“Walk the Talk”: Developing Personal Ethical Agency Through a Business Partnership Program

Matherne, Brett P.; Gove, Steve; Forlani, Victor; Janney, Jay J.

doi:10.1177/1052562905280842

Cited by 8 publications

(4 citation statements)

References 22 publications

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“…We share others' views that ethics education should prepare students to face ethical challenges on the job (Hill & Stewart, 1999;LeClair, Ferrell, Montuori, & Willems, 1999;VanSandt, 2005;Woo, 2003) and that both ethical reasoning and action potential are desirable outcomes of business education Matherne, Gove, Forlani, & Janney, 2006). Teachers of ethics have reported on the difficulties and challenges with this topic (e.g., Alsop, 2006;Bardoel & Haslett, 2006;Beggs, Lund Dean, Gillespie, & Weiner, 2006;Brady, 1989;Burton, Dunn, & Goldspy, 2006;Harris & Brown, 1988;Jackson, 2006;LeClair et al, 1999;Liedtka, 1992;McCormick & Fleming, 1989;Meisel & Fearon, 2006;Payne, 2006;Piper, Gentile, & Parks, 1993;Smith, Forbes, & Extejt, 1988VanSandt, 2005).…”

mentioning

confidence: 75%

“…We invite readers to review some of the fine articles already published on evaluating student learning (e.g., Goltz & Hietapelto, 2006;Halpern & Hakel, 2003;Hosmer, 2000;Jackson, 2006;Matherne et al, 2006;Meisel & Fearon, 2006;Rossouw, 2002;Sims, 2002a;Tyler & Tyler, 2006). We also encourage further sharing in the literature of tested practices by ethics educators.…”

Section: Evaluation Of Student Learningmentioning

confidence: 99%

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Ethics Education: Using Inductive Reasoning To Develop Individual, Group, Organizational, and Global Perspectives

Taft

White

2007

Journal of Management Education

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Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students' ethical self-knowledge in three ways: using an inductive method to aid students in learning ethics from a foundation of their own beliefs, distinguishing ethics from related concepts, and examining ethical conduct at four different levels of analysis—individual, group, organizational, and international perspectives. The authors define ethics and provide a model, new to the literature, that distinguishes ethics from related concepts, such as law, morality, or values. They include a discussion of ethical and cultural relativism and ethical absolutism relevant to the global context. This article is intended for the ethics educator in undergraduate and graduate business courses.

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mentioning

confidence: 75%

Section: Evaluation Of Student Learningmentioning

confidence: 99%

Ethics Education: Using Inductive Reasoning To Develop Individual, Group, Organizational, and Global Perspectives

Taft

White

2007

Journal of Management Education

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“…Our study highlights the importance of recruiting not only business professionals who are willing to serve as mentors but who also possess high moral awareness, high ethical leadership, and high moral identity internalization. By recruiting mentors with these ethical qualities, mentoring programs will be able to pair business student protégés with business professionals who can effectively role model how to “walk the talk” when protégés face ethical dilemmas in the workplace (Matherne, Gove, Forlani, & Janney, 2006). In our program, mentors scored relatively high on these three ethical constructs.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Workplace Mentors on the Moral Disengagement of Business Student Protégés

Steinbauer

Renn

Chen

et al. 2019

Journal of Management Education

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Educators and practitioners often raise the question of whether business schools sufficiently prepare students to stay morally engaged when faced with ethical dilemmas in the workforce. Specifically, they criticize the theoretical nature of traditional in-class exercises for inhibiting students’ moral development. We investigate the impact working business mentors have on business student moral disengagement. We collected three waves of data from an 8-month formal mentoring program that matched business students with working mentors from the business community. We found that student protégé moral disengagement decreased during the mentoring program as a function of mentor ethical leadership skills, moral identity internalization, and moral awareness. Consequently, we recommend that mentoring programs pay close attention to these mentor characteristics to elevate business student moral reasoning and avoid unintended negative consequences. To guide mentoring programs in this endeavor, we provide specific recommendations for structuring a training program that focuses on improving mentor critical thinking, moral awareness, and ethical leadership.

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“…Educational institutions are increasingly being called on to recognize their role in student moral development. For example, the culpability of business schools regarding the scandals and ethical lapses in executive behavior in recent years is a debate that continues in both the halls of academia and the pages of the popular press (Matherne et al, 2006;Papamarcos, 2005). Yet it is increasingly difficult to deny at least some responsibility on the part of academia.…”

Section: Ijoa 182mentioning

confidence: 99%

The power of nascency: realizing the potential of service‐learning in an unscripted future

Hrivnak

Sherman

2010

International Journal of Organizational Analysis

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Purpose -The purpose of this paper is to review -from the perspective of nascent academic practitioners -the promise and challenges of service-learning as an instructional methodology. The paper is contextualized in terms of preparing students of business and management with the requisite skills for coping and thriving in the unknowns of the unscripted future. Design/methodology/approach -The approach is a review of the context of the unscripted future and the considerations involved in determining the viability and appropriateness of service-learning from the perspective of faculty who have not previously used this approach. Findings -Although there are numerous challenges and considerations involved in the use of service-learning, particularly for faculty members who are new to this instructional method, thoughtful perseverance and attention to the issues inherent to this teaching tool can yield a powerful approach that is well-suited to meeting the learning needs of students facing an unscripted future. Originality/value -The paper provides not only a literature review of the current thinking in the service-learning domain but also a set of resources relevant to the topic from the perspective of a nascent practitioner. The paper is designed to illustrate the unique challenges and strengths of faculty members who are considering implementing service-learning in a management or organizational sciences course.

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“Walk the Talk”: Developing Personal Ethical Agency Through a Business Partnership Program

Cited by 8 publications

References 22 publications

Ethics Education: Using Inductive Reasoning To Develop Individual, Group, Organizational, and Global Perspectives

Ethics Education: Using Inductive Reasoning To Develop Individual, Group, Organizational, and Global Perspectives

The Impact of Workplace Mentors on the Moral Disengagement of Business Student Protégés

The power of nascency: realizing the potential of service‐learning in an unscripted future

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