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This study seeks to find an interactive effect between ethical leadership (EL) and corporate governance (CG) variables and investigate whether they would affect employee organizational citizenship behavior (EOCB) in a Malaysian organizational setting. The collected data from the 300 accounting/finance department employees were analyzed using Statistical Package for Social Sciences (SPSS) and Partial Least Square–Structural Equation Modeling (PLS-SEM; SmartPLS 3.0). Several primary results confirmed a coherent significant relationship between EL and ethical climate (EC), EL and EOCB, EL and CG, and CG and organizational success. Theoretically, it implies a more enhanced EOCB literature on how it can be infused in an organization. It also offers valuable knowledge by providing organizations with several insights concerning the improvement of EOCB, enabling the organization to achieve its desired success and, more importantly, how the findings could contribute directly and indirectly to emerging markets in terms of their industrial and financial performance.

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.

Owing to the significant and critical role of ethical leadership in organizations, this study aims to explore and understand the perceptions about ethical leadership in organizations. It empirically investigates whether the individual attributes of gender, age, work experience, executive level and qualification of members and other demographic variables, such as industry and sector, affect the perception of members toward ethical conduct of their supervisors.

This is a quantitative study where the analysis is based on the data collected from 419 members of 3 different industries, namely, public sector research and development organizations, information technology organizations and academic universities and colleges.

The results reveal that perception of ethical leadership does not vary across gender and qualification of members but varies across age, work experience, management level, industry and sector.

This study helps to understand the importance and role of various individual attributes that affect the perception of ethical leadership by followers. This study will make leaders to be more aware and behave in ethical manner with respect to different groups of followers.

Because of occurrence of many scandals and fraudulent behaviors in organizations, business ethics has caught the attention of policy makers, corporate organizations and academic. Ethical leadership is very crucial for organizational success on a sustainable basis. To the best of authors’ knowledge, this study is among the early studies conducted to investigate the influence of the individual attributes and other demographic variables on the perception of members toward ethical conduct of their supervisors.

The purpose of this paper is to identify whether ethics is incorporated into the curriculum in postgraduate banking and finance programmes. There is growing concern that moral failure preceded the global financial crisis with waves of ethical scandals overwhelming the global banking industry highlighting a lack of integrity. Consequently, banking and financial institutions have received much criticism for focusing on higher financial returns that bring personal rewards with significant costs to the majority of society.

The population for this study is Australian universities offering banking and finance postgraduate programs. The data for this study were collected from information available on university websites. The study uses content analysis to examine course content in 897 courses offered within banking and finance programmes.

Findings reveal that 809 (90 per cent) out of 897 courses do not incorporate ethics into banking and finance programmes. Most of the 88 courses incorporating ethics as include the course as “core”, with a relatively small number offering ethics as an “elective”. Only a few courses were offered as stand-alone ethics courses. It appears from the information available that little focus is given to assessment of ethics.

This is the first study to explore whether ethics is featured in postgraduate banking and finance programmes.

In this study, the authors examine how a retail bank's positive, neutral, and negative prior ethical reputations influence customers' perceptions and attitudes, leading to their bank selection decisions and also analyze whether there is a trade-off between a bank's negative prior ethical reputation and its functional benefits to customers.

The authors followed a sequential exploratory mixed-methods research design with two studies. The authors’ first study was qualitative, in which the authors conducted interviews and focus groups with banking customers in Pakistan. The results of this study were used to generate hypotheses that were tested in the second study using random choice experiments.

The results indicate that positive and neutral prior ethical reputations do not significantly impact customers' choices; however, a negative reputation does affect selection. The results also show that customers punished negative reputations, even when the associated functional benefits were higher than the alternatives.

This is one of the first mixed-methods studies in an emerging economy context to consider the impact of ethical reputation on consumer orientation and bank selection decisions.

Many believe we are suffering from an ethics crisis (Perry & Nixon, 2005). The increased incidence of irresponsible behaviour by business, recent examples being the global financial crisis and the BP oil spill, and the devastating consequences on society have focused attention on the role business schools play in educating future business (and other) leaders. There have also been criticisms of business schools failing to take into account the ‘factually impossible notion of unlimited growth in a world of limited resources’ (Giacalone & Thompson, 2006), and continuing to encourage business strategies which are at odds with the growing challenge of sustainable development, which include issues of climate change, inequity and resource depletion (Giacalone & Thompson, 2006; Shrivastava, 1995; Waddock, 2007). Indeed, business schools have been criticised for encouraging a self-interested, profit-oriented focus that ignores the wider responsibilities of business to society (Gioia, 1992; Kochan, 2002; Mitroff, 2004). Starkey, Hatchuel, and Tempest (2004), for example, claim that the business school has become “ethically compromised because the values it espouses have been implicated in recent corporate scandals.” McPhail (2001) suggests the inclusion of business ethics into accounting and business education as a possible remedy. Cant and Kulik went further and claimed that “business schools would be remiss, if not unethical themselves, if their ethics education efforts were not increased in light of recent events.” (2009).

The role of ethical issues is growing in business and in society, but surprisingly, that role is sparsely examined in the relationship-marketing context. The purpose of this paper is to develop a framework describing the fundamentals of ethical relationship marketing and analyses the content of six selected textbooks on the subject.

The paper sheds light on ethics in a significant marketing sub-discipline, i.e. relationship marketing.

The findings confirm previous findings from analyses of teaching material in marketing, indicating that ethical issues are superficially treated. None of the books has separate sections devoted to ethical issues. Key words selected to represent ethical issues are sparsely used.

There is considerable room for improvement if business schools are to prepare their students for the challenges in the future business world. Through the analysis of the textbook, and the recommendations, this study contributes to such improvement in one marketing discipline which is considered to represent a paradigm shift in marketing because it is fundamentally different from transaction-based marketing.

The paper presents suggestions for how to encourage faculty and students to develop awareness about ethical relationship marketing, and recommends courses to improve learning about the subject.

The framework of the fundamentals of ethical relationship marketing, a textbook analysis, and implications for business school faculty.

This study examines the impact of ethics education interventions (EEI) on attaining ethical education goals in higher institutions.

The study utilizes a survey method, with questionnaires distributed to accounting instructors from universities and professional accountants in Ghana. The empirical analysis is based on 417 valid responses, and the hypothesized relationships are tested using ordinary least square (OLS) regression.

The results indicate that ethics-related courses (ERC), methods of teaching ethics (MTE) and methods of ethics interventions (MEI) have a positive and significant impact on achieving the objective set for EEI in accounting programs.

This study provides valuable insights for accounting educators and professional body managers in developing accounting ethics curricula in universities and professional accounting institutions.

This study involves accounting educators and professionals and applies ethical theories of egoism, deontology and utilitarianism to demonstrate the role of ethical interventions in accounting programs in achieving set objectives from a developing country context.

The purpose of this paper is to examine the extent to which ethics education is incorporated in the curriculum by accounting academics (EXTENT) and its relationship with the following four factors: accounting academics’ attitudes towards ethics education (ATTDE); head of department support (HODS); peer support (PEERS); and accounting academics’ ethics teaching self-efficacy (ETSE).

The study utilises data from a questionnaire survey of 117 accounting academics in Malaysia and engages path analysis to test various hypothesised relationships.

The results indicate that ATTDE, HODS and PEERS have a significant and positive impact on accounting academics’ ETSE. The findings also suggest that ETSE and PEERS have a direct and positive impact on EXTENT. Overall, ETSE is found to be a significant mediating variable in the relationship between ATTDE, HODS, PEERS and EXTENT.

The relatively small sample of 117 Malaysian accounting academics and the limited number of factors studied as drivers of ETSE, which limits generalisability of the results.

This paper is particularly useful for informing heads of departments and the regulatory and professional bodies of resourcing and fostering a work environment that supports peer support and interactions as well as knowledge resources that facilitate individual accounting academics’ to integrate ethics content in their courses or units.

The study is guided by Bandura’s (1977, 1997) self-efficacy theory and adapts Tschannen-Moran and Hoy’s (2001) teacher efficacy construct in understanding how accounting academic’s belief in one’s ability to complete tasks and achieve goals affects the level of integration of ethics in their courses.

The purpose of this paper is to explore how ineffective leadership behaviour affects individual and organizational performance in Jordanian institutions.

Data obtained concerned ineffective leadership behaviour in Jordanian private and public institutions. Performance was evaluated based on a survey questionnaire distributed to managers in these institutions. To arrive at statistically significant conclusions, the authors used multiple regression and correlation analysis.

The results indicate that there is a statistically significant impact of ineffective leadership, as adjudged using four dimensions (lack of shared strategic vision, ineffective leadership characteristics, negative effect on labour relations, and ethical violation) on individual and organizational performance in Jordanian institutions. However, no statistically significant impact of one dimension (ineffective leadership characteristics) on organizational performance was noticed in a sample of Jordanian institutions.

This study was limited to manager's point of view in Jordanian institutions. While there are some similarities with managers in Arab institutions, caution should be exercised when generalizing results of this study to other Arabian countries.

This study provides useful information and impartial advice for leaders of private and public institutions in Jordan. It also reveals the need for new leadership practices that should be adopted and presents certain ineffective leadership practices that deserve to be eliminated.

This study attempts to fill gaps in the literature on Arabian leadership practices. This is one of the few studies that examine the Jordanian environment with regard to identifying the nature of the relationship between ineffective leadership behaviour and organizational performance in Jordanian institutions. The paper's findings and recommendations are expected to benefit decision makers in their dealings with different Jordanian institutions.