The Attitudes of Business Majors in Australia and the United States toward the Teaching of Business Ethics

Stewart, Karen L.; Felicetti, Linda

doi:10.1080/08832323.1996.10116814

Cited by 13 publications

(8 citation statements)

References 12 publications

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“…Unlike some previous studies on business ethics, my study did not turn up any significant differences (at the .05 level) in responses between male and female students regarding business ethics issues and the teaching thereof (Beltramini, Peterson, & Kozmetsky, 1984;Stewart & Felicetti, 1996). Over 82% of all respondents believed that there are ethical standards that should be followed in business, yet less than 25% believed that current ethical standards are meeting the needs of business and society.…”

Section: Resultscontrasting

confidence: 72%

The Teaching of Business Ethics: An Imperative at Business Schools

Crane¹

2004

Journal of Education for Business

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Section: Resultscontrasting

confidence: 72%

The Teaching of Business Ethics: An Imperative at Business Schools

Crane¹

2004

Journal of Education for Business

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“…In this sense, Stewart and Felicetti (1996) found significant differences amongst Australian students studying different majors. Students in personnel management and office management felt that ethics was an important part of their study, much more that students in finance and marketing.…”

Section: Business/marketingmentioning

confidence: 89%

Integrating corporate social responsibility into the business and marketing curricula in Spanish universities

Jorge¹,

Peña²,

Reyes³

2014

ESIC Market

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To a great extent, the future success of corporate social responsibility (CSR) will depend on the attitude of future generations, as these generations will influence relations between business and society, whether as citizens, customers or managers. Therefore, business and marketing educators can play a fundamental role due to the impact of the incorporation of social, ethical and environmental practices into the design of their curricula. This study analyzes comparatively the presence of CSR stand-alone subjects in business and marketing curricula offered by Spanish universities. An exploratory and descriptive web-content analysis and logistic regression of the curricula of undergraduate and postgraduate degrees at all universities in Spain was conducted. This study reports that marketing curricula emphasizes the integration of ethics stand-alone courses in their study plans in comparison with business degrees whilst CSR and environmental issues are less embedded than ethics. Also, statistical findings show that CSR education is greater in private universities in Spain as well as in undergraduate curricula in comparison with postgraduate degrees.

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“…The descriptive perspective has reviewed the existence of ethics courses (e.g., Bampton and Cowton, 2002; Barkhuysen and Rossouw, 2000;Bassiry, 1990;Cowton and Cummins, 2003;Cummins, 1999;Mahoney, 1990;Schoenfeldt et al, 1991;Singh, 1989), their historical development (e.g., Sims and Sims, 1991) cross cultural differences in the teaching of business ethics (e.g., Spence, 2000), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Brady, 1999;Castro, 1989;Garaventa, 1998;George, 1987;Golen et al, 1985;Gray et al, 1994;Hunt and Bullis, 1991;Lazere, 1997;Nielsen, 1998;Reeves, 1990;Stewart and Felicetti, 1996;Strong and Hoffman, 1990;Tucker and Stout, 1999;Wells, 2001); and on providing recommendations for teachers of business ethics (e.g., Hosmer and Steneck, 1989;Nappi, 1990) such as the use of role plays (Brown, 1994), and stressing the need for realistic business problems in which students deal with ethical dilemmas (Zych, 1999). From the analytical perspective, judgements have been made as to whether courses in ethics are, in fact, effective in achieving value and attitudinal modifications in students (e.g., Loeb, 1991;Marnburg, 2003;Martin, 1982;Pamental, 1989;Purcell, 1977;Weber, 1990;…”

Section: The Teaching Of Business Ethicsmentioning

confidence: 97%

A Case Example: Integrating Ethics into the Academic Business Curriculum

McDonald

2004

J Bus Ethics

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This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution.

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The Attitudes of Business Majors in Australia and the United States toward the Teaching of Business Ethics

Cited by 13 publications

References 12 publications

The Teaching of Business Ethics: An Imperative at Business Schools

The Teaching of Business Ethics: An Imperative at Business Schools

Integrating corporate social responsibility into the business and marketing curricula in Spanish universities

A Case Example: Integrating Ethics into the Academic Business Curriculum

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