of their "reasoning" by having them explain their decisions with a forced choice inventory. The results indicate that there were significant inconsistencies in moral reasoning between (...)
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  10.  62
    (1 other version)Values, value types and moral reasoning of mba students.George Lan, Maureen Gowing, Fritz Rieger, Sharon McMahon & Norman King - 2010 - Business Ethics, the Environment and Responsibility 19 (2):183-198.
    This study uses the Schwartz Values Questionnaire and version 2 of the Defining Issues Test to investigate the values, value types (clusters of related values) and level of moral reasoning of a sample of 108 MBA students in a Canadian university. There are no statistically significant differences in the levels of moral reasoning attributed to gender. Male and female MBA students rank 'family security' and 'healthy' as their two most important values. For males, hedonism, achievement and (...)
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  11.  42
    Moral Reasoning in Secondary Education Curriculum: An Operational Definition.Lyndon Lim & Elaine Chapman - 2021 - International Journal of Ethics Education 7 (1):131-146.
    The increasing focus to go beyond assessing cognitive constructs around the globe and in Singapore such as cultural awareness, grit and moral reasoning and the call for schools to prepare students for citizenship the development of corresponding instruments applicable in a larger scale. Given the significance of moral reasoning and its assessment are key elements within the current Singapore Character and Citizenship Education curriculum -syllabus.pdf, 2012), there is room to explore how moral reasoning can (...)
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  12.  82
    The Impact of Moral Reasoning and Retaliation on Whistle-Blowing: New Zealand Evidence.Gregory Liyanarachchi & Chris Newdick - 2009 - Journal of Business Ethics 89 (1):37-57.
    This study examined experimentally the effect of retaliation strength and accounting students’ level of moral reasoning, on their propensity to blow the whistle (PBW) when faced with a serious wrongdoing. Fifty-one senior accounting students enrolled in an auditing course offered by a large New Zealand university participated in the study. Participants responded to three hypothetical whistle-blowing scenarios and completed an instrument that measured moral reasoning (Welton et al., 1994, Accounting Education . International Journal (Toronto, Ont.) 3 (...)
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  13.  66
    Principled moral reasoning: Is it a viable approach to promote ethical integrity? [REVIEW]James Weber & Sharon Green - 1991 - Journal of Business Ethics 10 (5):325 - 333.
    In response to recent recommendations for the teaching of principled moral reasoning in business school curricula, this paper assesses the viability of such an approach. The results indicate that, while business students' level of moral reasoning in this sample are like most 18- to 21-year-olds, they may be incapable of grasping the concepts embodied in principled moral reasoning. Implications of these findings are discussed.
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  14.  20
    Determinants of Moral Reasoning: Sex Role Orientation, Gender, and Academic Factors.Dawn R. Elm, Ellen J. Kennedy & Leigh Lawton - 2001 - Business and Society 40 (3):241-265.
    Mixed results regarding the role of gender in moral reasoning prompted an investigation of an alternative characteristic that may be more influential in the process: sex role orientation. We present an empirical assessment of the relationship between an individual’s moral reasoning level and his/her sex role orientation, gender, and several academic factors. Our results indicate that sex role orientation is not related to moral reasoning level. Gender is related to moral reasoning in (...)
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  15.  44
    Moral Development and Narcissism of Private and Public University Business Students.Shanda Traiser & Myron A. Eighmy - 2011 - Journal of Business Ethics 99 (3):325 - 334.
    In this study, researchers examined the assumption that senior-level undergraduate students from private colleges universities possess higher levels of moral and ethical development than students from public institutions. In addition, the researchers sought to determine (a) if there was a relationship between narcissistic personality traits and the level of moral reasoning, and (b) there was a difference in the level of narcissistic personality tendencies of business students from private vs. public institutions based on demographic and textual (...)
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  16.  35
    Exploring and Comparing Cognitive Moral Reasoning of Millennials and Across Multiple Generations.James Weber & Dawn R. Elm - 2018 - Business and Society Review 123 (3):415-458.
    This research builds on previous investigations seeking to understand how individuals reason about moral problems. Our research includes a preliminary investigation about Millennials and a cross‐generational analysis using secondary research data to understand this emerging generation's moral reasoning and assess trends in moral reasoning over time. This study addresses content‐bias in moral reasoning by using a new instrument with business‐based dilemmas, the Moral Recognition Interview, based on the well‐established moral (...) framework of Lawrence Kohlberg. Results show that the Millennials in this study exhibit differences in moral reasoning based on gender, intelligence, work experience, and academic major, however not necessarily in an expected manner. Differences in moral reasoning were found when the context or “story pull” of the ethical dilemmas presented is considered. In addition, a comparison to other studies shows that business student Millennials tend to reason at lower levels of cognitive moral reasoning than non‐business college students, as well as college students in the 1960s–1970s (Baby Boomers) and in the 1980s–1990s (Generation Xers). (shrink)
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  17. Accountants' value preferences and moral reasoning.Mohammad J. Abdolmohammadi & C. Richard Baker - 2006 - Journal of Business Ethics 69 (1):11 - 25.
    This paper examines relationships between accountants’ personal values and their moral reasoning. In particular, we hypothesize that there is an inverse relationship between accountants’ “Conformity” values and principled moral reasoning. This investigation is important because the literature suggests that conformity with rule-based standards may be one reason for professional accountants’ relatively lower scores on measures of moral reasoning (Abdolmohammadi et al. J Bus Ethics 16 (1997) 1717). We administered the Rokeach Values Survey (RVS) (Rokeach: (...)
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  18.  38
    Online dilemma discussions as a method of enhancing moral reasoning among health and social care graduate students.Soile Juujärvi & Liisa Myyry - 2022 - International Journal of Ethics Education 7 (2):271-287.
    Dilemma discussions have been proven to be one of the most effective methods to enhance students’ moral reasoning in ethics education. Dilemma discussions are increasingly arranged online, but research on the topic has remained sparse, especially in the context of continuing professional education. The aim of the present paper was to develop a method of dilemma discussions for professional ethics. The method was based on asynchronous discussions in small groups. Health and social care students raised work-related dilemmas from (...)
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  19. Teaching business ethics: the effectiveness of common pedagogical practices in developing students' moral judgment competence.Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces - 2010 - Ethics and Education 5 (3):263 - 280.
    This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine the effectiveness of (...)
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  20.  55
    Do complex moral reasoners experience greater ethical work conflict?E. Sharon Mason & Peter E. Mudrack - 1997 - Journal of Business Ethics 16 (12-13):1311-1318.
    Individuals who disagree that organizational interests legitimately supersede those of the wider society may experience conflict between their personal standards of ethics and those demanded by an employing organization, a conflict that is well documented. An additional question is whether or not individuals capable of complex moral reasoning experience greater conflict than those reasoning at a less developed level. This question was first positioned in a theoretical framework and then investigated using 115 survey responses from a (...) sample. Correlational analysis and hierarchical regression indicated that individuals scoring high on the Defining Issues Test measure of Kohlberg's stages of moral development experienced significantly greater workplace ethical conflict than low scorers. The finding that complex moral reasoners perceive greater conflict between their personal standards and typical organizational demands raises the issue of what reasoning orientation is rewarded in organizations. Individuals capable of complex moral reasoning may be likely to leave traditional organizations due to high conflict but more ethically friendly organizations for complex reasoners seem unlikely unless these people occupy influential positions. (shrink)
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  21. Value preferences and moral reasoning of graduate accounting students.M. J. Abdolmohammadi & R. Baker - 2006 - Journal of Business Ethics 69 (2006):11-25.
     
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  22.  49
    Integrating Instruction in Ethical Reasoning into Undergraduate Business Courses.William J. Wilhelm - 2008 - Journal of Business Ethics Education 5 (1):5-34.
    This article presents findings from a series of research studies designed to identify classroom teaching practices that can enhance moral reasoning of undergraduate students in business foundational courses. The research, conducted over five semesters at a Midwestern university, resulted in the development of teaching methods and materials that can, when properly sequenced and integrated into undergraduate business courses, increase levels of student moral reasoning as measured by the revised version of the Defining Issues (...)
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  23.  23
    Does It Matter How One Assesses Moral Reasoning? Differences in the Recognition Versus Formulation Tasks.James Weber - 2018 - Business and Society 57 (7):1440-1464.
    Most business ethics scholars interested in understanding individual moral cognition or reasoning rely on the Defining Issues Test. They typically report that managers and business students exhibit a relatively high percentage of principled moral reasoning when resolving ethical dilemmas. This article applies neurocognitive processes and Bloom’s Taxonomy of Educational Objectives, and its more recent revision, as theoretical foundations to explore whether differences emerge when using a recognition of learning task, such as the DIT or (...)
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  24. The Impact of Business Education on Moral Judgment Competence: An Empirical Study.David E. Desplaces, David E. Melchar, Laura L. Beauvais & Susan M. Bosco - 2007 - Journal of Business Ethics 74 (1):73-87.
    This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly (...)
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  25. Can Business Ethics be Trained? A Study of the Ethical Decision-making Process in Business Students.Barbara A. Ritter - 2006 - Journal of Business Ethics 68 (2):153-164.
    The purpose of this paper is to examine the various guidelines presented in the literature for instituting an ethics curriculum and to empirically study their effectiveness. Three questions are addressed concerning the trainability of ethics material and the proper integration and implementation of an ethics curriculum. An empirical study then tested the effect of ethics training on moral awareness and reasoning. The sample consisted of two business classes, one exposed to additional ethics curriculum (experimental), and one not (...)
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  26.  38
    An Examination of Mind Perception and Moral Reasoning in Ethical Decision-Making: A Mixed-Methods Approach.Isaac H. Smith, Andrew T. Soderberg, Ekaterina Netchaeva & Gerardo A. Okhuysen - 2022 - Journal of Business Ethics 183 (3):671-690.
    Taking an abductive, mixed-methods approach, we explore the content of people’s moral deliberations. In Study 1, we gather qualitative data from small groups of graduate business students discussing moral dilemmas. We analyze their conversations with a focus on how participants perceive others’ thoughts, opinions, and evaluations about the dilemmas and incorporate them into their reasoning. Ascribing such capacities to think and feel to others—i.e., mind perception—is central to morality. We use the conversations in Study 1 to (...)
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  27.  72
    An empirical study of moral reasoning among managers in singapore.Jayantha S. Wimalasiri, Francis Pavri & Abdul A. K. Jalil - 1996 - Journal of Business Ethics 15 (12):1331 - 1341.
    The study reported here sought to examine the ethical orientations of business managers and business students in Singapore. Data were obtained using Defining Issue Test. Analysis of Variance revealed that age, education and religious affiliation had influenced cognitive moral development stages of the respondents. Vocation, gender and ethnicity did not seem to have affected moral judgement of the subjects. Contrary to the general view, both business students and business managers demonstrated the same level of (...)
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  28.  21
    The influence of issues on moral judgment: A comparison of college students and business practitioners in the Republic of Croatia.Marli Gonan Božac, Charles G. Smith & Morena Pauliši - 2021 - Business and Society Review 126 (3):283-309.
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  29.  53
    Associations Between Epistemological Beliefs and Moral Reasoning: Evidence from Accounting.Natalia M. Mintchik & Timothy A. Farmer - 2009 - Journal of Business Ethics 84 (2):259-275.
    We investigated associations between moral reasoning and epistemological beliefs in an accounting context using the sample of 140 senior accounting students from a public university in Midwestern U. S. We found no significant correlations between accounting students' principled reasoning about Thome's ethical dilemmas and their beliefs about knowledge measured by administering Schommer epistemological questionnaire. We conducted post-hoc power analysis and present the evidence that the lack of associations should not be attributed to the lack of power. Overall, (...)
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  30.  29
    Moral Foundations Theory: An Exploratory Study with Accounting and Other Business Students.Margaret L. Andersen, Jill M. Zuber & Brent D. Hill - 2015 - Journal of Business Ethics 132 (3):525-538.
    In this exploratory paper, we investigate the extension of Haidt’s :814–834, 2001, The righteous mind: Why good people are divided by politics and religion, 2012) Moral foundations theory, operationalized as the MFQ30 questionnaire, from a sample of the general public across many countries to a sample of business students. MFT posits that people rely on five major concerns, or foundations, when making moral judgments. The five concerns are care/harm, fairness/cheating, loyalty/betrayal, respect/authority, and purity/degradation. In addition, Haidt suggests (...)
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  31.  25
    Seeing Through and Breaking Through: The Role of Perspective Taking in the Relationship Between Creativity and Moral Reasoning.Pamsy P. Hui, Warren C. K. Chiu, Elvy Pang, John Coombes & Doreen Y. P. Tse - 2021 - Journal of Business Ethics 180 (1):57-69.
    Creativity and morality are key attributes that stakeholders demand of organizations. Accordingly, higher education institutions and professional training programs also seek to cultivate these attributes in future leaders. However, research has hitherto shown that, under certain conditions, creativity may conflict with morality. This complicates the development of creative individuals who are also moral. We examined the complex relationship between creativity and moral reasoning with data collected from a group of undergraduate students. By considering the cognitive processes behind (...)
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  32.  37
    Business Practice, Ethics and the Philosophy of Morals in the Rome of Marcus Tullius Cicero.Michael Willoughby Small - 2013 - Journal of Business Ethics 115 (2):341-350.
    Moral behaviour, and more recently wisdom and prudence, are emerging as areas of interest in the study of business ethics and management. The purpose of this article is to illustrate that Cicero—lawyer, politician, orator and prolific writer, and one of the earliest experts in the field recognised the significance of moral behaviour in his society. Cicero wrote ‘Moral Duties’ (De Officiis) about 44 BC. He addressed the four cardinal virtues wisdom, justice, courage and temperance, illustrating how (...)
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  33.  46
    Beyond the Manager’s Moral Dilemma: Rethinking the ‘Ideal-Type’ Business Ethics Case.Todd Bridgman - 2010 - Journal of Business Ethics 94 (S2):311-322.
    Case teaching occupies a central place in the history of business education and in recognition of its significance, the Journal of Business Ethics recently created a new section for cases. Typically, business ethics cases are used to teach moral reasoning by exposing students to real-life situations which puts them in the position of a decision-maker faced with a moral dilemma. Drawing on a critical management studies' (CMS) critique of mainstream business ethics, this article (...)
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  34.  64
    An Undergraduate Business Ethics Curriculum: Learning and Moral Development Outcomes.Jessica McManus Warnell - 2010 - Journal of Business Ethics Education 7:63-83.
    The study explores outcomes associated with a business ethics curriculum over an intervention with undergraduate business students—completion of a required course in the conceptual foundations of business ethics. A case study analysis provided results that were coded using a rubric based on the Four Component Model of Morality and address development of moral reasoning capacity. Initial findings indicate statistically significant change in each of four categoriesof analysis of the case response, related to the moral (...)
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  35.  63
    Service learning in business ethics.Marilynn P. Fleckenstein - 1997 - Journal of Business Ethics 16 (12-13):1347-1351.
    Those of us engaged in the education of future businesspersons need to ask about the efficacy of our efforts. The business person is, first and foremost, a member of the community, a citizen, attempting to meet the needs of that community by providing goods and services.The general public often perceives the businessperson as violating the ethical standards of the community. Business risks losing its social legitimacy by such activity. Universities are the appropriate institutions in which to inculcate the (...)
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  36. Oxymoron: taking business ethics denial seriously.Hasko von Kriegstein - 2019 - Journal of Business Ethics Education 16:103-134.
    Business ethics denial refers to one of two claims about moral motivation in a business context: that there is no need for it, or that it is impossible. Neither of these radical claims is endorsed by serious theorists in the academic fields that study business ethics. Nevertheless, public commentators, as well as university students, often make claims that seem to imply that they subscribe to some form of business ethics denial. This paper fills a gap (...)
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  37.  88
    Empathy in Business Ethics Education.Marc A. Cohen - 2012 - Journal of Business Ethics Education 9:359-375.
    This paper addresses the tactical question of how we ought to proceed in teachingbusiness ethics, taking as a starting point that business ethics should be concerned with cooperative,mutually beneficial outcomes, and in particular with fostering behavior that contributes to thoseoutcomes. This paper suggests that focus on moral reasoning as a tactical outcome—as a way ofachieving behavior in support of cooperative outcomes—is misplaced. Instead, we ought to focuson cultivating empathetic experiences. Intuitively, the problem we need to address in (...)
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  38.  23
    Exploring the Relationship of Variant Degrees of National Economic Freedom to the Ethical Profiles of Millennial Business Students in Eight Countries.Jessica McManus Warnell & James Weber - 2022 - Business and Society 61 (2):457-495.
    This research explores the relationship of variant degrees of a country’s economic freedom to the ethical profiles of millennial business students, specifically an individual’s personal value orientation and post-conventional reasoning. Grounded in Social Identity, Personal Values, and Cognitive Moral Development theories, we construct an ethical profile to compare responses provided by millennial business students from eight countries. Our results suggest that a country’s degree of economic freedom has some association with an individual’s ethical profile, yet we (...)
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  39.  12
    Exercising your ethics: bringing moral strength to business.Leslie E. Sekerka - 2021 - New York, NY: Routledge, Taylor & Francis Group.
    Through a witty and engaging style, this book is for anyone who has a job (employees, managers, and leaders), and who wants to do the right thing, but aren't always sure what that means, how to go about it, or how to withstand the forces that push all of us away from being ethical. By poking fun at the ironies and hypocrisies of human behavior, Exercising Your Ethics prompts readers to leverage techniques that can help us become more deliberate about (...)
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  40.  51
    Enhancing Arthur Andersen business ethics vignettes: Group discussions using cooperative/collaborative learning techniques.Lucia E. Peek, George S. Peek & Mary Horras - 1994 - Journal of Business Ethics 13 (3):189 - 196.
    Arthur Anderson & Co. has made a significant contribution to assist and encourage the teaching of business ethics. They provided assistance initially through workshops and curriculum materials; currently they are using campus coordinators to disseminate information and materials. The curriculum materials can be used by the instructor to assist students in practicing their moral reasoning skills and cover four academic areas: Accounting, Finance, Marketing, and Management. These materials include business ethics video vignettes, suggestions on presentation methods, (...)
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  41.  26
    Teaching Business Ethics with Experiments.Matthias Uhl & Christoph Lütge - 2018 - Journal of Business Ethics Education 15:203-217.
    Teaching experiments are valuable when it comes to sensitizing students for business ethics that addresses the behavior of agents in modern societies. Many students are coined by the often predominantly individualistic ethical reasoning that they are accustomed to from their living environments. In our classes, we confront them with the volatility of their own ethical behavior by the use of experiments that ideally work with real incentives. We believe experiments to be a powerful tool not only to illustrate (...)
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  42.  17
    Business ethics: contemporary issues and cases.Richard A. Spinello - 2019 - Los Angeles: SAGE.
    The future of the free market depends on fair, honest business practices. Business Ethics: Contemporary Issues and Cases aims to deepen students’ knowledge of ethical principles, corporate social responsibility, and decision-making in all aspects of business. The text presents an innovative approach to ethical reasoning grounded in moral philosophy. Focusing on corporate purpose—creating economic value, complying with laws and regulations, and observing ethical standards—a decision-making framework is presented based upon Duties-Rights-Justice. Over 40 real-world case studies (...)
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  43.  58
    Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily (...)
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  44. A Longitudinal Study of the Effectiveness of Business Ethics Education: Establishing the Baseline. [REVIEW]Donna Fletcher-Brown, Anthony F. Buono, Robert Frederick, Gregory Hall & Jahangir Sultan - 2012 - Journal of Academic Ethics 10 (1):45-56.
    This paper is the first phase of a longitudinal study of the class of 2014 on the effectiveness of ethics education at a business university. This phase of the project establishes the baseline attributes of incoming college freshmen with a pretest of the students’ ethical proclivity as measured by Defining Issues Test (DIT-2) scores. The relationship between the students’ ethical reasoning and their behavior in experimental stock trading sessions is then examined. In the trading simulations, randomly selected students (...)
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  45.  57
    A Pedagogy for Integrating Catholic Social Ethics into the Business Ethics Course.John C. Cassidy - 2006 - Journal of Business Ethics Education 3:35-54.
    Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, the Method of (...)
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  46. Moral reasoning in a business context : a view from my rocking chair.James Weber - 2011 - In George W. Watson (ed.), Organizational ethical behavior. New York: Nova Publishers.
     
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  47.  52
    The Role of Professional Knowledge in Case-Based Reasoning in Practical Ethics.Rosa Lynn Pinkus, Claire Gloeckner & Angela Fortunato - 2015 - Science and Engineering Ethics 21 (3):767-787.
    The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that (...)
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  48.  49
    Studying Moral Reasoning in Business Settings.Elaine McGivern & James Weber - 2006 - Proceedings of the International Association for Business and Society 17:18-23.
    A new instrument, The Moral Reasoning Inventory, designed to measure moral reasoning responses to moral dilemmas within a business setting is the subject of this paper. The instrument consists of two moral dilemma scenarios with eight moral reasoning statements. Two measurement scales were used for rating responses on the strength of belief in the reasons and the importance of the reasons for resolving the dilemma. Data analysis clearly supported theeffectiveness of the (...)
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  49. Moral reasoning and business ethics: Implications for research, education, and management. [REVIEW]Linda Klebe Trevino - 1992 - Journal of Business Ethics 11 (5-6):445 - 459.
    This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
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    Teaching business ethics: Questioning the assumptions, seeking new directions. [REVIEW]Frida Kerner Furman - 1990 - Journal of Business Ethics 9 (1):31 - 38.
    An examination of leading textbooks suggests the predominance of a principle-based model in the teaching of business ethics. The model assumes that by teaching students the rudiments of ethical reasoning and ethical theory, we can hope to create rational, independent, autonomous managers who will apply such theory to the many quandary situations of the corporate world. This paper challenges these assumptions by asking the following questions: 1. Is the acquisition of principle-based ethical theory unproblematic? 2. What is the (...)
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