Considering the highly publicised ethical crisis in public and private administration recently, the flurry of management‐oriented articles on ethics is an encouraging…
Considering the highly publicised ethical crisis in public and private administration recently, the flurry of management‐oriented articles on ethics is an encouraging sign. But in their rush to recommend solutions, management theorists have gone off in many different directions. For example, while using the term business ethics, Owens has called for written codes of ethics enforced by appropriate sanctions. Boling, meanwhile, preferring the term management ethics, has suggested democratically developed codes of ethics to reduce emphasis on policing. Finally, Payne has deplored the lack of substantive behavioural research in the area he labels organisation ethics. This somewhat confusing array of terminology aside for a moment, an important remedial option has been ignored or overlook‐ed in these and related treatments. Namely, in the face of encouraging testimonial evidence that business ethics instruction works, the business management classroom affords an excellent opportunity to begin redressing the ethics crisis. Moreover, formal business ethics instruction can help reestablish the administrative importance of such ethically‐grounded values as idealism, compassion, and generosity that researchers have found to be seriously atrophied among business school seniors.
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.
Despite the attention being paid to business ethics, it seems the behaviour of business leaders and employees has not improved. This paper takes a different approach to understanding why this is the case. A distinction made in the higher education literature between surface and deep approaches to learning is adapted to provide an insight into the reason for the difference between the rhetoric concerning ethics and actual business practice. It is argued that a surface approach to ethics, which is associated with self‐interest, will not promote ethical behaviour, while a deep approach, motivated by the desire to do the right thing, does have the potential to do so. The difference between the rhetoric and business practice suggests that most businesses either intentionally or unintentionally adopt a surface approach to ethics.
This Chapter applies the philosophy of Emmanuel Levinas to business’ role in the ‘War on Terror’. Specifically, it uses Levinasian ethics to explain how organisations…
This Chapter applies the philosophy of Emmanuel Levinas to business’ role in the ‘War on Terror’. Specifically, it uses Levinasian ethics to explain how organisations, often with an abundance of ethical resources, become associated with military drones strikes against civilians, and offers ideas that challenge this practice. The chapter comprises several sections beginning with a brief introduction to the ‘War on Terror’ and the use of military drones. A concise discussion about business ethics and just war theory follows after which, the chapter explains Levinas’ ethics and his views on war. These ideas are applied to transform business ethical practice in this controversial area. The Chapter concludes with a summary of its main points.
This chapter intends to reveal the leading questions regarding doing business in Eastern Europe. The chapter uncovers the most important cultural issues applied to business ethics in order to improve the knowledge concerning business in Eastern Europe. We envisage, also, the nexus between intercultural elements and business ethics issues. This chapter aims at practitioners and management scholars, serving as a starting point for deepening the understanding of cultural and ethical issues in Eastern Europe.
After the fall of the Berlin Wall in 1989, the economic, social and political conditions have changed radically, especially in Europe. During the last two decades, Europeanization has become an attractive research area and an integral part of the study of European Union (EU) politics.
National cultural values provide a context for discussing ethics and ethicality, but not an explanation of why there are differences in ethical values. The organizational culture is quite homogeneous among Eastern and Central Europe (ECE) countries, but the national cultures remained different.
Organizational cultures in ECE are characterized by: highly centralized structures, dislike of uncertainty, preferences for formality and strong collectivist attitudes.
Professional ethics is not a special type of ethics but the application of ethical judgement in professional practice. This application can be difficult in business settings as conflicting demands can arise. In areas where professional practitioners are employed, there is potential for a conflict.
This research aims to generate new insights into consumer ethics by tapping into business executives' first-hand experience. The overarching goal of this novel, discovery-oriented approach is to illuminate the interactive relationships between business and consumer ethics, and to offer contextualized insights into consumers' (un)ethical behaviors.
Three focus group interviews were conducted with senior business executives representing nine different industry sectors. Thematic analysis was performed to identify key themes for an integrative model.
Four key themes emerged, highlighting: (1) the mutual influence between business and consumer ethics, (2) the nature and intensity of consumer ethics, (3) the dual influence of digital communication, and (4) the partial influence of consumer education. The themes gave rise to an integrative conceptual model.
This research was limited somewhat by the small and judgmental sample.
Consumers' growing demands for business ethics underscore the need for companies to elevate ethical considerations. The amplified consumer voice on social media is dreaded by business practitioners and is regarded as unethical consumer behavior to be actively managed.
Business and consumer ethics can mutually influence each other in a benign or vicious circle. Consumer education is effective in some but not all domains.
Business practitioners' insights reveal (1) the interactivity of business and consumer ethics and (2) the diversity of (un)ethical consumer behaviors. They point to the need for an enriched definition of consumer ethics and an expansion on the categorical structure of consumers' (un)ethical practices.
It has been suggested that the introduction of a universal code of ethics for business, similar to that of the Hippocratic Oath, would encourage business leaders to engage…
It has been suggested that the introduction of a universal code of ethics for business, similar to that of the Hippocratic Oath, would encourage business leaders to engage in ethical decisions. The aim of this study is to empirically investigate what future business leaders learn in business school ethics class and to critically examine if there is any correlation between the education that the Hippocratic Oath refers to and modern business ethics education. This quantitative study surveyed 128 academics that teach ethics to business students in 29 Australian universities in order to find out what business students learn when they study ethics in business schools.
The study found such an overall inconsistency in business ethics education that no specific conclusions can be made apart from concluding that there is no uniform and universal standard into the discipline of ethics and what it teaches. The experts are mainly split between the view that ethics education is about teaching critical thinking or that it is about learning academic and theoretical aspects of the discipline of ethics. A third of the experts also thought the purpose of ethics education was to teach ethical conduct.
This paper also argues that the laissez-faire approach about ethics education from Association for Advancement of Collegiate Schools of Business (AACSB) has marginalised business ethics education as business schools overwhelmingly tend to scattering ethics topics superficially and incoherently across the curriculum. The study argues that it is critical to establish a universal standard in business ethics education in order to ensure future ethical business leaders and that the first step is to determine a universal definition of 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…
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 study examines corporate governance and ethics (CGE) education by conducting a survey of academicians and practitioners in the United States. Results indicate that…
This study examines corporate governance and ethics (CGE) education by conducting a survey of academicians and practitioners in the United States. Results indicate that the demand for, and interest in, CGE continues to increase. More universities are planning to provide CGE education and many CGE topics are considered important for integration into the curriculum, although the degree of importance varies between academicians and practitioners. The two prevailing methods of CGE education integration are offering a stand-alone course in CGE or infusion of CGE topics into accounting courses. Results pertaining to the importance, delivery, and topical content of CGE education may be useful to universities that are, or are considering, integrating CGE into their curricula or redesigning their CGE courses. The CGE educational issues addressed in this study should help business schools design curricula to prepare students for the challenges awaiting them in the area of CGE.