The Teaching of Business Ethics: An Imperative at Business Schools

Crane, Frederick G.

doi:10.3200/joeb.79.3.149-151

Cited by 75 publications

(55 citation statements)

References 8 publications

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“…while no statistically significant differences were found between the Cypriot and South African samples, from Table 7 it can be seen that both groups strongly agreed that teaching business ethics to students can assist them in becoming better leaders and thereby avert some of the scandals that have become part of corporate life. Other researchers have reported similar findings (Adkins & Radkte, 2004;Byerly, Dave & Medlin, 2002;Crane, 2004;Power & Lundsten, 2001). In further support of the findings of the present study, Premeaux (2005) notes that, in spite of believing that studying ethics is important, students still violate ethical principles.…”

Section: Teaching Business Ethics To Studentssupporting

confidence: 60%

“…As evidence appears to suggest that moral development can be nurtured in a university environment (Crane, 2004), it is strongly suggested that educators of business students explore the best pedagogic methodologies to nurture the development of moral reasoning and ethical exercising in business students. In this way it is hoped that students will develop tools and skills, not only to assist in decisionmaking in mainstream areas of business, but will also develop tools and skills and moral courage to ensure that ethical practices underlie all their business applications.…”

Section: Resultsmentioning

confidence: 99%

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Attitudes of management students towards workplace ethics: A comparative study between South Africa and Cyprus

Thomas

Krambia‐Kapardis²,

Zopiatis³

2014

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ABSTRACT. In order to understand attitudes towards workrelated ethics and the teaching of business ethics in management programmes at universities, a survey was conducted with management students at two universities, one in the Republic of Cyprus (hereafter referred to as Cyprus) and the other in the Republic of South Africa (hereafter referred to as South Africa). An attempt was also made to investigate whether such differences, if any, were linked to differences in national culture. The findings indicate that no significant differences between the two samples exist on four of the five dimensions of national culture (Hofstede, 1994) and, accordingly, differences in attitudes towards workplace ethical issues cannot be said to be linked to this variable. Significant differences were found between the two samples on certain questionnaire items that related to workplace practices with the Cypriot sample, more so than the South African sample, appearing to be willing to engage in certain workplace practices that would be deemed unethical in society. It is recommended that ethics education be integral to a business curriculum and that teaching methodologies explore ways in which to develop moral reasoning in students.

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Section: Teaching Business Ethics To Studentssupporting

confidence: 60%

Section: Resultsmentioning

confidence: 99%

Attitudes of management students towards workplace ethics: A comparative study between South Africa and Cyprus

Thomas

Krambia‐Kapardis²,

Zopiatis³

2014

AJOBE

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“…For example, found that business students, when presented with vignettes with ethical connotations, were less accepting of the questionable situations compared to those surveyed in a mid-1980s study. Crane (2004) found evidence that MBA students believed strongly in the implementation of ethical standards in business practices. The Aspen Institute's Initiative for Social Innovation through Business (Aspen ISIB) conducted an important study to assess how an MBA education affects student attitudes toward acceptable values and business practices and the role of the company in society (ISIB, 2003).…”

Section: Resultsmentioning

confidence: 98%

“…an. important component of business education (Stewart, Felicetti and Kuehn, 1996;Power and Lundsten, 2001;Crane, 2004). Some scholars have suggested that business ethics courses alone do not provide the business student with the scope and the skill set to analyze and solve complex business problems that involve ethical, environmental and societal repercussions (Samuelson, 2004;Williams and Dewett, 2005;Zlotkowski, 1996).…”

Section: Social Impact Management In the Classroommentioning

confidence: 99%

“I'd like to thank the academy”: An analysis of the awards discourse at the Atlantic Schools of Business Conference

McLaren

Mills²

2008

Can J Adm Sci

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The awarding of prizes has become embedded in all aspects of our society, including academic conferences. At the same time, the reputation economy, an economy where individual standing is based on the opinions of end users, is growing in strength and validity. We analyzed the way in which the awards discourse has been recontextualized within a small academic conference that is struggling to find legitimacy—the Atlantic Schools of Business Conference. With a focus on language and the different meanings words hold in different discourses, we have determined that recontextualization of the discourse within the conference has resulted in two distinct discourses—the discourse of the award giving body and the discourse of the potential award recipient. Copyright © 2008 ASAC. Published by John Wiley & Sons, Ltd.

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“…Students focussed on care and gave it priority over and above rights. Crane (2004) investigated the views of MBA students of a business ethics course, and found that the students were certain that there were ethical standards that must be followed in business, and that they could distinguish between ethical and unethical behaviour. In conclusion, Crane points out three things: (i) Business students should be given ethics training, (ii) business ethics should be taught more effectively and (iii) business students need help from business teachers in learning to think and act ethically.…”

Section: Readiness Of Mba Studentsmentioning

confidence: 99%

Business ethics course and readiness of MBA students to manage ethically

Mande

2014

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The study explored the contribution of a business ethics course at Nkumba University, Uganda to the readiness of MBA students to manage enterprises ethically. A purposely designed questionnaire was distributed to 42 students who had completed the course. The major finding was that these MBA students had 30% readiness to manage ethically. To establish whether this readiness was a function of the business ethics course, a path analysis was done to develop a hypothesised model. This model revealed that the readiness of 87% of the MBA students to manage ethically was dependent upon participation in a business ethics course.

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The Teaching of Business Ethics: An Imperative at Business Schools

Cited by 75 publications

References 8 publications

Attitudes of management students towards workplace ethics: A comparative study between South Africa and Cyprus

Attitudes of management students towards workplace ethics: A comparative study between South Africa and Cyprus

“I'd like to thank the academy”: An analysis of the awards discourse at the Atlantic Schools of Business Conference

Business ethics course and readiness of MBA students to manage ethically

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