No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Business ethics today: A survey
Abstract
This essay surveys the state of business ethics in North America. It describes the distinctive features of business ethics as an academic sub-discipline and as a pedagogical topic, and compares and contrasts three rival models of business ethics current among philosophers.
... In 1907, with the initiative of Makhmudhoja Bekhbudi, the Bekhbudiya Library was established in Samarkand [26] in honor of his father. His library was considered one of the richest Muslim libraries in Turkestan. ...
... Foreign experience shows that in the developed countries of North America and Western Europe, the policy of clustering is carried out on a "bottom-up" system, ie from the regional to the state (federal) level. In Russia, by contrast, central governments take the initiative to develop clusters, while local governments adapt their programs and strategies to federally adopted programs and strategies [26]. ...
... These, therefore, can be considered as the international ethical standards for business and can be applied to the contents of international business ethics. Environmental respect, legal protection for human and environment, trust and respect of locals are some examples about the contents of international business ethics (Smeltzer and Jennings, 1998;;Shaw, 1996;Carlson and Blodgett, 1997). In addition, these ethics are also used to apply to the matters of international business ethics such as human rights, political payment and involvement, environmentalism, consumerism, employment practices and policies, and primary freedom, and social services (Frederick, 1991;Fritzsche, 1997;Desai and Rittenburg, 1997). ...
Science, Education and Innovations Conference (SEIJ) provides the opportunity to the
authors to publish their original research articles in field of Social Sciences and Sciences
and Innovations. SEIJ Conference is an open access peer reviewed quarterly Conference.
The Conference is refereed and follows the ethics and practices of ethical open access
publishing. All the manuscripts received for publication passes through extensive double blind peer review
process. The aim of the Conference - Science & Education and Innovations is to synthesize science and
education, to apply innovative ideas of science in education. The innovations of modern science are
sometimes not applied in education. Scientific innovations have been observed, especially in all areas of the
exact sciences. The purpose of the Conference is not to provide basic historical articles, but to research and
analyze recent events and forecasts for the future. The main Scope of the Conference is innovation in
science and innovation in education. It is necessary to change the essence of education. For this reason, we
want to make room for shorter and more important content. From more research materials in this area, we
choose a shorter and more original one. We live in a period of innovative discoveries in the world in the
field of innovation and application of innovation in the exact sciences. These innovations should be
reflected in scientific journals and especially in the field of education. Our goal is to build a bridge between
education and science through our magazine. To achieve the application of innovation in science in
education.
... "In the professional literature on business ethics, one finds philosophy professors, marketing professors, social scientists, and others writing on similar, related, or overlapping topics but without a common intellectual approach or research goal." (Shaw, 1996) This fact may be one reason that "there still exists much diversity of thought and little agreement regarding the most fundamental approaches to teaching ethics in business." (Brady, 1998) While there has been research (Schoenfeldt, McDonald and Youngblood, 1991;Shaw, -1996) to identify what is commonly taught in business ethics courses, and other research on outcomes or results from these courses (Gautschi and Jones, 1998), there is a need for more targeted studies to help identify the perceived ethical shortcomings that are addressed in these courses. ...
... (Shaw, 1996) This fact may be one reason that "there still exists much diversity of thought and little agreement regarding the most fundamental approaches to teaching ethics in business." (Brady, 1998) While there has been research (Schoenfeldt, McDonald and Youngblood, 1991;Shaw, -1996) to identify what is commonly taught in business ethics courses, and other research on outcomes or results from these courses (Gautschi and Jones, 1998), there is a need for more targeted studies to help identify the perceived ethical shortcomings that are addressed in these courses. Thus, the focus of this article, and the survey, is on assessment criteria as a functional index of what a business ethics course attempts to accomplish. ...
... However, as indicated in Appendix 2, the present survey included two-year colleges, which were not included in earlier surveys studied by Collins and Wartick. Contrary to earlier speculation (Shaw, 1996), this survey indicated that 44% of the business ethics courses are being taught by business departments, 41% by philosophy departments, 12% jointly by business and philosophy departments, and 3% by other departments.27 This contrasts with Schoenfeldt, McDonald, and Youngblood (1991) who reported finding that 59% of business ethics courses are being taught by the business department (again, dealing only with AACSB schools).28 ...
This paper presents the results of and conclusions from a survey of 2,830 college and university undergraduate business and philosophy departments regarding their business ethics offerings. The impetus for this survey included seeking a better understanding of the problems for which business ethics courses are the solution. It was proposed that, if we knew what it is that professors teaching business ethics believe they are teaching—not in terms of content or methods, but in terms of what criteria they are using to assess students’ achievement of the course objectives—we would have a better understanding of what issues business ethics attempts to resolve. The survey focused on ranking six possible assessment criteria drawn from the literature on teaching business ethics.
In addition to disclosing the specific survey results, the paper draws conclusions based on the fact that there are statistically significant differences between the rankings assigned to the six assessment criteria by business professors as contrasted with philosophy professors. The results of the survey indicate that there is more uniformity expressed in the responses by the philosophy professors teaching business ethics than by the business professors.
... Some take issue with the way in which the topic of ethics in business is covered (Donaldson, 2008). Others see departmental ownership as a contributing factor to how effectively and in what fashion the topic is addressed (Shaw, 1996;Evans et al., 2006). ...
... For example, the approach of educating for ethics in a philosophy department vs a department in the business school is entirely different and yields different outcomes (Shaw, 1996;Morris, 2001). In order to avoid some of the pitfalls of department siloing of ethics content delivery, prior researchers as well as several interviewed administrators for this study, see a cross-functional (McInerny, 1997(McInerny, -1998 or discipline-specific (Matherne et al., 2006) approach as the best solution to developing ethics curriculum. ...
... Oddo (1997) presents five distinct frameworks that can be used to teach business ethics: normative ethical theories, the Vincentian tradition, professional code of ethics, corporate code of ethics, and personal values. Classrooms can examine the issues through an individual, political, or contextual lens (Shaw, 1996). Largely, current literature focuses on the need to relate to the student on a practical level, acknowledge the complexity of ethical issues, and support undergraduate and graduate students in developing a multidimensional approach to solving ethical dilemmas (Wines, 2008). ...
This paper reviews the teaching of business ethics at 70 of the top ranked business schools in the United States and internationally as determined by Business Week magazine. Interviews were conducted with deans, associate and assistant deans, directors and faculty with a survey instrument focusing upon ethics in the curriculum, modifications to the ethics curriculum, and assessment of learning.
... Yani, tüketicilerin bir ürünü elde etmek için ödemek zorunda oldukları para miktarıdır. Fiyat, diğer pazarlama karması elemanlarından farklı olarak gelir yaratan bir kalemdir (Tek, 1991 (Shaw, 1996); ürünün kalitesinde ya da miktarında bir değişiklik yapmadan fiyatında değişim yapmayı; ve iyi niyetli müşteriyi kandırarak haksız kazanç elde etmeyi yasaklar (Taymiya, 1982). İslam'da bazı durumlarda farklı fiyat politikasına yer yoktur. ...
... Yani aynı ürünün aynı pazarda farklı fiyatlardan farklı tüketicilere satılmasına izin verilmemiştir (Ahmad, 1995 (Nevevi). Ayrıca pazarlık yapma sürecinde müşteriye doğru olmayan bilgiyi vermeyi de yasaklamıştır (Shaw, 1996). ...
Helal gıda pazarı ticari olarak artmakta ve İslam inancını benimsemiş Müslümanlar da helal gıda ürünlerine karşı yoğun bir talep göstermektedir. Helal piyasası; gıda ürünleri, gıda dışı ürünleri (eczacılık, kozmetik vb) ve hizmetler (lojistik, bankacılık ve turizm) olmak üzere üçe ayrılır. Bu çalışmada sadece helal gıda ürünlerinin pazarlama karması elemanları olan ürün, fiyat, tutundurma ve dağıtım kavramları üzerinden incelenmesi yapılmıştır. Ayrıca yerli ve yabancı literatür taraması
yapılarak helal kavramı, helal gıda pazarı, pazarlama karması, helal gıda ürünleri ile pazarlama karması arasındaki ilişki de incelenmiştir. Bu konuda literatürde fazla sayıda çalışmaya rastlanılmamıştır. Bu bakımdan yaptığımız incelemenin literatüre katkısı olacağını düşünmekteyiz.
... Colleges and universities have continued to place increasing importance of business ethics in courses and curricula (Alsop, 2003;Shaw, 1996). Corporations have developed codes of ethics (Dean, 1992), have increased ethics training, and have created new positions of ethics officers (Trautman, 2000). ...
... Although Harvard business school boasted that it offered its first course in business ethics in 1915, entitled "Social Factors in Business Enterprise;" it was the 1970s that schools of business began incorporating ethics into their curricula and offering courses in business ethics (Alsop, 2003;Shaw 1996 In 1991, the Federal Sentencing Guidelines were enacted, stating that a company found to be violating federal law might not be prosecuted if it had the proper ethics policies and procedures in place. (Bovee & Thill, 2001). ...
... 4. Finally, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the business ethics literature, Bowie and Dunfee (2002) and Shaw (1996) and Solomon (1993) note that the CSR-related management-focused research (the subject of this essay) tends to avoid reflecting on conflicts between ethical and profit mo- tives. We note that standard expositions overlook three differences between privately held and corporate social responsibilities. ...
... 4. Finally, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the business ethics literature, Bowie and Dunfee (2002) and Shaw (1996) and Solomon (1993) note that the CSR-related management-focused research (the subject of this essay) tends to avoid reflecting on conflicts between ethical and profit motives. ...
This essay identifies epistemological, theoretical and methodological problems in a potentially influential subset of the interdisciplinary corporate responsibility literature, that which appears in the management literature. The received conceptualization of stakeholder analysis is criticised by identifying six sets of factors conventionally considered as promoting social responsibilities in the firm: inter-organizational factors, economic competitors, institutional investors, end-consumers, government regulators and non-governmental organizations. Each is addressed on conceptual grounds, its empirical salience in terms of the latest relevant research and prospects to be a significant factor in promoting outcomes consistent with social welfare. Despite obvious antagonistic relations between organization-centred economic objectives and extra-organizational-directed social considerations, the huge body of research we address drifts in a disengaged Sargasso Sea. The essay argues for appropriate directions for continuing business ethics/responsibility/corporate citizenship research, suggesting certain sociological works on moral leadership, moral courage, and academic leadership.
... Different ethics bases and different approaches can be used to evaluate what is right and what is wrong. Five legitimate ethics bases have been identified within the standards approach (McKenna, 1999;Shaw, 1996): ...
... Each of these theories is goal oriented, implying that managers control the ethics of their organisations and employees. An alternative perspective (the virtues model) sees ethics as primarily an individual issue and requires managers to manage ethically (Brewer, 1997;MacIntyre, 1985;Preston 1996;Shaw, 1996;Singer, 1993), and to allow their employees scope for moral autonomy. Respect, honesty, fairness are seen as virtues; greed is not. ...
In this paper a corporate social responsibility audit is developed following the underlying methodology of the quality award/excellence models. Firstly the extent to which the quality awards already incorporate the development of social responsibility is examined by looking at the Malcolm Baldrige National Quality Award and the European Quality Award. It will be shown that the quality awards do not yet include ethical aspects in relation to social responsibility. Both a clear definition of social responsibility and an improved audit instrument are required. A definition and an audit instrument are developed which stimulate movement in that direction and help organisations to reflect on their position in relation to social responsibility.
... IP focuses on both sellers and buyers; and on method and brand for setting a fair price to serve a community Kabiraj et al., 2014;Haque et al., 2017). Pricing in Islam must not exploit consumers' psychology by creating false impressions and businessmen should not create difficulties for customers to access the products and services (Shaw, 1996;Koku, 2011;Hamid et al., 2014;Kabiraj et al., 2014). Profit margin in IP should be just and it should encourage healthy competition (Kabiraj et al., 2014). ...
During the last decade, studies on Islamic pricing (IP) have received considerable attention from researchers and academicians. Given the growing popularity of IP, this study critically examines IP literature using a hybrid review — bibliometric analysis with content analysis. In addition to that the Islamic view of pricing based on the principles of Quran and Sunnah is also examined. The bibliometric results show that IP literature demonstrates a low productivity, low citations ratio, and high research collaboration. The content analysis identifies that the pricing methods, mechanisms, considerations and other industries except Islamic finance industry, are still under-researched. This study is of critical importance because it simultaneously shows the evolution of IP and explores new dimensions of it.
... İslam, ağır iş gücü olmadan çok kolay bir şey almayı veya bunun için çalışmadan kar etmeyi yasaklamaktadır (Shaw, 1996). Ayrıca, ürünün kalitesini veya miktarını değiştirmeden bir fiyatın değiştirilmesine izin verilmemektedir, çünkü bu durum yasa dışı kazanç sağlamayabilmek adına müşteriyi aldatmaktadır (Hassan vd., 2008:31-32). ...
... Fehlende Ambiguitätstoleranz kann dagegen in vielfältigen Situationen ein Auslöser für Verwirrung oder sogar für Abwehr sein, das heißt, dass entweder alle Widersprüche verdrängt werden oder dass das betroffene Individuum zu stark auf den eigenen Bedürfnissen und Ansichten beharrt (Krappmann 2000). Diversity-Kompetenz wird auch der "Ethischen Kompetenz" zugeordnet (Richter et al. 2011;Shaw 1996), die eine Facette der Personalen Kompetenz darstellt. Sie setzt Personen in die Lage, eine Aufgabe bzw. ...
Menschen im Arbeitskontext sehen sich mit einer immer größer werdenden Heterogenität konfrontiert. Kompetenzen zum Umgang mit sozialer Vielfalt sind Schlüsselkompetenzen, die Individuen in die Lage versetzen, mit dieser Heterogenität konstruktiv und zielorientiert umgehen zu können. Sie stellen im Arbeitskontext wichtige Ressourcen für die Arbeitswelt 4.0 dar. Dieser Beitrag stellt diese Kompetenzen vor und benennt wesentliche Kennzeichen zur Einordnung, Unterscheidung und Messung im Rahmen eines Überblicks. Besondere Beachtung findet die Diversity-Kompetenz, die von der Praxis zwar häufig gefordert wird, aber bisher noch nicht gemessen werden konnte. Hierzu wurde die neue Ratingskala DiKo entwickelt, die dieses Kompetenzkonstrukt operationalisiert und interindividuell vergleichbar macht.
... e.g., Comer and Schwartz 2015;Lau 2010;Owens 1998). Three educational objectives for business ethics students are commonly distinguished (Ritter 2006;Rossouw 2002;Shaw 1996): cognitive competences, managerial competences, and behavioral competences regarding moral choices. However, there is no generally acknowledged stance over the relative weights that should be accorded to these objectives in business ethics teaching. ...
Contrary to understandings that treat ethical considerations and economic thinking as separate if not antagonistic issues, we advocate a holistic view that links business ethics to consequentialist economic concepts and their concern about how scarce means should be used for the attainment of (given) ends. We believe that business ethics students will profit from a development of business ethics theory that facilitates an outcome-based evaluation of business strategies anchored in the economic concepts of externalities, game theory, equilibria, efficiency, transaction costs, and diminishing marginal utility. We outline how moral judgments about (socially irresponsible) business behaviors, which often lack theoretical grounding and self-critical examination, can be made both more consistent and transparent through a systematic application of these theoretical concepts. We furthermore point out that, in this evaluative exercise, business ethics analysts should make all assumptions explicit to meet their task of facilitating informed public debates and informed moral choices.
... 4. Finally, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the business ethics literature, Bowie and Dunfee (2002) and Shaw (1996) and Solomon (1993) note that the CSR-related management-focused research (the subject of this essay) tends to avoid reflecting on conflicts between ethical and profit motives. ...
The paper criticises the dominant discourse of corporate social responsibility (CSR) by examining six sets of factors conventionally considered as promoting outcomes consistent with core principles of social responsibility: intra-organizational factors, competitive dynamics, institutional investors, end-consumers, government regulators and non-governmental organizations. Each factor is addressed conceptually, empirically, and with respect to its likely future significance in promoting outcomes consistent with CSR. Our overall conclusions are not promising on any of these dimensions.
... A disciplina emerge, então, como uma especialidade acadêmica tanto pela percepção de sua importância do ponto de vista social, quanto pelo fato de alguns professores se sentirem suficientemente engajados na atividade para começarem a escrever. Mas, a variada origem acadêmica dos autores resulta um caráter multidisciplinar e não interdisciplinar; cada autor faz uso dos cânones e da metodologia de sua disciplina de origem, daí que os escritos de professores de filosofia contrastem com estudos de caráter mais empírico (SHAW, 1996). ...
RESUMO O artigo oferece uma retrospectiva crítica da produção acadêmica no campo da ética empresarial [Business Ethics]. Esta produção apresenta-se num projeto de reforma moral dos negócios, cujo objetivo declarado é erradicar a ignorância moral nos homens de negócio. A perfectibilidade moral do sistema capitalista é, simultaneamente, hipótese de trabalho e missão auto-proclamada. O discurso organiza-se de forma polarizada, de um lado, o enfoque teórico-acadêmico, de outro, o enfoque pragmático-empresarial. A tensão entre os dois pólos é constitutiva de um campo de estudos, cuja consolidação dar-se-á com o declínio do enfoque teórico e a crescente hegemonia pragmática. Inspirado no método genealógico, o artigo analisa esta trajetória para identificar as (de)limitações da ética empresarial, entendida como processo de constituição de um discurso oficial organizador de um campo teórico de estudo e pesquisa. Observa-se, ao longo do caminho, uma renovação das velhas práticas gerenciais promovida pela importação da linguagem da ética filosófica, fazendo aderir 'novas' virtudes ao exercício do poder gerencial. Assim, ganha existência um " novo " herói: o gerente moral. A síntese das aspirações do projeto aparece neste ideal-tipo de homem da organização. ABSTRACT The article offers a critical retrospective of the academic production in the field of Business Ethics. This production presents itself as a project of business moral reform that aims to eradicate the moral ignorance of businessmen. The perfectibility of capitalism as a system is, at once, a presumption and a self-proclaimed mission. Business Ethics discourse has a polarized construction: theoretical-academic versus practitioner-pragmatic. The tension between these two poles is what constitutes the field of study, which consolidation is attained by the decrease of the academic branch and the ascension (and finally hegemony) of the pragmatic approach. Inspired by the genealogical method, the article tracks the trajectory of Business Ethics to identify the limits and limitations of the field, a process of constitution of an official discourse organizing the theoretical field of study and research. Following this path, its possible to conclude that the old management jargon and practices have been refreshed by the transposition of ethical language to issues in business, but more important, the add of 'new moral virtues' to the exercise of management power produces the 'enlightened manager'. Business Ethics has its super-hero: the moral manager – this ideal-type of organizational man synthesizes the aspirations of the whole project.
... With regard to philosophy, philosophers' traditionally "hostile attitudes" toward business ( (Shaw 1996): 490) became immediately evident. They used a specific political agenda to "understand, assess, and perhaps modify the socioeconomic context…that frame[s] the moral choices that confront individuals," often leading to critiques from a Marxist or immoral-market perspective ( (Shaw 1996): 496). ...
The purpose of this article is to challenge scholars of corporate social responsibility and CSR officers of private corporations to rethink their subject matter and their approach. The fundamental problem that needs to be addressed in CSR scholarship is whether it is descriptive or normative or something else. I maintain that much of the current literature is inadequately descriptive and philosophically deficient with regard to norms. I suggest a number of additional activities for CSR research (e.g., consumer responsibility) compatible with a morally pluralistic world that is hospitable to a market economy.
... Based on the four spotlights on the gatekeepers of business ethics, it is safe to say that business ethics is no longer merely applied philosophy (see Shaw 1996;van Liedekerke and Dubbink 2008;Lock and Peter 2015), as was the case in the old days-or as indicated by the grammatical composition of the term business ethics. Instead of lamentation that business ethics today is not what it used to be and that philosophers are being crowded out of business ethics, I suggest acknowledging the great success that business ethics has achieved in the last decades (needless to say, this is due to the continuing and increasing presence of ethical scandals and corporate misbehavior (Saul 1981)). ...
This article discusses the transition that business ethics has undergone since its start essentially as a philosophical sub-discipline of applied ethics. Today, business ethics—as demonstrated by four examples of gatekeepers—is a well-established field in general management, and increasingly business scholars without a “formal” background in philosophy are entering the scene. I take this transition to examine an updated positioning of business ethics and offer a proposal to redefine what makes a business ethicist. I suggest taking critical thinking as the common denominator of all business ethics activities beyond the academic silos of various disciplines. In conclusion, by borrowing from the post-colonial theorist Edward Said, this article offers a definition of what makes a business ethicist in the broadest possible sense. Implications are discussed, including the consequences suggesting that if critical thinking is the common denominator, business ethics-as-business-case logic is not considered a part of business ethics publications (except discussing the ethicality of business ethics-as-business-case), but should be addressed within more instrumental publication outlets of business.
... 4. Finally, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the business ethics literature, Bowie and Dunfee (2002) and Shaw (1996) and Solomon (1993) note that the CSR-related management-focused research (the subject of this essay) tends to avoid reflecting on conflicts between ethical and profit motives. ...
... Stefan Tengblad & Freddy Hällsten -15 -den Aristoteliska dygdetiken som utgår från individerna och deras identitet, där frågor av typen -"Vem är jag?", "Vilken typ av person vill jag vara?", "Hur vill jag bemöta och bli bemött av andra människor?" -är centrala (Shaw 1996). Den dygdetiske medborgaren försöker basera sina handlingar på vad de anser karaktäriserar "det goda livet". ...
... The Journal of Business Ethics, the Journal of Business Ethics Education, and the Business Ethics Quarterly are all recently founded. In his 1996 survey William Shaw wrote that 25 years previously business ethics was not a recognized academic specialty (Shaw, 1996). ...
The paper’s focus is on the business ethics literature and its history, and how it might be reconstituted around a viable theory of the firm. Key here is ‘viable’. Management academics often take ‘the firm’ for granted, ignoring Coase’s question “Why do firms exist?” Yet any answer has fundamental social and ethical implications. Those seeing firms as machines for creating goods and services can debate these outputs’ ethics and social costs, but not the ethics of the business itself. Those assuming firms are mini-societies that exist to provide nutrients for their participants’ flourishing bypass the theory of the business entirely and make no distinction between business ethics and citizens’ ethics. Which leads to the ‘separation thesis’, absent which there can be no business ethics, only a peoples’ ethics, normative or virtue-based. Entrepreneurs engage a socio-economic ‘opportunity’ space within which choice is under-determined, where human agency comes into play; only then is there ethical challenge and social responsibility. Not all spaces are equal. Each is revealed as specific practices, and the military commander’s practices and ethics are not the businessperson’s. The business space reflects the specific situation’s Knightian uncertainties, and the businessperson’s uncertainties are unlike those facing citizens or soldiers. We frame managing as a constructive imaginative process - leading to a theory of the managed firm (TMF) wherein ethics is native; a critique of most theories of the firm that provide no place for managerial agency, business ethics, or social responsibility.
... excellences that lead to the good life in community, as well as the pedagogical tools such as case studies, collaborative and cooperative learning, role-playing and video presentations used to integrate them into the curriculum. W. Shaw (1996) presents a survey of business ethics in North America comparing the standard, politics and virtue models. Dyck and Kleysen (2001) offer empirical support that the Aristotelian virtue framework is not only operationalizable but that it also affords students with a more holistic understanding of management. ...
... Kokonaisuudessaan aiemmissa tutkimuksissa ei ole niinkään eritelty perheyrityksiä ja muita yrityksiä toisistaan, vaan näkökulma on ollut enemmän yksilölähtöinen (esim. Jackson & Carter 1994;Shaw 1996) ja toisaalta yhteiskunnallista arvokeskustelua ylläpitävää ja herättävää. ...
... Due to its multidisciplinary nature (cf. Shaw: 1996;Enderle: 1997;DeGeorge: 1987;Trevino & Weaver: 1994) business ethics has nearly as many definitions as it has practitioners. In itself, that provides business ethics with a richness unknown to other more conventional academic fields of study (Enderle 1996:45). ...
... In matching journals with major themes, it was found that studies on 'Virtues in relations between Solomon (1992); Koehn (1992); Newton (1992); Stark (1993); Hartman (1994); Solomon (1994); Werhane (1994); Boatright (1995); Collier (1995); Ewin (1995); Nesteruk (1995); Beck-Dudley (1996); Brewer (1997); Maitland (1997); Shaw (1997); Moore (1999); Schudt (2000); Moore (2002) (1995); Horvath (1995); Koehn (1995); Shaw (1995); Corvino (2006); Derry (1996); Mintz (1996); Shaw (1996); Wicks (1996); Dobson (1997); MacLellan & Dobson (1997); Maguire (1997); Wicks (1997); Solomon (1998) This information would be useful not only in determining the 'character' or 'personality' of each journal but also for prospective authors to judge the likely 'fit' between their works and the journals to which they submit (Table 9). ...
Virtue ethics is generally recognized as one of the three major schools of ethics, but is often waylaid by utilitarianism and deontology in business and management literature. EBSCO and ABI databases were used to look for articles in the Journal of Citation Reports publications between 1980 and 2011 containing the keywords ‘virtue ethics’, ‘virtue theory’, or ‘virtuousness’ in the abstract and ‘business’ or ‘management’ in the text. The search was refined to draw lists of the most prolific authors, the most cited authors, the most cited articles, and the journals with the most virtue ethics publications. This information allows one to chart how virtue ethics articles have evolved through the decades and to establish ‘schools’ or clusters of authors as well as clusters of themes. The results of this quantitative analysis of authors, ‘schools’, themes, and publications provide a foundation for the future study of virtue ethics in business and management, identifying its achievements and potentials.
... Globalization and its effects have been the subject of considerable discussion on the economic, sociological, political and also moral fronts. Most of the ethical debates about globalization are concerned with the macro level (the system) and included in the " politics model " of business ethics, which focuses on the " business system as a whole: its overall morality, its institutional norms, and its organizational structures and imperatives " (Shaw, 1996, 496). ...
The new economy is a technological revolution involving the information and communication technologies and which affects almost all aspects of the economy, business, and our personal lives. The problems it raises for businesses are not radically new, and even less so from an ethical viewpoint. However, they deserve particular attention, especially now, in the first years of the 21st century, when we are feeling the full impact of the changes brought about by this technological revolution. In this article, I will try to draw a "map" of the main, positive and negative ethical challenges raised by the new economy, concentrating on its three basic features: (1) a knowledge- and information-based technological change, (2) which is taking place in real time on a planetary scale (globalization), and (3) which entails a new, flexible, network-based business organization.
... Finally, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the business ethics literature, Bowie and Dunfee (2002), Shaw (1996) and Solomon (1993) note that the CSRrelated management-focused research (the subject of this essay) tends to avoid reflecting on conflicts between ethical and profit motives. ...
ABSTRACT The paper identifies epistemological, theoretical and methodological problems in a potentially influential subset of the interdisciplinary corporate responsibility literature, being that which,appears,in the management,literature. The received,conceptualisation of stakeholder analysis is criticised by identifying,six sets of factors conventionally considered as promoting social responsibilities in the firm: inter -organizational factors, economic competitors, institutional investors, end -consumers, government regulators and non- governmental organizations. Each is addressed on conceptual grounds, its empirical salience interms,of the,latest relevant research and prospects to be,a significant factor in promoting outcomes,consistent with social welfare. Despite obvious,antagonistic relations between organization-centred,economic,objectives,and,extra-organizational-directed,social considerations, the huge body of research we address drifts in a disengaged Sargasso Sea. Addressing the impasse between research and practice, the paper considers directions for business ethics/responsibility/corporate citizenship research in such,as the,work,of Foucault on moral leadership, of Freire on moral courage, and of Bourdieu on academic leadership. Ashridge Business School UK - http://www.ashridge.org.uk 1
... Four, inherent contradictions between the pursuit of economic growth and goals of ecological maintenance and social justice are considered, if at all, as trivial. In their own reviews of the literature, Bowie and Dunfee (2002), Shaw (1996) and Solomon (1993) find conflicts between ethical and profit motives unaddressed. ...
Numerous ethical theories have been proposed as a foundation of business ethics, and this often brings about appreciable perplexity. This article seeks to identify specific problems for a sound foundation of this discipline. A first problem is this multiplicity of ethical theories, each with its own metaethics, often accepted without a serious discussion of their philosophical grounds. A second problem is the fragmentation of theories; some centred on duties or obligations, others on consequences, virtues, or moral sentiments. In addition, some theories focus on universal principles, while others take the singularity of each situation as their focal point. A third problem is that not every ethical theory covers the personal, organizational and societal dimensions of business ethics, and this introduces reductionism. These problems cannot be satisfactorily addressed through ‘ethical pluralism’, in which all theories are accepted, without falling into ethical relativism. ‘Ethical pragmatism’, which welcomes any ethical theory only on the basis of their practically, is also questioned. Furthermore, there is the problem of integrating ethics into business theory, which is often extrinsic to the economic function. After analysing these problems, the article concludes by exploring some proposals that might serve to build a sound and complete ethical theory which includes human goods (objective values), principles (or norms) and virtues. The necessity of reconsidering the human action for a closer integration of ethics into business theory is also suggested.
With the various high-profile global debates and protests about the urgent need to address climate change, the environment and sustainability, as well as the outbreak and pandemic spread of COVID-19, the focus turns once more to the concept of stewardship as a form of leadership. This chapter outlines the key features of stewardship theory, the etymology of stewardship as a concept and some of its biblical and theological aspects. The chapter then turns its focus to the story of the unjust steward as found in the New Testament. Although his dishonesty is not commended, the steward’s prudence is. It is contended that this constructive lesson about the affirmation of the normative quality of prudence with resources in a time of crisis – despite the unethical context of dishonesty – offers an interesting position for the continuing reflection on leadership and business ethics. Using the categories of prudence to refer to ‘responsible’ and honesty to refer to ‘good’ – it is argued that with the present demand to address climate change, the environment and sustainability, prudent (responsible) rather than honest (good) leadership may become the prime focus for reflection on ethics in business and leadership as a form of stewardship.
Literature provides evidence that business students consider stakeholders’ theory than shareholders’ wealth maximization theory (Larran et al. 2018). They do consider corporate social responsibility (CSR) ranking of companies while making a job choice decision (Leveson and Joiner 2014). They are more sensitive towards societal issues being addressed by the business vis-à-vis definition of ‘CSR’ (Andre Soc Bus Rev 11(2):217–230, 2016). The age, gender, nationality, cultural and individual values, religiousness, and emotional stability do influence the CSR perception of business students. (Gonzalez-Rodriguez et al. Qual Quant 47:2361–2377, 2013, Holtbrugge and Oberhauser J Indian Bus Res 11(2):162–178, 2019 and Wong et al. Corp Soc Responsib Environ Manag 17:299–310, 2010). Female business students are more concerned about corporate social responsibility, and male business students assign greater importance to economic dimensions of it (Alonso-Almeida et al. Bus Ethics Eur Rev 24(1):1–17, 2015, Galvao et al. J Clean Prod 215:290–304, 2019, Haski-Leventhal et al. J Bus Ethics 146:219–239, 2017, and Wang and Juslin J Acad Ethics 10:57–82, 2012). The present 15-year study of 1587 students of business schools, located in 14 different States and one Union Territory of India, finds a significant and perceptible shift in future business leaders’ perception of corporate social responsibility. Two surveys have been conducted to capture the perception of business students of different times. Four perspectives of social responsibility orientation: strategic, short term, trade-off, and stakeholders, have emerged. Social responsibility orientation of future business leaders is time-variant. The ‘strategic perspective’; the numero uno social responsibility orientation in 2008 has given way to the ‘short-term perspective’ in 2019. Future business leaders had embraced the ‘doctrine of social responsibility’ and shunned the profit maximization goal in 2008. However, the drift in perception suggests that ‘if the stockholders are unhappy, nothing else matters.’ It is a silver lining. Gender, age, and experience explain significantly the corporate social responsibility orientation of business students. The design and pedagogy of business ethics course in management education curriculum need to be explored further.
Today, many organizations have developed their ethical frameworks to include ethical knowledge, skills, and practices. Many professions started to modify their professional map to include ethics as an important dimension of their professions. This study focuses on the Human Resource Management (HRM) graduates and tries to explore their perception of the relationship between ethical knowledge, practices, and skills from one side and their employability from the other side. The total population of this study is 312 graduates from the HRM track, in the school of Business, at King Faisal University. About 176 of HRM graduates have randomly selected to represent the sample for answering the questions of this study. The questionnaire used in this study developed and modified by the researcher from a previous questionnaire designed by the Society for Human Resource Management (SHRM). It contains three main parts that construct the main variables of this study. The ethical knowledge (8 statements), the ethical practices (5 statements), and the ethical skills (5 statements). The findings of this study show a positive correlation between the variables of this study.
Studiengänge sollen zu Lernergebnissen in Form von Fähigkeiten, Fertigkeiten, Kenntnissen sowie Haltungen führen, die Absolventen unter anderem zur Ausübung eines Berufs befähigen. Diese Lernergebnisse sind gesellschaftlichen Wandlungsprozessen unterworfen. Sich verändernde Ge-sellschaften benötigen besondere Kompetenzen, um aktuellen Herausforderungen wie der Globali-sierung und damit verbunden immer heterogeneren Lebens- und Arbeitskontexten zu begegnen. Der Beitrag stellt das Kompetenzkonstrukt „Diversity-Kompetenz“ vor und diskutiert, inwieweit sich diese Kompetenz als Lernziel hochschulischer Bildungsprozesse anbietet. Diversity-Kompetenz ist die Fähigkeit mit menschlicher Heterogenität kompetent, konstruktiv und zielorien-tiert umzugehen. Sie schließt den Einsatz von kognitiven, affektiven und praktischen Fähigkeiten genauso ein wie soziale und verhaltensbezogene Komponenten. Die in Studiengängen angestreb-ten Kompetenzen müssen nachweisbar und nachprüfbar sein. Hier zeigen sich bei der Vermittlung von Diversity-Kompetenz große Herausforderungen: Ist dieses Kompetenzkonstrukt durch Studi-um und Lehre überhaupt nachhaltig veränderbar? Ist es in Hochschulen überhaupt vermittelbar? Inwiefern könnte ein Kompetenzzugewinn geprüft werden?
Im folgenden Abschnitt wird untersucht, wie amerikanische Unternehmensethiker mit den Problemen und Spannungsverhältnissen von Theorie und Praxis, Ethik und Ökonomie, Individual- und Institutionenethik, Normenfindung und -begründung umgehen.
As a construct, competency is generally divided into several parts (e.g., professional competency, social competency, personal competency), of which ethical competency (“to do right”) and its social counterpart, diversity competency (“to do right with others”), are still being researched. The importance of this research is obvious: Especially, but not exclusively, in business education, teaching “to do” as well as “to do right” and “to do right with others” is becoming more urgent and complex, and concepts related to corporate as well as individual social responsibility are gaining recognition as essential elements. However, analysis of university curricula indicates that higher business education programs are often not as “doing”-orientated as the construct of competency may imply. What is more, effective and efficient methods of measuring students’ expectations and experiences with regard to the teaching of ethical and diversity competency are not yet available.
Due to its multi-disciplinary nature, there are a variety of conceptions about the scope of Business Ethics in academic field. Confusion about the scope of business ethics can impact detrimentally upon the further development of this field of study. The purpose of this article is to distinguish between various notions of the scope of business ethics and then to determine whether these notions are reconcilable or not. In order to achieve this purpose a definition of the term 'scope' is first provided. In this definition two distinct meanings of the term emerges. It can either refer to the field that is being studied, or it can refer to the purpose of studying a specific field. The field of business ethics is then explored in terms of both these meanings of the concept 'scope'. In this process some tensions within the field of business ethics is exposed. The article concludes with an attempt to reconcile these tensions.
The traditional model of ethical decision making in business suggests applying an initial set of principles to a concrete problem and if they conflict the decision maker may attempt to balance them intuitively. The centrality of the ethical conflict in the accepted notion of "ethical problem" has diverted the attention of moral decision modelers from other ethical problems that real-world managers must face-e.g., compliance problems, moral laxity, and systemic problems resulting from the structures and practices of the business organization. The present article proposes a new model for ethical decision making in business-the Phase-model-designed to meet the full spectrum of business-related ethical problems. Drawing on the dominant moral theories in business literature, the model offers additional strategies for tackling ethical issues beyond the traditional cognitive operations of deductive application of principles to specific cases and the balancing of ethical considerations. Its response to the problems of moral pluralism in the context of decision making lies in its structural features. The model distinguishes between three phases of the decision-making process, each having a different task and a different theoretical basis. After an introductory stage in which the ethical problem is defined, the first phase focuses on a principle-based evaluation of a course of action; the second phase provides a virtue-based perspective of the situation and strategies for handling unsettled conflicts and compliance problems; and the third phase adapts the decision to empirical accepted norms. An illustrative case demonstrates the applicability of the model to business real life.
Cooperation in business ethics research is important across disciplines, to help strengthen the base of a field which is still new in Europe. A study on recruitment interviewing in Germany, U.K. and the Netherlands is used to demonstrate the value of interdisciplinary business ethics research, particularly across cultures.
Although Business Ethics has become a topic of wide discussion in both academia and the corporate world, questions remain as how to present ethical issues in a manner that will effectively influence the decisions and behavior of business employees. In this paper we argue that the Federal Sentencing Guidelines (FSG) offer a unique opportunity for bridging the gap between the theory and practice of business ethics. We first explain what the FSG are and how they apply to organizations. We then show how discussions of the FSG might be used in business ethics courses in a way that is both theoretically sound and practically applicable. Finally, we show how the requirements of the FSG can be used by companies to develop effective ethical compliance programs. As such, we maintain that the FSG provide a powerful heuristic tool for the teaching and training of business ethics.
Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with moral climates, within the above-mentioned marketing sub-professions.
During the past few decades the rule of informed consent has thoroughly changed everyday decision-making in the healthcare sector. This paper explores the dissemination of informed consent from the perspective of organizational fashion studies. It is argued that this approach can be employed to stimulate renewed reflections on what informed consent procedures do as well as when and how such procedures become endorsed by various organizational actors. A history of the agencies involved in formulating the consent requirement is presented and related to the implications of this new emphasis on the autonomous choice of patients and research participants.
This study investigates the relationship of perceived ethical climate to individual commitment to quality, organizational commitment, and performance among business-to-business salespeople from two companies. The results indicate a firm's ethical climate has an effect on its sales force. Salesperson's perceptions of a positive organization ethical climate are positively related with their individual commitment to quality and organizational commitment. Although ethical climate does not have a direct effect on performance, it does have an indirect effect on performance when using individual commitment to quality and organizational commitment as intervening variables. Furthermore, the findings suggest an association exists between individual commitment to quality and performance. Implications and directions for future research are discussed
This article proposes a pedagogical approach dedicated to help students develop personal ethical agency—the ability to make decisions that involve ethical dilemmas consistent with an individual’s ethical standards and professional standards of practice. The approach presented involves a tripartite gathering of students, business executives, and faculty in discussions of cases embedded with ethical dilemmas. Sessions highlight ethical issues that closely correspond with core components from courses. The article provides a description of personal ethical agency, the developmental stages of the Walk the Talk program, and assessment of the program and concludes with plans for future program development and expansion.
The South African Institute for Chartered Accountants (SAICA) recently (2005) announced guidelines for a syllabus for Ethics that is to be included in the undergraduate studies of students studying towards the Chartered Accountant (CA) qualification. The purpose of this paper is to make a critical comparison between the objectives and the outcomes of the SAICA Ethics syllabus to determine whether the proposed outcomes match the proposed objectives. A teaching-learning competency framework for applied ethics will be introduced first, to provide a theoretical framework within which the stated comparison between the proposed objectives and outcomes of the Ethics syllabus can be carried out. JELD83,�I21
When attempting to articulate the nature and scope of corporate social responsibility (CSR), a variety of opinions emerge. The primary CSR issue appears to be: Should firms go “beyond profits”? In order to address this normative question, this article will explore the theoretical underpinnings of CSR and its practical application. Part one of the paper begins by discussing common CSR definitions. Part two outlines the CSR debate in terms of the “narrow view” of CSR (as represented by Milton Friedman) versus the “broad view” (i.e., beyond profits). Part three applies both the narrow and broad approaches to CSR in analyzing two classic business and society cases: (1) the Ford Pinto; and (2) Merck's river blindness pill. The article concludes with a proposed synthesis of the CSR approaches discussed.
This article investigates whether Aristotelian practical wisdom could be considered as an advantageous “sense” in management practice and as an alternative rationality to that defended by modern tradition. Aristotelian practical wisdom is re‐conceptualised in order to emphasise the intuitive component of practical wisdom, an aspect often sidelined by business ethicists. Levinas’ insights are applied to Aristotelian practical wisdom in such a way that the role of emotion in moral action would be reinforced. It is argued that the role of emotion in moral action and wise deliberation requires re‐definition in accordance with the indeterminate character of the moral. Moreover, I argue Levinas’ approach might be helpful to bring to light the conflictual aspect inherent in being prudential. By reinterpreting the intuitive component of practical wisdom as Levinas’ moral impulse, wisdom theory is expanded to include the face, and to better account for the conflictive and the emotional aspects of phronesis. This approach enables practical wisdom to be understood as a human “sense” in ways that assist how we manage and understand contemporary organizations.
Business Ethics' great academic success deeply influences both markets and manager's decisions. The approach is mostly pragmatic, concentrating on results and consequences through the use of rules, procedures and governance structures. Moral improvement of management is undeniable, but neglect of personal purposes and aims had public opinion doubting the sincerity of the ethical stance of firms. Transparency as an instrument for ethical decisions is a result of this general paradigm. By using social evaluation, it promotes generally accepted behaviors which might be merely politically correct, tolerating very unethical actions in areas of community neglect. This paper suggests taking into account managers' motivations through the distinction between intrinsic and extrinsic ethics. Based on the classical Allport's dichotomy, the approach allows for the separation of two ethical attitudes which, although with similar consequences, rate very differently in moral valuations.
Human resource development (HRD) professionals are increasingly incorporating technology into their work activities. However, research that examines the ethics in the use of technology by HRD professionals is still underrepresented in the literature. This article first conducts a PEST (political, economic, social-cultural, and technological) analysis by examining a number of important general and specific trends that affect the use of technology in HRD. It then discusses some implications with regard to these trends and their impacts on HRD practices.
The study explores the traits and influences on global business ethics practiced by Taiwanese enterprises in East Asia in order to provide those enterprises with a ready guide to contemporaneous standards of ethical management overseas and, in particular, in East Asia. The study randomly sampled 1496 Taiwanese enterprises in Mainland China, Vietnam and Indonesia. One questionnaire per enterprise was answered by Taiwanese owners or senior administrators. Some 375 valid responses, or 25% of the sample, were returned. Taiwanese enterprises in East Asia were found to be ethically inclined in respect of their local environments and generic human rights, though one-third of participants identified themselves as "ethically lax". The study identified various influences on global business ethics viz. personnel localization, employment partnership, marketing ethics and the competitiveness of Taiwanese enterprises.
The following three textbooks address mainly the dilemmas and decisions facing managers
- W H Shaw
and W. H. Shaw: 1991, Business Ethics (Wadsworth, Belmont, CA). The following three textbooks address mainly the dilemmas and decisions facing managers: Ik. W. Clark and A. D. Lattal: 1993, Workplace Ethics (Littlefield Adams, Lanham, Md.);
Policies and Persons: A Casebook in Business Ethics
- K E Goodpaster
- J B Matthews
- K E Goodpaster
- L L Nash
K. E. Goodpaster: 1984, Ethics in Management (Harvard Business School Publications, Cambridge, MA); and J. B. Matthews, K. E. Goodpaster, and L. L. Nash: 1991, Policies and Persons: A Casebook in Business Ethics (McGraw Hill, New York).