Business Student Moral Influencers: Unseen Opportunities for Development?

Hanson, William R.; Moore, Jeffrey

doi:10.5465/amle.2012.0325

Cited by 22 publications

(11 citation statements)

References 30 publications

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“…Both emerging adults and their parents view becoming less self-oriented and developing greater consideration for others to be a central criterion for adulthood (Nelson & Barry, 2005). Thus, business education has opportunity to facilitate prosocial morality (Hanson & Moore 2014), especially since emerging adults are still at a formative and malleable point within their life course developmental processes.…”

Section: Opportunities To Improve Moral Managementmentioning

confidence: 99%

Facilitating moral maturity: integrating developmental and cultural approaches

Herzog

Harris

Peifer

2018

Journal of Management, Spirituality & Religion

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This study integrates developmental and cultural approaches to student development and finds that millennial college students are responsive to moral formation. A particular challenge to prosociality among contemporary generations is growing up within a cultural context that aggrandizes a self-focus during emerging adulthood. Businesses are increasingly integrating spirituality at work, in part because of the benefits religiosity has in developing prosocial behaviors. However, businesses and universities can have concerns about explicitly engaging religiosity. We thus study a pedagogical approach that engages religiosity to investigate whether this promotes prosocial moral values. Employing a mixed-methods design, we analyze quantitative and qualitative changes in students completing a management education course with this pedagogical approach and compare their changes over time to a control group completing conventional ethics courses during the same time period. Findings indicate that prosocial development is possible during college and that explicit attention to diverse religious views aids moral development.

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Section: Opportunities To Improve Moral Managementmentioning

confidence: 99%

Facilitating moral maturity: integrating developmental and cultural approaches

Herzog

Harris

Peifer

2018

Journal of Management, Spirituality & Religion

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“…In particular, it is suggested that the organizational field of schools is highly subject to isomorphism (HANSON and MOORE, 2014). Schools adopt the same hiring practices (LIPSON, 2011), academic pedagogical programs (FELIX, GUARIDO-FILHO and GONÇALVES, 2015) and services management.…”

Section: Theoretical Developmentmentioning

confidence: 99%

Isomorfismo e variação da gestão escolar na rede pública brasileira de Ensino Fundamental

2018

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Resumo Este artigo discute a homogeneidade e variação da gestão nas escolas da rede pública brasileira de Ensino Fundamental. Sua elaboração teórica se respalda no debate contemporâneo da perspectiva institucional que questiona a homogeneidade dos campos organizacionais. Uma das lacunas de pesquisa consiste em revelar como as formas estruturais de determinado campo organizacional são isomórficas e quais são suas consequências sociais. Diante desse quadro, levantam-se duas proposições. A primeira, relacionada ao isomorfismo, assume que há um modelo de gestão educacional disseminado nas redes públicas de ensino. E a segunda admite variações desse modelo associadas ao desempenho das escolas. Na metodologia, aplicou-se um survey a 551 professores da rede municipal de ensino da cidade de Belo Horizonte. Os resultados comprovaram o isomorfismo de um modelo de gestão educacional pautado nos valores de diálogo e participação. Também se observaram variações desse modelo associadas ao desempenho das escolas. Desse modo, a principal contribuição teórica do artigo foi a identificação das lógicas institucionais em um campo organizacional e suas consequências sobre as organizações.

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“…While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005). While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Are business students prepared for the world of business? While some scholars have raised the importance of students' ethical and moral development (Hanson & Moore, 2014) and ability to engage in critical reflection (Tomkins & Ulus, 2015), others have stressed that the practice of management needs more consideration (see Mintzberg, 2005). Given that there is a finite amount of contact time with students, the tension between practice and analysis becomes tangible in the classroom and business programs.…”

Section: Introductionmentioning

confidence: 99%

Are Business Students Prepared for the World of Business? Self‐interest, Conformity and Conflict Styles

Petersen

Ford

2018

Can J Adm Sci

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While conflict management is a central capability in the business world, it gets relatively little attention in most business schools. In a study of undergraduate and graduate students at a Canadian university, we investigate the roles personal values play in the relationship between majoring in business and students' conflict management propensities. We find that business students hold more narrowly selfinterested, as well as more conformist and traditionalist, values than students in other disciplines, with the implication that business students may be more prone to conflict avoidance and less likely than other students to engage with conflict collaboratively. We discuss both self-selection and socialization as possible explanations, and the implication this has for business education and curriculum development. Résumé Même si la gestion des conflits est une compétence indispensable dans le monde des affaires, elle reçoit relativement peu d'attention dans la plupart des écoles de commerce. Dans cette étude qui porte sur des étudiants de premier et deuxième cycles d'une université canadienne, nous examinons le rôle que les valeurs personnelles jouent dans la relation entre la spécialisation en affaires et les propensions des étudiants à gérer les conflits. Nous constatons que les étudiants inscrits en administration des affaires ont des valeurs plus étroitement liées à l'intérêt personnel et des valeurs plus conformistes et traditionalistes que les étudiants d'autres disciplines, ce qui les rend peu enclins à éviter les conflits et moins prompts à s'engagerdans une démarche collaborative. Nous examinons à la fois l'autosélection et la socialisation comme explications possibles de ce comportement et mettons en évidence leur implication sur la formation et l'élaboration des curricula.

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Business Student Moral Influencers: Unseen Opportunities for Development?

Cited by 22 publications

References 30 publications

Facilitating moral maturity: integrating developmental and cultural approaches

Facilitating moral maturity: integrating developmental and cultural approaches

Isomorfismo e variação da gestão escolar na rede pública brasileira de Ensino Fundamental

Are Business Students Prepared for the World of Business? Self‐interest, Conformity and Conflict Styles

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