This article reports on qualitative research carried out in England in 2013. Participants were five organizational directors and two senior managers who had worked with six corporate psychopaths, as determined by a management psychopathy measure. The corporate psychopaths reported on displayed consistency in their approach to management. This approach was marked by high levels of abusive control. The corporate psychopaths were seen as being organizational stars and as deserving of awards by those above them, while they simultaneously subjected those below them to extreme behaviour, including bullying, intimidation and coercion. The corporate psychopaths also engaged in extreme forms of mismanagement characterized by poor personnel management, directionless leadership, mismanagement of resources and fraud.

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In this paper we seek to make the case for a teaching and learning strategy that integrates business ethics in the curriculum, whilst not precluding a disciplines based approach to this subject. We do this in the context of specific work experience modules at undergraduate level which are offered by Middlesex University Business School, part of a modern university based in North West London. We firstly outline our educative values and then the modules that form the basis of our research. We then identify and elaborate what we believe are the five dimensions which distinguish an integrated approach based on work experience from a disciplinesbased approach, namely: process and content, internal and external, facilitation and teaching, covert and overt, and living wisdom and established wisdom. The last dimension draws on the practical relevance of the Aristotelian notion of phronesis inherent in our approach. We go on to provide two case examples of our practice to illustrate our perspective and in support of our conclusions. These are that reflection integrated into the Business Studies curriculum, using the ASKE typology of learning [Frame, 2001, Proceedings of the 9th Annual Teaching and Learning Conference (Nottingham: Nottingham Business School, Nottingham Trent University), p. 80], in respect of personal and group process in a work experience context, provides a useful heuristic for the development of moral sensibility and ethical practice.

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This article seeks to show how Human Resource Management and Development practitioners can develop an ethics of practice by adopting a Humanistic Action Research approach toward their Continuing Professional Development (CPD). Central to this approach is the development of reflective practice skills, in itself a journey of development. I aim to give a flavour of what this practice has meant for me as a professional educator by sharing an account of my own CPD using this approach. This approach is for the mature practitioner and it is located within Humanistic Action Research: to be appropriate, it necessitates a maturity of ego and not simply professional maturity and status. The article will discuss what this maturation process involves and will show its centrality to reflective practice. Within this framework of human inquiry, CPD requires an undertaking to engage in first person Action Research, where ‘I’ am the subject and object of my inquiry. At the heart of this approach is the pragmatic question at the centre of any approach to CPD ‘How do I improve my practice?’