An examination of the impact of business ethics teaching on Chinese undergraduates using an experiential learning model

2015 ◽  
pp. 29-32
Author(s):  
ChenYu Feng ◽  
David Schein ◽  
Wei Song ◽  
Roger Collins
Keyword(s):  
Experiential Learning ◽  
Business Ethics ◽  
Learning Model ◽  
Ethics Teaching ◽  
Business Ethics Teaching ◽  
The Impact ◽  
Chinese Undergraduates

scholarly journals The Conditions of Our Freedom: Foucault, Organization, and Ethics

2008 ◽  
Vol 18 (3) ◽  
pp. 299-320 ◽  
Author(s):  
Andrew Crane ◽  
David Knights ◽  
Ken Starkey
Keyword(s):  
Business Ethics ◽  
Ethical Theory ◽  
The Self ◽  
Technologies Of The Self ◽  
Value Based Management ◽  
Personal Project ◽  
Ethics Teaching ◽  
The Subject ◽  
Business Ethics Teaching ◽  
And Control

The paper examines the contribution of the French philosopher Michel Foucault to the subject of ethics in organizations. The paper combines an analysis of Foucault’s work on discipline and control, with an examination of his later work on the ethical subject and technologies of the self. Our paper argues that the work of the later Foucault provides an important contribution to business ethics theory, practice and pedagogy. We discuss how it offers an alternative avenue to traditional normative ethical theory that both converges and diverges with other extant alternatives. By situating ethics as practices of the self, and by demonstrating the conditions under which freedom in organizations can be exercised, Foucault’s ethics attempt to connect an understanding and critique of power with a personal project of self. He therefore provides a theory of subjectivity that potentially informs a reshaping of contemporary virtue ethics theory, value-based management, and business ethics teaching.

scholarly journals DALYKINĖS ETIKOS DĖSTYMO STRATEGIJOS

Problemos ◽  
2006 ◽  
Vol 69 ◽  
Author(s):  
Laimutė Jakavonytė
Keyword(s):  
Business Ethics ◽  
Teaching Strategy ◽  
Holistic Approach ◽  
Teaching Business Ethics ◽  
Teaching Business ◽  
Ethics Teaching ◽  
Ethical Skills ◽  
Business Ethics Teaching ◽  
Ethics Courses ◽  
Key Questions

Šio straipsnio tikslas – paskatinti diskusijas apie dalykinės etikos dėstymo metodologiją ir metodiką – lėmė atlikto tyrimo pagrindinius uždavinius: kritiškai išanalizuoti Vakarų specializuotoje literatūroje aptariamas skirtingas dalykinės etikos dėstymo strategijas ir supažindinti Lietuvos skaitytojus su pagrindinėmis tyrimo išvadomis. Dėl nedidelės straipsnio apimties tyrimo lauką teko susiaurinti iki vieno, tačiau esminio klausimo: kaip apibrėžiami dalykinės etikos dėstymo atskiru akademiniu kursu tikslai? Atsakymas į šį klausimą lemia ir dėstomo dalyko turinį, ir skirtingų dėstymo metodikų pasirinkimą, ir studentų bei dėstytojų bendro darbo rezultatų vertinimo kriterijus. Tyrimui buvo pasirinktas lyginamosios analizės metodas. Straipsnio autorė išskiria penkias dalykinės etikos dėstymo strategijas ir lygina jas šiais aspektais: koks vaidmuo skiriamas praktinės filosofijos studijoms, kiek nuosekliai skirtingų praktinės filosofijos paradigmų teoriniai konstruktai taikomi formuojant dalykinės etikos dėstymo strategijas, kokius įgūdžius ir kompetencijas siekiama padėti išsiugdyti studentams, kaip dėstymo tikslų ir uždavinių pasirinkimas lemia dėstymo metodų pasirinkimą. Straipsnis baigiamas išvada, kad aptartos dalykinės etikos dėstymo strategijos neneigia viena kitos, bet papildo, ir kuo organiškiau šios strategijos bus susiejamos dėstant dalykinę etiką, tuo rečiau dėstytojams teks atsakinėti į klausimą, ar reikia dėstyti dalykinės etikos kursus.Reikšminiai žodžiai: dalykinė etika, dėstymo strategija, etinė kompetencija, etiniai įgūdžiai. STRATEGIES FOR TEACHING BUSINESS ETHICSLaimutė Jakavonytė Summary A review of the literature on teaching business ethics reveals important findings and states key questions for the further discussions: can business ethics be taught? Can business ethics be learned? Should business ethics be delivered in a specialized course? Should it be integrated across the curriculum? What are the moral and intellectual capacities that can be aimed to be developed by students and instructors at business ethics courses? However, author focuses on a comparative analysis of the strategies of teaching business ethics, which are distinguished with regard to only one holistic approach: what are the key goals of teaching business ethics that would determine the means that should be chosen for the effective achieving of the aimed goals? The different answers to this key question make possible to distinguish among at least five different methodological approaches and teaching strategies. It is argued in the article that these five strategies should not be regarded as rival positions, but as complementary approaches in teaching business ethics.Keywords: business ethics, teaching strategy, ethical competence, ethical skills.

scholarly journals Is e-learning a panacea for the current challenges of business ethics teaching?

2020 ◽  
Vol 23 (1) ◽  
pp. 43-66
Author(s):  
Anna Horodecka
Keyword(s):  
Business Ethics ◽  
Relevant Literature ◽  
Good Alternative ◽  
Teaching Business Ethics ◽  
Hybrid Form ◽  
Teaching Business ◽  
Ethics Teaching ◽  
E Learning ◽  
Teaching Goal ◽  
Business Ethics Teaching

The scope of the paper is to investigate whether e-learning is a good alternative to achieve business ethics teaching goals in the challenging context of disembedded economies. To achieve this goal, I used various interdisciplinary methods and approaches, content analysis of the relevant literature, and a case study. Firstly, I focus on the current challenges of business ethics teaching. Then, based on my experience of teaching business ethics in various forms, I distinguish the methods applied within them and evaluate them, taking as criteria the cognitive, applicative, and reflective goals of teaching business ethics. Models and theories of educational psychology provide a framework to distinguish some elements that are responsible for the learning success of the student in terms of the defined teaching goal. Empirical results show that although e-learning scored best when it comes to achieving three differentiated goals of business ethics teaching, it is followed closely by seminars. This leads to the conclusion that perhaps a hybrid form, containing e-learning and seminars, would be the optimal way to achieve the goals.

scholarly journals Leveraging the Creative Arts in Business Ethics Teaching

2014 ◽  
Vol 131 (3) ◽  
pp. 519-526 ◽  
Author(s):  
R. Edward Freeman ◽  
Laura Dunham ◽  
Gregory Fairchild ◽  
Bidhan Parmar
Keyword(s):  
Business Ethics ◽  
Creative Arts ◽  
Ethics Teaching ◽  
Business Ethics Teaching
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