Based on the social capital, conflict, and ethics literatures, this study introduces a new concept, the family point of view, and provides theoretical arguments resulting in the following hypotheses: (a) The family point of view emerges from collaborative dialogue, which helps develop agreement to ethical norms; (b) the presence of ethical norms further helps cultivate family social capital; and (c) as a resource in a family business, family social capital is positively related to family firm performance. Using structural equation modeling, an exploratory test of 405 small family firms found support for all three hypotheses. The findings indicate a fully mediated relationship among collaborative dialogue, ethical norms, family social capital, and firm performance. The study not only highlights the importance of moral infrastructure in family firms but also helps clarify components of family social capital.

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Reflection is an important yet often-neglected aspect of management performance. This article proposes that management educators take advantage of the contemplative classroom learning process by modeling and teaching reflective practice. A framework for conceptualizing reflective learning is presented. Reflection can result in deeper learning not only about the subject studied but also about the learner. Moreover, critical reflection can challenge embedded assumptions, beliefs, and values. A major focus of the study is sharing specific examples of how and when to add introspective practice throughout a management course. Concerns about the consequences of opening up one's classroom for reflective learning are also discussed.

Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and practices that recognize emotional, intuitive, and social moral influences. Actively engaging in reflections designed to deepen self-awareness primes students to turn deliberately to the purpose they want to bring to their organizational lives. Moreover, by critically and openly reflecting with others, they better understand how to manage the cultural and social complexities needed to act with moral courage. Suggestions for using reflective learning practice to support moral action are offered, and I outline examples of how to add both personal and collective ethical reflection to a management course. The challenges and implications of creating a moral reflective learning practice are discussed.

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