Capturing the voices of the ‘disadvantaged’ in society may often be difficult to achieve. In this article, we argue that the combination of data triangulation and a ‘slow’ interview technique may be a good method when the target group is vulnerable people who may find the interview challenging. Data triangulation can reveal a social phenomenon’s complexity by providing a fuller picture, while in-depth interviews and a ‘slow’ interview technique can enhance data quality. We present an alternative to what we perceive as being dominant and tacit support for use of voice recordings in interview-based studies, thus our research approach goes against the current flow in the research community. In the absence of a voice recording, the quality of the interview can be assured through cooperation between the researcher and the informant. We also discuss the importance of establishing trust when meeting the informant in order to ensure rich data.

This study explores the business ethics education literature published between 1982 and 2021. A systematic literature review and bibliometric analysis of 862 scholarly articles spanning 40 years of research on business ethics education revealed a thematic shift in the literature. Whereas older articles were predominantly concerned with ethics, relatively newer articles mainly focus on addressing the broader concept of sustainability. A content analysis of the 25 most locally cited articles between 1987 and 2012 identified two main research streams: (a) integration of business ethics into business school curricula and (b) the pedagogical approaches and tools used to teach business ethics. An additional content analysis of the 15 most locally cited articles published between 2016 and 2021 revealed that discussions related to integration and pedagogical approaches and tools were still ongoing in the literature, albeit with a focus on sustainability-related concepts such as the Sustainable Development Goals (SDGs) and the Principles for Responsible Management Education (PRME). Building upon our findings and existing literature, we develop a framework that we refer to as Transforming Ethics Education in Business Schools (TEEBS), which we argue may help business schools reclaim the ‘ethics’ in business ethics education.

Most Western countries require a medical certificate for payment of sickness benefits in prolonged absence spells. Based on an intervention enabling self-certified sick leave up to 365 days in the municipality of Mandal, this article discusses whether a medical certificate is necessary to legitimate sick leave. The municipality’s absence registry and questionnaire data form the basis of this article. In Mandal self-certification has become the rule, both for short- and long-term sick leave. For short-term absence, the transition to self-certification has reduced absence length and return to work has become more evenly distributed throughout the week. For sick leave in excess of 16 days, absence length has increased, but not significantly. The proportion of graded long-term sick leave significantly increased in self-certified episodes, from 23 percent the first year to 43 percent the third year. A large and increasing majority of the employees are satisfied with extended self-certification. Those whom still prefer a doctor’s sick note, are either critical to how they are followed-up at the workplace or feel that self-certification is a burden. The transition to self-certification as main documentation for sickness absence has not increased absence levels. During long-term absence spells employees consult their doctors. This indicates that the employees behave responsibly when they self-certify and retain contact with their doctor for medical purposes. The intervention suggests that mandatory certification by a doctor is not necessary for legitimising sick leave, even long-term absence.

No abstract

No abstract