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Rossouw, G. J.; Vuuren, L.J. Van

doi:10.1023/a:1025645402328

Cited by 58 publications

(33 citation statements)

References 5 publications

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“…On the individual level ethical reasoning is located within the individual's own needs and preferences, on the local level ethical reasoning takes place within teams and workgroups and on the cosmopolitan level consideration for ethical reasoning is based on the organisation and it's functioning within a larger social system. Rossouw and Van Vuuren (2013) also emphasise the importance of distinguishing between different levels when considering the institutionalisation of ethics in an organisation. Thus the scope of the ethical risk assessment in its current form covers a wide range of relevant and unique ethical aspects, especially relevant to higher education.…”

Section: Resultsmentioning

confidence: 99%

Conceptualisation of an ethical risk assessment for higher education institutions

Grobler

Horne²

2017

SAJHE

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This article examines an ethical risk assessment conducted in one of South African largest higher education institutions, with the purpose to provide a confirmed structure and conceptualisation of ethical risks to be used within the Higher Education sector. A statistical analysis of 1 687 respondents participating in the original ethical risk assessment survey was conducted.Confirmatory factor analyses supported a higher order, multidimensional model of three main factors, namely institutional ethical leadership orientation, individual\employee ethical orientation and institutional student-centeredness\orientation. Based on this examination and analysis this three-factor structure provides sufficient evidence of a conceptual ethical framework to be used as basis of ethical risk assessments by higher education institutions.

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Section: Resultsmentioning

confidence: 99%

Conceptualisation of an ethical risk assessment for higher education institutions

Grobler

Horne²

2017

SAJHE

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“…They described this ethical orientation as responsible business behaviour because "the source of your competitive advantage can either be enhanced or destroyed by strategic and operational decisions you take today " (2008:472). The institutionalisation of ethics in organisations may be considered at three levels: strategic, systems and operational (Rossouw & Van Vuuren, 2010). From a strategic level, there are a number of ethics management strategies: the reactive strategy -reacting to a particular problem encountered; the compliance strategy -aiming to prohibit misconduct; the integrity strategy -focusing on the organisation's values; and lastly, the totally aligned strategy that integrates ethics throughout the organisation (Rossouw & Van Vuuren, 2010:249-254).…”

Section: 3mentioning

confidence: 99%

“…The pilot study interview data, the ethics management documents, the theoretical frameworks to institutionalise ethics proposed by Rossouw and Van Vuuren (2010), and the formulae for effective codes of conduct provided by Robinson et al (2015), guided the researchers in the choice of a quantitative methodological approach for the project and informed the design of the questionnaire.…”

Section: Planning and Designmentioning

confidence: 99%

Inculcating ethics in small and mediumsized business enterprises: A South African leadership perspective

Robinson¹,

Jonker

2017

AJOBE

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This research provides much needed insight into the management of ethics by leaders of small and medium-sized business enterprises in the South African context. Utilising a quantitative methodological approach, the research analyses the unique ethical risks faced by leaders of small and medium-sized businesses and explores how these leaders attempt to mitigate such risks through embedding their personal values within the organisation, using systems and operational mechanisms to assist them in this regard.

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“…Descriptive ethics reflect actual behavior in organizations. Prominent examples of descriptive models are the theory of stages of personal moral development (Kohlberg, 1976) and the model of modes of managing morality at the organizational level (Rossouw & van Vuuren, 2003).…”

Section: Differentiation Between Descriptive and Normative Domainsmentioning

confidence: 99%

Normative and Descriptive Aspects of Management Education: Differentiation and Integration

Meirovich

2015

JEI

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This study advocates strongly for clear differentiation and synthesis of descriptive and normative approaches in management education. There is a certain isolation of normative and descriptive theoretical frameworks presented in management courses. Normative frameworks in management explain how organizations should be managed, while descriptive frameworks show how they actually are managed. Significant portions of what we teach in the business curriculum are predominantly descriptive; other parts are mostly normative, or prescriptive. If these domains are not sufficiently connected, the relevance of both approaches diminishes. When one piece of material explains only the current reality without providing tools to improve it, while another piece prescribes steps for improvement that are not grounded in a particular context, students lose interest in both. The paper presents various modes of differentiation and integration between two realms and pertinent ways to recalibrate management courses.

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Cited by 58 publications

References 5 publications

Conceptualisation of an ethical risk assessment for higher education institutions

Conceptualisation of an ethical risk assessment for higher education institutions

Inculcating ethics in small and mediumsized business enterprises: A South African leadership perspective

Normative and Descriptive Aspects of Management Education: Differentiation and Integration

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