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The prevalent paradigm for understanding what constitutes a 'good' data visualization, and what we are likely teaching business students, relates to a conventional wisdom of efficiency, clarity, transparency, and faithful representation of truth. Teaching about the ethics of visualizations seems to be largely absent from business school curricula. This paper suggests that business students who make and use visualizations should be taught to use a code of ethics for visualizations based not only on conventional wisdom, but also on ideas from the Machine Learning/AI and 'ethical visualizations' communities. Elaborating on Sheppard's code, the code suggested here incorporates ideas about bias, transparency, user agency, and privacy. Ethical awareness and practice become even more important as more data collection, processing, and visualization is shifted to Machine Learning and Generative AI. A threshold model is adapted to understand when visualization decisions require more scrutiny. Ideas from the code and the threshold model are used to analyze choices made by the CDC's COVID-19 Rapid Response Team for an early pandemic visualization that circulated widely beyond the initial report in which it appeared. This and other examples underscore the need for business professionals to consider their visualizations from the perspective of the code. [ABSTRACT FROM AUTHOR]

Business ethics education is losing credibility worldwide. This is partly due to the experience that teaching ethics in business schools does not necessarily help future professionals to be more ethical in business. The article agrees with Claus Dierksmeier's criticism of conventional business ethics education and suggests that business ethics courses should be renewed both in contents and pedagogy. The article advances a position that business ethics education is much needed in business schools as they can give room for both students and faculty for transformational learning and moral growth. [ABSTRACT FROM AUTHOR]

Business ethics (BE) professors play a crucial role in sensitizing business students toward their future ethical responsibilities. Yet, there are few papers exploring the ethical challenges these professors themselves face while teaching BE. In this qualitative paper, we rely on the lenses of ethical sensemaking and dramaturgical performance, and draw from 29 semi-structured interview conducted with BE professors from various countries and field notes from 17 h of observation of BE classes. We identify four kinds of rationalities that professors rely on for making sense of in-class ethical challenges, eventually leading them to engage in one of four corresponding types of performances. By juxtaposing high and low scores of two underlying dimensions (degree of expressivity and degree of imposition), we offer a framework of four emerging performances. Additionally, we show that professors can shift from one performance to another during the course of their interactions. We contribute to performance literature by demonstrating the plurality of performances and explaining their emergence. We also contribute to sensemaking literature by offering support to its recent turn from an episodic (crises or disruption-based) to a relational, interactional, and present-oriented understanding. Since professors' performances have an impact not only on their own teaching experiences but also on students' learning experiences, undermining these would result in compromising the efforts that business schools have been making toward sensitizing future managers to their ethical responsibilities. [ABSTRACT FROM AUTHOR]

This study explores the business ethics education literature published between 1982 and 2021. A systematic literature review and bibliometric analysis of 862 scholarly articles spanning 40 years of research on business ethics education revealed a thematic shift in the literature. Whereas older articles were predominantly concerned with ethics, relatively newer articles mainly focus on addressing the broader concept of sustainability. A content analysis of the 25 most locally cited articles between 1987 and 2012 identified two main research streams: (a) integration of business ethics into business school curricula and (b) the pedagogical approaches and tools used to teach business ethics. An additional content analysis of the 15 most locally cited articles published between 2016 and 2021 revealed that discussions related to integration and pedagogical approaches and tools were still ongoing in the literature, albeit with a focus on sustainability-related concepts such as the Sustainable Development Goals (SDGs) and the Principles for Responsible Management Education (PRME). Building upon our findings and existing literature, we develop a framework that we refer to as Transforming Ethics Education in Business Schools (TEEBS), which we argue may help business schools reclaim the 'ethics' in business ethics education. [ABSTRACT FROM AUTHOR]

Social entrepreneurship (SE) is gaining increasing legitimacy as a form of ethical business practice and a solution to various societal challenges. Despite the burgeoning interest in SE in the realms of ethical business scholarship and business ethics education, new pedagogical developments have been limited. To advance SE pedagogy, we produced a new multimedia-based tool consisting of two SE-focused comics and evaluated their efficacy in "winning the hearts and shaping the minds" of learners in an experimental setting. We tested the effects of the two comics individually. Comic #1, a story of a gambling addict who transforms into a social entrepreneur, was used to examine the effects of using a comic on learners' engagement and cognitive enhancement, while comic #2, a story of a teenage academic misfit who finds her passion in crafting objects and establishes a social enterprise, was used to interrogate the effects of using a comic on the relationship among SE self-efficacy, SE intent, and entrepreneurial passion. We also collected qualitative feedback in the form of learners' comments about the second comic. Our results supported the two proposed models and suggested that comics show promise in enhancing SE teaching and learning. Our new contribution consists of the theoretical relationships examined in the models, our insights into why comics can be beneficial to learners, the scholarly artistic contribution of the comics, and the use of an experimental approach. We end the article with suggestions for designing, implementing, and evaluating future multimedia-based pedagogy in SE and ethical business teaching and learning. [ABSTRACT FROM AUTHOR]

Ethics and corporate social responsibility (CSR) are crucial concepts in the modern business world. Business ethics education plays a significant role in shaping the ethical behaviour of future business leaders. However, there is a need for more research to understand the impact of business ethics education on CSR practices, especially in developing countries like Nigeria, where corruption is widespread. This study addresses this research gap by examining Nigerian educational institutions' existing business ethics and CSR practices. It aims to identify the challenges they face in implementing business ethics and CSR, explore how cultural and contextual factors influence the implementation of business ethics and CSR in the Nigerian education sector, identify opportunities for enhancing business ethics and CSR practices, and suggest practical ways for Nigerian educational institutions to integrate business ethics and CSR into their policies, strategies, and operations. The research aims to answer the following questions: 1.) What are Nigerian educational institutions' existing business ethics and CSR practices? 2.) What challenges do Nigerian educational institutions face in implementing business ethics and CSR? 3.) How do cultural and contextual factors influence the implementation of business ethics and CSR in the Nigerian education sector? 4.) What opportunities are available for enhancing business ethics and CSR practices in Nigerian educational institutions? 5.) How can Nigerian educational institutions integrate business ethics and CSR into their policies, strategies, and operations? This research is significant in addressing the gap in the literature on the challenges and opportunities of implementing business ethics and CSR in the Nigerian education sector. The results can provide insights to policymakers, educators, and other stakeholders in the Nigerian education sector to develop strategies and initiatives for effective implementation of business ethics and CSR practices, leading to positive social impact and sustainable development in Nigeria. Ultimately, this research will contribute to understanding the current practices, barriers, and opportunities for promoting ethical behaviour and social responsibility in Nigerian educational institutions. [ABSTRACT FROM AUTHOR]

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Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We launch the concept of dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. [ABSTRACT FROM AUTHOR]

This research looks at how mindfulness can contribute to business ethics education in MBA programmes. Mediation analysis was used to measure the influence of mindfulness on the participants’ performance in business ethics related courses and to quantify the influence of emotional intelligence which is a mediating variable. The effectiveness of mindfulness was evaluated using a Randomised Controlled Trial on participants of Executive MBA programmes. Half the participants were assigned to the intervention group and the other half placed on the waiting list for the next programme and used as the control group. Statistical analysis revealed that the increase in performance in business ethics related courses through mindfulness as also direct increase through emotional intelligence were significant. 40% of the enhancement of performance came through emotional intelligence while the remaining 60% came directly from mindfulness. [ABSTRACT FROM AUTHOR]

The aim of this article is to provide an overview of various discourses relevant to developing a construct of collective phronesis, from a (neo)-Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, as in Aristotle's Nicomachean Ethics. However, he also made intriguing remarks about phronesis at the collective level in his Politics: remarks that have mostly eluded elaboration. The aim of this article is practical and revisionary, rather than exegetical and deferential, with respect to Aristotle. Nevertheless, just as most of the literature on individual phronesis draws on Aristotle's exposition in the Nicomachean Ethics, the obvious first port of call for an analysis of collective phronesis is to explore the resources handed down to us by Aristotle himself. The lion's share of this article is, therefore, devoted to making sense of Aristotle's somewhat unsystematic remarks and the lessons we can draw from them about collective managerial phronesis and business ethics education. [ABSTRACT FROM AUTHOR]

In this interview-based article, a panel of business ethicists explores the relationship between behavioral and normative approaches to business ethics. Spurred by the meteoric rise of behavioral ethics over the last decade, the interview probes whether normative and behavioral ethics can and should be integrated as a matter of pedagogy. Although the panelists diverge in the extent towhich theyemphasize normative or behavioral ethics in their teaching, a consensus emerges around the proposition that a business ethics course must tackle the integration of normative and behavioral approaches. In the course of the interview, a variety of strategies for doing so are introduced, and we conclude with two different conceptions for synthesizing the approaches, each proposed to make these insights accessible to instructors, whether trained in social science, philosophy, or law. The "map-and-car" conception relies upon normative ethics to define one's desired path and behavioral ethics to address the means for getting there given what we are like as humans, whereas the "spaghetti" model--drawing precedent from virtue ethics--conceives as intertwined the numerous threads of normative and behavioral ethics. Concrete teaching concepts for experimenting with these ideas are presented. [ABSTRACT FROM AUTHOR]

The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky's constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky's focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky's developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making. [ABSTRACT FROM AUTHOR]

This research looks at how yoga can contribute to business ethics education in MBA programmes. The effectiveness of yoga practice in breathwork, movement, and meditation was evaluated using a Randomised Controlled Trial on participants of Executive MBA programmes. Half the participants (n = 125) were assigned to the intervention group and the other half placed on the waiting list for the next programme and used as the control group. Mediation analysis was used for statistical analysis to measure the influence of yoga on the participants' performance in business ethics related courses and to quantify the influence of mindfulness which is a mediating variable. Statistical analysis revealed that the increase in performance in business ethics related courses through mindfulness and as a direct increase through yoga were significant. Two thirds of the enhancement of performance came through mindfulness while the remaining one third came directly from yoga practice. [ABSTRACT FROM AUTHOR]

It is generally accepted that cultural differences affect individuals' approaches to ethics, but how are the effects of culture manifested in perceptions of ethics? Further, how are cultural differences displayed in such ethics‐related actions as recommendations for business ethics education? Managers' responses from two starkly different cultures, China and Iceland, reveal, somewhat surprisingly, that one group's top business ethics concerns and business ethics education recommendations are at the bottom of the other group's rankings, and vice‐versa, yet each appears reasonable given the cultural background. This shows how nuanced the expression of cultural differences in the realm of ethics can be and how potential practical steps may rely on perceived "top" ethical issues. Together, these findings imply that there is more to explore about the role of culture on ethical reasoning and behavior than researchers have examined to date. We provide suggestions for further research and practical applications. [ABSTRACT FROM AUTHOR]

Research aims: Despite its widely recognized importance, there is a lack of today's business ethics education regarding the method used for teaching ethics to college students. The conventional business ethics courses are criticized for applying learning approaches limited to the abstract, impersonal moral logic of secular ethics that is less natural, meaningful, and motivating, which cannot have a significant and lasting impact on the moral judgment of its graduates. This current study addresses the issue by investigating the effect of integrating cultural and religious-based ethics concept, named Tri Kaya Parisudha (the Three Holy Deeds—think good, speak good, and do good) into ethical training toward moral judgment development of accounting students. Design/Methodology/Approach: Data were collected from 46 accounting undergraduate students of a large public university in Bali Province of Indonesia by conducting Pre-test-Post-test Control Group experimental design. Research findings: The results showed that participants who were receiving ethical training integrate with the Tri Kaya Parisudha concept (treatment group) exhibited higher moral judgment development (that is, have significantly higher DIT p-score) than those who did not (control group). Besides, there was evidence of a statistically significant increasing DIT p-score in the treatment group from pre to post-test, but not in the control group. Theoretical contribution/Originality: This research contributes to the development of academic studies on Tri Kaya Parisudha and its integration to ethical learning on the development of students’ morality. Practitioner/Policy implication: The results of this study indicate the importance of integrating the value of local wisdom and religiosity values into ethical learning at universities to improve students’ morality. Research limitation/Implication: Although this study found that ethical education at the college level will be more effective if the aspect of religiosity is included within the education process, there are some limitations of this study. First, this study used an experimental method using cases that did not reflect the actual condition and have not been sufficiently related to ethical cases occurring in the business world. Secondly, this study has not been able to fully capture the influence of Tri Kaya Parisudha on students’ behavior. Thirdly, this research did not consider another demographic variable that could affect students’ moral judgment.

This paper reflects on how ethical entrepreneurship can be taught in higher education institutions. During the past years, the concern for the ethics of entrepreneurship has become noteworthy, as unethical behaviours have expanded in the business world. The search for an ethically-driven entrepreneurship has turned the focus on universities and how lecturers address this teaching challenge. Without any consensus concerning the most appropriate means by which it can be accomplished, the proposal of alternatives contributes to nurture the debate and broaden the possibilities of teaching approaches. The alternative proposed in the article is based on the use of religious approaches to ethics. Particularly, it is proposed that a literary use of religious narratives-parables can bring a fresh perspective to the teaching of ethical entrepreneurship and contribute to improving students' ethical sensibility in ethical business dilemmas through a narrative reasoning. A teaching example is included to illustrate the arguments. [ABSTRACT FROM AUTHOR]

This study explores how positive and negative role models (PRMs and NRMs) of business affect students' attitudes, expectations, and behavioral intentions relating to their future business behavior. A thematic analysis of student reflections (N = 96) based on their experience of material presented in their Business Ethics/Corporate Social Responsibility modules, interpreted through the framework of Ajzen's theory of planned behavior, revealed that while negative role models led to intentions to avoid unethical behavior and engage in ethical practices such as ethical purchasing, they also increased cynicism and undermined students' self-efficacy in the ethical business domain. Exposure to positive role models offset the negative consequences arising from negative role models, protecting against reduced selfefficacy by showing that unethical behavior is neither necessary nor inevitable in business, thus undermining the common justification for unethical behavior that "everybody does it." PRMs increased awareness that business can be both ethical and profitable and provided inspirational role models that led to increased intentions to engage in ethical business practices. With reference to social-psychological literature, these results suggest that positive role models are necessary to counter the impression created by negative role models that ethical business is unachievable or unlikely, as such beliefs can become self-fulfilling. [ABSTRACT FROM AUTHOR]

Business ethics educators strive to produce graduates who not only grasp the principles of ethical decision-making, but who can apply that business ethics education when faced with real-world challenges. However, this has proven especially difficult, as good intentions do not always translate into ethical awareness and action. Complementing a behavioral ethics approach with insights from social psychology, we developed an interventional class module with both online and in-class elements aimed at increasing students' awareness of their own susceptibility to unconscious biases and, consequently, unethical behaviors. We deployed this intervention within a problem-based learning course (137 undergraduate students), in which students completed real-world projects for actual business clients. Our results suggest that although students appeared universally aware of the importance of ethical issues in business and generally espoused intentions to act ethically, those who received the intervention were significantly more likely to recognize their own susceptibility to perpetuating unethical business behavior and to identify ethical issues specific to their real-world projects. These results have important implications for behavioral ethics pedagogy and provide a de-biasing interventional approach for bridging classroom knowledge with real-world skills. [ABSTRACT FROM AUTHOR]

The growing market of international students puts increasing pressure on higher education providers to also provide language support, as students from non-English speaking background face the dual challenge of developing their English language proficiency alongside their subject content. However, there is little research on how knowledge about language is actually integrated with content knowledge in practice or how such an integration can be supported by curriculum design. Using a case study of a popular academic language support program implemented in an Australian university, this paper examines the relationship between academic literacy and business ethics as two distinct forms of disciplinary knowledge, to investigate how the complexity of their integration is managed dynamically in the classroom. In this study, we draw on Legitimation Code Theory to analyze the role of language in constructing discipline-specific knowledge. Our findings suggest that students do not automatically understand the relevance of language support and that shifting knowledge practices during classroom interaction can enhance students' motivation as well as help students to relate their knowledge about language to the discipline. [ABSTRACT FROM AUTHOR]

The aim of this qualitative research is twofold: first, to examine the inefficacy of existing business ethics education using virtue ethics theory and offer suggestions; second, to explore the interplay between academic and professional certification programs in the context of industry needs. Regarding the first task, we come up with three compelling reasons: student mistaken belief of individualist self-interest, ineffective pedagogy, and widespread academic misconducts around the world. Remedies include recruiting more competent teachers, encouraging students to earn professional designations, pedagogic innovations and university managers' insistence on academic integrity. For the second task, we point out that there is an apparent gap between academic pursuits and financial industry needs. Professional financial certifications like Chartered Financial Analyst®, Certified Financial Planner® and Financial Risk Manager® provide practitioners avenues to not only enhance ethical awareness but also hone the most sought-after specialized skills in the industry. Additionally, because these designations have received global and professional recognition, they convey more reliable signals to corporate recruiters than ordinary academic qualifications for differentiating applicant's capabilities. Lastly, these flagship programs play vital roles in achieving two sustainable development goals of the United Nations - quality education and partnerships for the goals. [ABSTRACT FROM AUTHOR]

Our objective is to encourage and enable leadership character development in business education. Building on a model of character strengths and their link to virtues, values, and ethical decision making, we describe an approach to develop leadership character at the individual, group, and organizational levels. We contrast this approach to existing practices that have focused on teaching functional content over character and address how business educators can enable leadership character development through their own behaviors, relationships, and structures. Most important, we provide concrete suggestions on how to integrate a focus on character development into existing business programs, both in terms of individual courses as well as the overall curriculum. We highlight that the development of leadership character must extend beyond student engagement in a course since "it takes a village" to develop character. [ABSTRACT FROM AUTHOR]

We face a world in which management education, particularly MBA education, is by many assessments in crisis. We explore the ways in which two management education programs provide examples of how to address some key issues raised in many critiques. Both programs are underpinned by an emphasis on raising students' self-awareness and self-development. Using a variety of experiential and work-based creative pedagogical and logistical approaches, these programs emphasize core elements frequently overlooked in management education, including (1) reflective practices that develop awareness, the will to manage, and what some call "heart and soul;" (2) systems thinking, integration, and understanding of how to work effectively in today's globalized world; and (3) application of these attributes to understanding and implementing the broad responsibilities, purposes, and (ethical) values associated with businesses and other organizations. We explore how these programs contend with some of the many critiques raised against management education and discuss obstacles to the implementation of solutions that ensure management education's survival. [ABSTRACT FROM AUTHOR]

The history of the field of business ethics in the U.S. remains understudied and misunderstood. In this article I begin to remedy this oversight about the past, and I suggest how it can be beneficial in the present. Using both published and unpublished primary sources, I argue that the business ethics field emerged in the early twentieth century, against the backdrop of the establishment of business schools in major universities. I bring to light four important developments: business ethics lectures at the University of California and Yale University, Leon Marshall's curriculum at the College of Commerce of the University of Chicago, and the William A. Vawter Foundation on Business Ethics at Northwestern University. Then, I consider the payoffs of my historical account for business ethics theory, pedagogy, and practice. Specifically, I present four implications of my account under these headings: business ethics as a public problem; the place of ethics in business schools; historicizing business ethics; and historical self-knowledge. [ABSTRACT FROM AUTHOR]

We propose that some of our students are socialized with destructive thinking toward ethics and virtue that distorts their mind-sets long before they enter our classrooms. Students are exposed to a plethora of language and thinking that espouses materialistic values and emphasizes power and winning at any cost. We delineate the "baggage" that students may carry into our classrooms, including disparaging virtue and vilifying people who need help. Ultimately, this socialization leaves some students morally broken and suspicious of those living ethical lives. We label this phenomenon the stigmatization of goodness, a process in which moral people are condemned because they are seen as threats to an organization's bottom line. We close with suggestions to confront this problem in our classrooms, including the need to teach students the ethics of care, which emphasizes the benefits of interconnection, caring, and shared interests. [ABSTRACT FROM AUTHOR]

The requirement of the Association to Advance Collegiate Schools of Business to include business ethics in the curriculum has prompted business programs to teach ethics either integrated across the curriculum or in standalone classes. The question addressed here is how to engage students in thinking deeply and empathetically about ethical issues impacting corporate social responsibility (CSR). This research focused on using a thought experiment developed by John Rawls in which students examined CSR issues from the perspective of six stakeholder groups. A pre-test/post-test design measured the effectiveness of an instruction module on CSR coupled with an active exercise using Rawls' veil of ignorance and original position. Results indicate that students placed greater responsibility on the stockholders and board of directors after taking this module. The implication of the Rawlsian technique to use stakeholder empathy is discussed as a tool for engaging business ethics students. [ABSTRACT FROM AUTHOR]

Innovative learning techniques are needed, to match the expectations of the current audience to improve business ethics education for the twenty-first century. One of the innovative technologies which is believed to have a big effect on a bachelor's degree is augmented reality (AR). Incorporating AR into the modern education system is expected to produce optimal augmentation in the learning and teaching environment. This will have a large impact on increasing students' moral imagination. This study examines the use of AR-based behavior simulation, as an innovative technique for learning ethics, to improve moral imagination. This study employs a 3 × 2 experiment method, three training modes (AR-based behavioral simulation, paper-based-behavioral simulation, and no training) and two times (time one and time two) between- and within-subject factorial design. The subjects are 147 students on a business ethics course. The result of this study reveals that the use of AR-based behavior simulation can improve moral imagination. [ABSTRACT FROM AUTHOR]

Teaching business ethics is challenging: students struggle with the abstract nature of the theories, the uncertainty of practical outcomes, and the certainty that they are "good" people who already know right from wrong. Further difficulty emerges as teachers seek to integrate both normative and behavioral approaches. This paper presents the integration of makerspace to a business ethics course as a means of addressing all of the articulated challenges. This course design offers students learning of ethical principles and a business-like project-based setting where ethical dilemmas emerge spontaneously providing opportunities to identify, consider, and make decisions from the ethical theories studied. [ABSTRACT FROM AUTHOR]

Management educators have been advised to cultivate their students' character. Yet they lack the instructional resources they need to do so. We were inspired by the principles and techniques of the Jewish spiritual practice of Mussar to put students on a personalized path of continuous character improvement. According to Mussar, everyone has some measure of a given character trait and needs to calibrate it to fill in a deficiency or tone down an excess. Although correcting character deficiencies and excesses requires a commitment of effort, we can, and should, become better versions of ourselves by applying that effort—that is, engaging in reflection, setting goals, monitoring our progress, and making adjustments—to move each of our character traits ever closer to its respective virtuous mean. We have designed materials to increase students' awareness of character and its importance in organizations, give them a vocabulary of character traits, help them identify the character traits they would like to address, and provide them with a sustainable process for self-enhancement. In this article, we introduce these materials and provide evidence of their effectiveness. [ABSTRACT FROM AUTHOR]

Business schools are key actors in the education of the future managers of corporate bodies. The incessant business scandals and negative environmental impact by businesses across the world are exposing business school shortcomings. To instill the benefits of ethical practices at the individual, corporate, national and global level in the next generation of managers, business schools are being encouraged to purposefully incorporate business ethics education as a key component of responsible management education in their practices. This study examines the influence of business schools on students' ethical behavior. The study employs structural equation modeling to validate the hypotheses developed from the literature review. Using empirical data from Ghana, the results firstly show that compared to business schools with public ownership, those with private ownership impact more positively on students' ethical behavior. Secondly, is found that business schools which have an affiliation status with bigger business schools impact positively on students' ethical behavior. Lastly, the findings show that teaching of business ethics in business schools, whether as a core course or an elective, has no significant effect on the ethical behavior of students. Implications of the findings on responsible management education, policy and practice are suggested. [ABSTRACT FROM AUTHOR]

This paper presents the results of and conclusions from a survey of 2,830 college and university undergraduate business and philosophy departments regarding their business ethics offerings. The impetus for this survey included seeking a better understanding of the problems for which business ethics courses are the solution. It was proposed that, if we knew what it is that professors teaching business ethics believe they are teaching--not in terms of content or methods, but in terms of what criteria they are using to assess students' achievement of the course objectives--we would have a better understanding of what issues business ethics attempts to resolve. The survey focused on ranking six possible assessment criteria drawn from the literature on teaching business ethics. In addition to disclosing the specific survey results, the paper draws conclusions based on the fact that there are statistically significant differences between the rankings assigned to the six assessment criteria by business professors as contrasted with philosophy professors. The results of the survey indicate that there is more uniformity expressed in the responses by the philosophy professors teaching business ethics than by the business professors. [ABSTRACT FROM AUTHOR]

We use this editorial essay as a call for a more effective use of new technologies, such as mobile apps and Web 2.0 tools, to educate students and other relevant stakeholders on business ethics, corporate social responsibility, and sustainability topics. We identify three overarching reasons that justify the need for new ways of teaching that further incorporate technology to foster the innovative thinking needed to tackle imminent societal grand challenges such as climate change and increasing inequality. First, we are facing a new generation of millennials and Generation Z students who are digital natives and more likely to search for educational content on their electronic devices. Second, new technologies offer opportunities to reach students globally, helping to democratize education. Third, we posit that the intrinsic characteristics of societal grand challenges, which are complex, uncertain, and evaluative, can benefit from technology as an effective translator of multilayered concepts into more digestible action items. Our essay ends with a brief summary of the four essays included in the thematic symposium: "There is an App for that! The Use of New Technologies and Apps in Ethics, Corporate Social Responsibility and Sustainability Education." [ABSTRACT FROM AUTHOR]

In this study, Open Mind - an interactive learning platform - was introduced as a pedagogical tool in developing students' intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed. [ABSTRACT FROM AUTHOR]

The trolley problem has been one of the more widely used thought experiments in business ethics education. However, the approaches used to integrate it in the classroom have not explicitly utilized individual reflection and interpersonal engagement, elements essential for cultivating moral development. Using social constructivist pedagogy, an instructional module integrating the trolley problem into the undergraduate business classroom is presented. The results of an instructional experiment assessing the effectiveness of the module indicate that while the module did not increase moral awareness among students, it had a positive influence on their prosocial intentions. Implications and limitations of the study, as well as directions for future research, are discussed. [ABSTRACT FROM AUTHOR]

In our research, we examine the efforts made by Latin American business schools in the last decade to deliver a value-based education. We carry out a survey with a sample of faculty members and program directors from the whole region. We find that societal demands influenced the direction of managerial education toward values and social responsibility, changing contents and teaching methodologies in the process. Our research shows that the teaching of value-based contents—social responsibility, business ethics and environmental sustainability—has gained ground in the region in the last decade, and that the emphasis on value-based contents goes hand-in-hand with a more intensive use of active learning methodologies—the case method in particular. From the perspective of respondents, the emphasis on active learning seems to correlate positively with observed changes in students' civility. [ABSTRACT FROM AUTHOR]

This paper investigates the potential contribution of sociological perspectives for business ethics teaching. After a brief and selective literature review, the paper suggests starting with sociological thinking and three aspects of it: sociological concepts, sociological imagination, and postponed judgment. After presenting two short case teaching stories (about speaking up or not) and three sociological concepts or frameworks (deviance, roles, and power), the potential inspiration value of a sociological checklist for analysing or diagnosing business ethics cases is tried out. As an open ending, some short final suggestions are made for further use of sociological perspectives in both business ethics teaching and research. [ABSTRACT FROM AUTHOR]

Cumulative evidence points to the effectiveness of moral dilemma discussion as a pedagogical strategy. However, much of the extant empirical research has been limited to investigating its effect on moral judgment. In addition, the potentially distinct effects of the two major components of the intervention, the intrapersonal contemplation and the interpersonal discussion that follows, have been barely examined. Using the Trolley Problem, this quasi-experimental study (N = 115) examined the effectiveness of moral dilemma discussion and of intrapersonal moral dilemma contemplation in promoting prosocial intentions among individuals in the context of a product-harm situation. The results confirm that moral dilemma discussion positively influences some forms of prosocial intentions. The results also suggest that moral dilemma discussion is not necessarily more effective than intrapersonal moral dilemma contemplation in promoting prosocial intentions. [ABSTRACT FROM AUTHOR]

Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach (A), content (C), and delivery (D), and a comprehensive framework (ACD) for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. [ABSTRACT FROM AUTHOR]

This study investigates potential differences in attitudes towards corporate social responsibility (CSR) between Saudis and Muslims from other predominately Islamic countries. We propose that Saudi Arabia's unique rentier-state welfare and higher education systems account for these distinctions. In evaluating our propositions, we replicate Brammer et al. (J Bus Eth 71(3):229-243, 2007) survey on attitudes towards CSR using a sample of Saudi undergraduate and graduate business students and compare the results against data from subjects in other majority Muslim countries. In addition, this work examines possible differences within the Saudi sample with respect to sex and academic level. Our results indicate that our Saudi subjects maintain higher expectations for corporations' social responsibility within their supply chain than the Brammer et al.'s sample. In contrast, Muslims in the Brammer et al.'s sample hold higher expectations for corporations in supporting societal development and poverty alleviation in comparison to the Saudi sample. We also find within the Saudi sample that females and subjects at higher academic levels are more inclined to hold corporations responsible for social issues related to CSR than males and subjects in lower academic levels. We examine these findings, explore their implications, and propose areas for future research. [ABSTRACT FROM AUTHOR]

The greening of corporate America has added a new and different type of criterion to some organizational buying decisions--social responsibility. Scholars have given little attention to such noneconomic buying criteria. On the basis of a study of 35 buying processes in ten organizations and in-depth examination of 21 of those processes, the author addresses how and why socially responsible buying comes about in organizations. The finding suggest that two factors have been key to the success of socially responsible buying initiatives. One factor is the presence of a skillful policy entrepreneur. Policy entrepreneurs are found to have many of the same characteristics as business entrepreneurs, but invest their resources in instituting new organizational policies. Their zeal for socially responsible buying is rooted in a commitment based on a complex and often difficult process of moral reasoning. The second factor influencing the success of socially responsible buying is the organizational context within which policy entrepreneurs operate. The author differentiates organizational contexts on the basis of whether the socially responsible buying is part of a deliberate corporate strategy and further classifies them through a framework and identifies themes observed across the contexts. Guidance is offered for vendors marketing socially responsible products and services. [ABSTRACT FROM AUTHOR]

A conceptual framework of 'Strategy as Moral Philosophy' is developed, with the corporation cast as a Moral Agent. This framework represents a counterpart, at the level of strategic management, to an emerging integration of economics with ethics at the aggregate level. Several implications are traced out for strategic management theories, practices, problems, and pedagogy. [ABSTRACT FROM AUTHOR]