Search results
1 – 10 of over 11000Patrick Primeaux's life was one of exemplary service in a wide range of fields. The Marists can point to years of productive service in their order. Generations of students know…
Abstract
Patrick Primeaux's life was one of exemplary service in a wide range of fields. The Marists can point to years of productive service in their order. Generations of students know the impact he had on their lives. The St. John's University community can testify regarding his contributions to their institution, and organizational ethics researchers can point to his influence on research and pedagogy.
Many academics have careers with achievements in research, teaching, and service. What made Father Primeaux truly remarkable, however, was that he also expanded the business ethics field itself. Business ethics has traditionally been a difficult area in which to establish a research niche. Pat's contributions to research and pedagogy, and particularly his efforts regarding the Vincentian Ethics Conferences opened doors for young business ethicists, which was enormously beneficial to those academics and increased the quality and quantity of business ethics research.
This chapter examines Patrick Premeaux's groundbreaking contributions to business ethics teaching and research, and to demonstrate the impact those contributions have had on his fellow academicians. The first section outlines the significance of Primeaux's efforts. The second section examines Pat's contributions to business ethics research and education. The third section discusses the role the Vincentian Ethics Conferences (VEC) have played in improving the quantity and quality of business ethics research, while the fourth section illustrates the impact Pat's efforts had on my own career. The fifth section summarizes and concludes the paper.
Details
Keywords
The purpose of the Ethics Support Office, funded by the Clinical and Translational Science Award (CTSA) and administered by the Institute for Translational Sciences (ITS) at the…
Abstract
The purpose of the Ethics Support Office, funded by the Clinical and Translational Science Award (CTSA) and administered by the Institute for Translational Sciences (ITS) at the University of Texas Medical Branch (UTMB), is to provide research ethics support to faculty, fellows, and students. This chapter reports on an ongoing qualitative study to understand scientists' views on ethical issues in team science and their suggestions for advancing ethical policy and activities in order to improve ethics training. We originally conducted face-to-face, semistructured, qualitative interviews with a convenience sample of 20 key ITS researchers, representing the majority of researchers. The scientists' most general approach to ethics – in perceiving them, understanding them, and applying them – is to appreciate ethics in terms of their relevance to particular research situations and problems. They prefer to deal with ethics as a common feature and value incorporated into their work. Respondents suggested that those teaching ethics in multidisciplinary translational research must develop strategies that help scientists see and understand the relevance of ethics education to their work. Strategies include improving communication skills, providing shared opportunities for learning, sensitizing researchers to the demands on others on the team who are expected to contribute data and knowledge to the success of the project, and imbedding ethicists on research teams. In tune with the key finding of the study, ethics instructors and coaches need to become well acquainted with the nuances of their scientists' work. This approach will respond to the scientists' desire to conduct ethical research, but in practical terms of the specialized nature of their work.
Details
Keywords
Accounting educators and practitioners believe that ethics instruction should be incorporated into the accounting curriculum. Methods of incorporation include integrating ethics…
Abstract
Accounting educators and practitioners believe that ethics instruction should be incorporated into the accounting curriculum. Methods of incorporation include integrating ethics into existing accounting courses or offering a stand-alone ethics course. There are, however, obstacles to meaningful implementation. The purpose of this chapter is to discuss how the two featured chapters in this special section provide examples of two intriguing accounting ethics courses. This chapter outlines the “who” (i.e., who should teach ethics), “what,” and “how” of teaching ethics gleaned from prior literature to lay the foundation for the current chapters and future research. Ultimately, the chapter summarizes “best practice” articles about designing a theme-based ethics course in accounting. Each course: (1) is taught by accounting faculty (i.e., who); (2) includes topics and material likely to resonate with students (i.e., what); (3) is a unique stand-alone course structured in a meaningful manner (i.e., how). Faculty and administrators should find this chapter helpful as it provides materials and guidance that speak directly to the obstacles of ethics course implementation.
Details
Keywords
The content of ethics education courses is still generally shaped around the presentation of the traditional ethical theories of Western moral philosophy, complemented by case…
Abstract
The content of ethics education courses is still generally shaped around the presentation of the traditional ethical theories of Western moral philosophy, complemented by case studies and discussion of ethical decision-making models. The purpose of courses is still largely geared towards the development of skills in ethical reasoning. Yet developments in surrounding fields, from psychology to learning and leadership development, raise numerous questions about the traditional curriculum. Ethics courses need to be more responsive to psychological factors and to the social realities of workplace contexts, and cognisant of a wider spectrum of ethical concepts. The perspective of virtue ethics remains pertinent, as the broader agenda of ethics courses is to enable students to develop a personal ethical outlook. But ethics courses should also be exploring and incorporating concepts from non-Western philosophies, and incorporating developments in fields such as leadership development.
Details
Keywords
Despite the accounting profession having a long history of promoting ethical behaviour globally, with a robust Code of Ethics and formal International Education Standards which…
Abstract
Despite the accounting profession having a long history of promoting ethical behaviour globally, with a robust Code of Ethics and formal International Education Standards which include training in professional values, ethics, and attitudes, the accounting profession still regularly features as the lead villain in many corporate failures. Training in ethics has been a core topic in Australian accounting undergraduate degrees now for many years, but the responsibility for teaching ethics still largely falls on faculty from within the business and accounting schools. Although these academics have a strong moral compass and know right from wrong, most do not have ethics-related research experience or professional ethics training. When ethics is taught by academics with little or no formal philosophical ethics training, our students will continue to have limited opportunities to cultivate and deeply internalise the professional values, ethics, and attitudes required of professional accountants in a multicultural world before embarking on their careers.
Details
Keywords
Philip Brey, Clare Shelley-Egan, Rowena Rodrigues and Philip Jansen
This chapter presents the main findings of the EU-funded SATORI project on ethics assessment of research and innovation (R&I) in its first 18 months. It offers summarised…
Abstract
This chapter presents the main findings of the EU-funded SATORI project on ethics assessment of research and innovation (R&I) in its first 18 months. It offers summarised descriptions of the ways in which ethics assessment and guidance of R&I are currently practiced in different scientific fields, in different countries in Europe, the United States and China, and in different types of organisations.
The main findings include the following. Although the most extensive institutions, policies and activities exist in the medical and life sciences, there is evidence of a growing institutionalisation of ethics assessment in non-medical fields. Increasing coordination and cooperation between ethics assessors can be observed at the EU and global levels. Each of 15 types of organisations that were studied performs an important role in ethics assessment, which may not always be well established and sometimes poses significant challenges. Although significant differences exist among the countries that were studied in terms of the degree to which ethics assessment of R&I is institutionalised, all seem to be expanding their ethics assessment and guidance infrastructures.
The findings are an important means by which partners in the SATORI project will take their next steps: the identification of best practices, the development of proposals for harmonisation and shared standards, and, to the extent possible, the proposal of common principles, protocols, procedures and methodologies for the ethical assessment of research and innovation in the European Union and beyond.
Details
Keywords
Rachida Sahraoui and Abderrahmane Laib
This chapter addresses a significant topic in Algeria, namely the issue of Corporate Social Responsibility (CSR), by examining the use of business ethics codes. In recent years…
Abstract
This chapter addresses a significant topic in Algeria, namely the issue of Corporate Social Responsibility (CSR), by examining the use of business ethics codes. In recent years, there has been growing interest among companies in implementing practices that can justify their CSR efforts, including the development of corporate business ethics codes. These codes play a crucial role in formalizing the integration of CSR strategies. In Algeria, several companies have adopted business ethics codes; one such example is the companies in the oil and gas sector, the leading oil industry company in Algeria. These companies have implemented a business ethics code to provide justification and guidance for their CSR practices. The main objective of this chapter is to demonstrate the commitment of companies to CSR through the development of their business ethics codes. It presents the results of a comprehensive analysis of the business ethics codes of Algerian companies in the oil and gas sector. The approach involved the development of an analytical framework with various criteria and an objective examination of the business ethics code to yield results that aligned with these criteria. The study concludes that the business ethics codes of these companies serve as sources of internal regulation that primarily address ethical concerns and reflects the existing Algerian regulations at the organizational level.
Details