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This paper examines the association between the quality of management schools and sustainability and investigates whether ethical behavior of firms moderates relationship between the quality of management schools and sustainability.

The sample consists of 500 country-year observations over the period of 2014-2017. Sustainability is collected from the Global Sustainable Competiveness Index reports for 2014, 2015, 2016 and 2017, while the quality of management schools and ethical behavior of firms are collected from the Global Competiveness Report for the same years.

The findings of this study suggest that the quality of management schools is positively associated with sustainability. When testing for the moderating effect of ethical behavior of firms on the association between quality of management schools and sustainability, results show that the positive association becomes positive and more significant for countries where firms operate with high ethical behaviors, while the association becomes insignificant for settings where firms operate with low ethical behaviors. Findings also show that the quality of management schools and ethical behavior of firms play a complimentary role in improving sustainability.

The findings emphasize the role played by business schools and business ethics in improving sustainability. These results may have policy implications for governments aiming to improve sustainability by emphasizing on education for sustainable development in management schools’ 2019 programs enforcing standards dealing with business ethics and controlling firms’ 2019 compliance with them.

The findings of this study highlight the importance of education, as proxied by the quality of management schools, in the development of sustainable societies and economic systems. To the best of the author's knowledge, this is the first study that tries to empirically link business schools programs to sustainability efforts and how business ethics may affect this association.

Our paper discusses the need for continued focus on ethical leadership and the importance and benefits of ethical leadership development. We propose integrating ethical leadership development, that uses cognitive development theory, into the Center for Creative Leadership’s Assess, Challenge, and Support (ACS) leader development model to help address the continued failures of ethical leader development. Our extended framework includes values and morals as a component of the model, and ethical organizational culture as its backdrop, thereby incorporating an examination of ethical leadership into each component of the ACS model. We conclude with practical implications and suggestions for future research.

The purpose of this study is to develop the “ethical student scale” to understand the underlying factors that lead to the decisions of cheating and plagiarism and where business students are developmentally from a moral perspective and to help academic institutions assess how best to develop ethical education throughout the curriculum. This three-dimensional nine-item scale based on Kohlberg’s moral development model is proposed to serve as a valuable tool for educators who are struggling with identifying the best approach to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

Four survey design studies were conducted to determine what factors had previously been identified to both negatively and positively impact the propensity of a university student to engage in cheating and/or plagiarizing (Study 1, N = 179), to preliminarily validate the three dimension nine item scale that emerged from Study 1 (Study 2, N = 87); to test the construct validity of the three-dimensional nine-item scale (Study 3, N = 235); and to test the nine-item scale for convergent, divergent and predictive validity (Study 4, N = 201). The four surveys were administered to undergraduate students at two universities in the Northeast in the USA.

To shed light on the underlying factors that lead to the decisions of cheating and plagiarism, the authors propose three factors that are engaged when students make these types of ethical decisions: rules and enforcement as an external control, personal morality as an internal control and social influences as a social control (Kohlberg, 1976). Through four studies, this paper presents a three-dimensional nine-item scale based on Kohlberg’s moral development model to determine the factors that influence the propensity of a university student to engage in cheating and/or plagiarizing. The proposed scale showed strong reliability across the three dimensions.

The limitations of the scale are that this research was restricted to an academic setting. The relationship between the academic environment, the resulting behaviors of students and the subsequent behavior of these students as managers also needs investigation to determine if business ethics education does have an impact on increasing ethical decision-making.

The ethical student scale attempts to measure the development stage of students in a university setting and has the potential utility to help higher education institutions better understand the moral development of their students and what drives their decisions to engage in an ethical manner. Being a short yet reliable tool, ethical student scale may help business schools develop programs beyond a single business ethics course to instill ethical decision-making in students.

One of the goals as business educators is to produce ethical managers. The ethical student scale can help us develop a more integrated approach to business ethics education. As the students become managers and leaders in organizations, the social implications for more ethical decision-makers and organizations are widespread and vital to the community and the economy.

Ethical student scale is an attempt to quantify what types of controls (external, social, or personal) help develop ethical students and ethical managers. Based on Kohlberg’s moral development model, this three-dimensional nine-item scale which shows strong reliability will serve as a valuable tool for educators who are struggling with identifying the best approach to the issue of unethical decisions and behaviors as they try to create strategies to help their students make ethical choices both within and outside of the walls of their educational institutions and once they join the workforce.

This is a step-by-step guide for teaching Ethics and Ethical Leadership utilizing the Harvard Everest Leadership and Teams Simulation, V.3. The suggested approach is focused on facilitating a discussion and coaching students to recognize and solve problems by applying moral theory explicitly and deliberately. Applying this approach can also help them develop a habit of analyzing one’s own and others' behavior using ethical lenses and principles of authentic leadership. It offers practical debrief steps and specific discussion questions that can be used as a standalone resource or alongside the Harvard teaching note accompanying the simulation.

This innovative approach enables teaching and coaching students on the ethical aspects of their leadership and decision-making based on this hands-on experience with the Harvard Everest Leadership and Teams Simulation. This approach enriches the original HBR teaching suggestions by enabling students to recognize moral dilemmas, confront typical rationalizations and practice ethical actions and decision-making in real time.

In-class discussion and student reflection assignments provide evidence of the method's effectiveness in translating values into impactful insights and enhanced likelihood of ethical behaviors in real-life scenarios. Students’ end-of-class feedback and course evaluations often cite the benefits of using the Everest simulation as a backdrop for raising self-awareness and practicing ethical decision-making.

The approach discussed in the paper can serve as a flexible framework for analyzing and debriefing the HBR Everest simulation and other simulations, “survival scenario” exercises and activities designed to teach and facilitate practicing ethical leadership, authentic leadership and ethical decision making. It is adaptable and can be effectively applied across various disciplines centered around ethical leadership, teamwork, communication and decision-making in higher education and business.

Harvard Everest Leadership and Teams Simulation is among the most popular ones in business education and is used by teachers worldwide (Roberto & Edmondson, 2017). While a comprehensive teaching note on communication and group dynamics is available through Harvard Business Publishing, it still needs to address the ethical issues students face during the simulation. This paper provides a roadmap for instructors who want to improve the student experience with ethical decision-making and ethical leadership.

India is the first country to have mandated compulsory corporate social responsibility (CSR) spends through changes in its legislative framework. Focus has thus shifted from the “why” to the “how” of CSR and, therefore, a shift in the “locus” of CSR responsibility from the “influencer” chief executive officer toward the “implementer” CSR professionals. The purpose of this paper is to study the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation.

This paper, using a case study design, studies the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation. Building on theoretical frameworks, this paper carries out an exploratory research of an Indian business school’s management education program for development practitioners. It uses qualitative inputs gathered from relevant stakeholders of the program to understand the role of management education in facilitating the paradigm shift in CSR in the Indian context.

The paper finds that the program has impacted outcomes at three levels, namely through developing key individual CSR-related competencies; impacting participants’ professional performance; and organizational impact in effective CSR implementation.

The case study provides a roadmap to business schools for designing and implementing programs for CSR professionals.

Extant research in the Indian context is silent on key competencies required for CSR implementation and also on the role of management education in developing the same. Such competencies can ensure the efficiency of the expected large CSR spends by private corporates under the new legal requirements and alter the country’s social development path.

“The unexamined life is not worth living” (Socrates). That is, without critically inquiring into the knowledge of life which is well-being and valuable, life is not worth living. Critical thinking questions existing theories and their unexamined and obsessive assumptions and generalizations, constraints, and “best” practices of the prevailing system of management and tries to replace them with more valid assumptions and generalizations that uphold the dignity, uniqueness, and inalienable rights of the individual person and the community. Better outcomes result from asking the right questions than from having the right answers. In the diverse, pluralist cultural environment of today, the promise of a truly generative dialog among Occidental (Western) and Oriental (Eastern) cultures and civilizations holds great hope for the future. Critical thinking (CT) is an “inclusive” thinking system that can facilitate this dialog such that all of us have a meaningful space and place in this universe. After defining CT and arguing its importance for executives, this chapter introduces CT in two parts: Part 1: Various Approaches to Critical Thinking; Part 2: Major Theories of Critical Thinking. Several contemporary business cases will be invoked to illustrate the need, nature, and scope of corporate CT.

This study investigates the relationship between leaders' ethical behaviors and internal whistleblowing among hotel employees through the mediation role of organizational virtuousness. According to the conceptual framework, ethical leadership creates a virtuous workplace and encourages whistleblowing.

A survey approach with responses of 442 employees from Egyptian five-star hotels was used. Structural equation modeling (SEM) was used to test the hypotheses proposed based on leader–member exchange (LMX) and ethical leadership theories.

Ethical leadership has a favorable impact on organizational virtuousness and, as a result, has a significant impact on whistleblowing intention. The ethical leaders–subordinates' intents to whistleblow association partially mediated organizational virtuousness. To assist them in reporting ethics violations, most hotel employees require organizational characteristics, such as organizational climate and psychological empowerment, in addition to individual characteristics, such as moral bravery and ethical efficacy.

The conceptual framework of this paper adds a new guide for future research related to the hospitality literature, which is how employees' intent to internal whistleblowing. As such, senior management should serve as a moral role model for hotel employees, inspiring them to be moral and allowing them to participate in decision-making.

本研究擬透過組織德行所扮演的仲介角色，去探討領導者的道德行為與酒店員工間內部舉報的相互關係。根據有關的概念框架，領導倫理會為機構創造一個富有道德的工作場所，以及鼓勵員工互相舉報不當的行為。

研究採用調查方法進行，數據來自442名於埃及五星級酒店工作的僱員的回覆。研究人員以結構方程模型來測試研究的假設 － 研究的假設乃根據領導者－成員交換理論和倫理型領導理論而提出的。

領導倫理會給組織美德帶來積極的影響，因此，領導倫理也會給舉報動機帶來重要的影響。領袖－下屬舉報合夥人合乎道德的動機，對組織美德起著仲介作用。若要酒店僱員舉報違反道德規範的行為，除了僱員須有個人特質、如道德勇氣和倫理效能等之外，酒店亦須具備一些組織特徵、如組織氛圍和心理賦權等。

本研究的概念框架，給探討僱員作內部舉報行為的動機的學者提供新的指引，為餐旅業的研究提供方向。組織的高級管理人員應以身作則，為僱員建立道德典範，鼓勵他們遵循道德規範而行事，並容許他們參與決策。

Followership has been recognized as an essential component of leadership studies as evidenced by growth of research within this area. To keep pace with the growth of this research, it is time to bring followership into the leadership classroom. This paper proposes a case-based exercise with two main learning objectives: (1) to help students broaden their perceptions about followership, and (2) to promote followership behaviors that actively contribute to organizations. This exercise includes large group discussion, peer coaching, and individual work to facilitate these endeavors. The paper concludes with suggested methods for assessment that include both self- and peer- ratings, as well as open-ended reflection.

The purpose of the study is twofold: first, it is to develop each aspect of maṣlaḥah ḍarūriyah (essential needs), i.e. dīn (faith/religion), nafs (soul), ʿaql (intellect), naṣl (descendants) and mal (wealth), into various aspects of organisational essential needs; second, it is to formulate maṣlaḥah-based performance measurement.

The research is an exploratory study that uses a two-stage design: defining the research question and developing the research design. The research question is how each element of maṣlaḥah ḍarūriyah can become an element of organisational essential needs. The research design developed is to formulate maṣlaḥah-based performance measurement.

The study concludes that maṣlaḥah ḍarūriyah could be developed as a basis for identifying organisational essential needs. The five elements of maṣlaḥah ḍarūriyah are developed into the following organisational essential needs: worship orientation, internal process orientation, talent orientation, learning orientation, customer orientation and wealth orientation. Maṣlaḥah-based performance measurement uses five variables: strategic objective, measure, formula, target and strategic initiatives and applies the modified plan – do – check – action cycle: performance planning, performance implementation, performance evaluation and performance action.

Organisational essential needs can be developed by Islamic financial institutions (IFIs) into performance measurement. IFIs have six essential needs that can be developed into performance variables. Key performance indicators that can be developed for each need are worship orientation (social responsibility, regulatory compliance and Sharīʿah compliance); internal process orientation (innovation process, digital adaptation and employee satisfaction); talent orientation (career development, talent pool, compensation and benefits); learning orientation (training programme, training evaluation and return on training investment); customer orientation (customer engagement, customer satisfaction, customer survey and promotion programme); wealth orientation (profitability, cost-cutting, share prices, dividends, cost efficiency and financial sustainability).

This paper contributes to new knowledge. The study attempts to discuss the organisational essential needs based on the maṣlaḥah ḍarūriyah concept, while previous studies discussed organisational needs based on Maslow’s hierarchy of needs. In developing performance measurement, organisational performance is measured in a balanced manner. According to the concept of maṣlaḥah, not only financial factors but also worship, internal processes, talents, learning and customers define organisational needs. Thus, organisational needs are considered not only in terms of material factors but also in terms of spiritual (worship) factors.

The purpose of this paper is to evaluate the effectiveness of role playing as an applied learning technique for enhanced classroom experiences as compared to traditional lecture methods.

This study uses the pre-test/post-test design to conduct experiments with several control and experimental groups. Subjects are graduate students in an MBA program at a private, non-profit university in a traditional classroom setting.

Students in the experimental group gained significantly more knowledge (post-test minus pre-test scores) – 45 percent higher – through participation in the role playing exercise as compared to the control group.

This study represents only a single educational discipline explored using a single role playing learning activity. Impacts on the long-term retention of the knowledge should be studied further.

Educators should enhance their classroom experience with more applied learning activities such as role playing in order to increase knowledge gain and potentially longer knowledge retention.

This study uses a customized role playing activity within a business curriculum as one of many applied learning techniques. The value to students was shown by significantly higher gain in knowledge while simultaneously enhancing their enjoyment of the classroom experience to potentially encourage further lifelong learning.