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Tourism researchers, like those in other fields, are subject to multiple ethical dilemmas. Consequently, scholars in the field have called for researcher reflectivity, and specifically ethical reflexivity. Based on this it is recognized that when conducting research merely meeting procedural ethics requirements may not be sufficient. Rather, there is a need to move beyond procedural ethics to capture ethics in practice and to critically recognize what it takes to be ethical when undertaking research. This reflective chapter contributes to the discussion on research ethics in tourism by sharing critical reflections on the ethical journeys of the chapter authors, all of who, in differing ways, study sensitive topics. As such, the chapter draws on work looking at sensitive content on social media, disabled children, sex, and bestiality. The chapter highlights the ongoing and responsive approach to being ethical adopted by these researchers. The chapter reveals how ethical issues and challenges unique to the individual researcher were navigated in practice. Overall, the chapter challenges researchers to be ethical in their research rather than simply conform to research ethics procedural requirements. It calls on researchers to engage in critical and adaptive thinking while balancing radical and traditional approaches to ethics.

The early twenty-first century saw a rise in corporate scandals with Enron and WorldCom grabbing the newspaper headlines. The Association to Advance Collegiate Schools in Business realized the significance of imparting education in ethics mainly to the students studying business management and thus a task force was established to examine and report on the current status of ethics education in business schools (Waples, Antes, Murphy, Connelly, & Mumford, 2009). The task force published a report that strongly advocated a course in business ethics that will help business management students cope with ethical dilemmas in their decision-making process. In Eastern Africa, Business Ethics as a subject of teaching and research has expanded at a significant level mainly in Uganda, Kenya, and Tanzania. This chapter presents an evaluation and critical discussion of current business ethics education in St Lawrence University in Uganda. The chapter will discuss issues related to teaching business ethics in an African context and the relevance of the subject to the current students enrolled in business courses and how it can contribute to promoting social responsibility through higher education.

This article proposes a model for justifying decisions that integrates both ethical theory and practice. The usefulness of basic theory and applied practice in justifying decisions is a subject of continued debate. This article sees both as useful. It approaches moral justification from the perspective of responding to incentives. In this justification process, moral confrontation is the process of using theory to identify and analyze incentives and incentive conflicts. Moral imagination is a process of thinking that relies on practical intuition, self-reflection, and moral ideals to reconcile the identified incentives and incentive conflicts. Both theory and practice play vital and complementary roles in this moral justification process. The primary belief is that the proposed combination of moral confrontation and moral imagination can lead to advances in both the theory and practice of business ethics.

This article intervenes in the debate, among US disability rights advocates, about physician-assisted suicide (PAS). Through an ethnographic study, I situate this debate in the context of the dominant form of end-of-life care in the US hospice. Based on this analysis, I argue that PAS should be an issue of secondary concern to disability rights advocates, and that their primary concern, at the end-of-life, should be the improvement of US hospice care. By thus “putting the ‘right to die’ in its place,” they can achieve consensus among themselves and leverage this consensus to achieve the most substantial advancement of disability rights.

It is broadly accepted that ethics should be incorporated into accounting programs. Most CPA firms rely on colleges and universities to teach ethical behavior. Utilizing a quasi-experimental approach, this chapter examines the effectiveness of ethics instruction delivered via a combination of lecture and active learning methods. Specifically, the impact of ethics instruction on behavior in business settings is investigated. Though similar studies have addressed this issue, this study tests the effectiveness of a particular curriculum in a post-Enron environment. Further, a new instrument to measure moral reasoning ability in work situations is introduced. The study's findings suggest that ethics instruction is effective in increasing moral reasoning ability, particularly in upper-level accounting courses such as accounting information systems and auditing.