Developing efficacy beliefs for ethics and diversity management

Values education and student satisfaction: German business students' perceptions of universities' value influences

“…In the past decade, various corporate crises (e.g., Enron, Lehman Brothers) have prompted discussions of the likely impact of business schools' research and teaching efforts on (ir)responsible management behavior (Ghoshal, 2005;Giacalone & Thompson, 2006;Nelson, Poms, & Wolf, 2012;Wang, Malhotra, & Murnighan, 2011). Companies complain that business schools fail 'to instill norms of ethical behavior' (Bennis & O'Toole, 2005, p. 96), and while higher education institutions (HEIs) concur that 'values should play a more important role in business education' (Bode, Hansen, Moosmayer, & Schrader, 2006, p. 2), they continue to fail to communicate effectively with their stakeholders regarding their actual social responsibility values (Chapleo, Carrillo Durán, & Castillo Díaz, 2011;Hughes, Bence, Grisoni, O'Regan, & Wornham, 2011).…”

Does the Use of Social Media Tools in Classrooms Increase Student Commitment to Corporate Social Responsibility?

“…Universities must provide the necessary skills and knowledge to determine the social, ethical and environmental effects of business activities ( Brampton and Maclagan, 2005 ). Thus, in curricular design, universities should integrate aspects of ethics and social responsibility ( Nelson et al, 2012 ; Stonkutë et al, 2018 ). It is necessary to know students’ beliefs about the ethical commitments of companies when they arrive at university in order to determine the most appropriate teaching tools to instruct them in social responsibility.…”

Facilitating moral maturity: integrating developmental and cultural approaches

“…Business schools, especially those with an emphasis on management education, are often expected to provide guidance around moral reasoning (Gentile, 2010;Comer & Vega, 2011;Meisel, 2013). Yet there are challenges in addressing ethical issues while developing student awareness of diverse perspectives on morality, as it is possible to undercut the kind of conviction needed to motivate moral action (Nelson et al, 2012;Rutherford et al, 2012). Addressing these complexities requires advancing beyond disciplinary silos in order to investigate, with interdisciplinary approaches, the complexity of ethicality in a globalizing world (Arkivou & Bradbury-Huang, 2015;Kenworthy, 2013;Giacalone, 2007).…”

“…Prosocial development is aided by pedagogical approaches involving moral education, in which moral exemplars provide the relational context to understand diversity of views and also challenge the students' growth relative to prior moral positions (Liddell & Cooper, 2012;Cunliffe & Eirksen, 2011;Petriglieri & Petriglieri, 2010). Also critical is exposure to multiple views that challenge moral exclusivism (Merino, 2010), promote respect of culturally and religiously diverse perspectives (Stewart et al, 2008), invite critical questioning and genuine dialog (Akrivou & Bradbury-Huang, 2015), engender morally mature capacities, such as appreciative listening for workplace conflicts (Schippers et al, 2014) and reflexivity on personal moral positions through intensive writing assignments on the basis of moral decision-making (May & Pauli, 2002) within diverse social contexts (Nelson et al, 2012). Thus, pedagogical approaches that contain these elements -through a focus on prosocial moral development -are well poised to facilitate prosocial moral reasoning among students.…”