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.

Business Ethics Assessment Criteria: Business V. Philosophy—Survey Results

2001 ◽  
Vol 11 (4) ◽  
pp. 623-650 ◽  
Author(s):  
Donald Morris
Keyword(s):  
Business Ethics ◽  
Assessment Criteria ◽  
Teaching Business Ethics ◽  
College And University ◽  
Teaching Business ◽  
Course Objectives ◽  
Ethics Assessment ◽  
Survey Results ◽  
Business Professors ◽  
Ethics Courses

Abstract: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.

What's the Point of a Business Ethics Course?

1991 ◽  
Vol 1 (4) ◽  
pp. 335-354 ◽  
Author(s):  
Ronald F. Duska
Keyword(s):  
Business Ethics ◽  
Teaching Business Ethics ◽  
Essential Ingredient ◽  
Ethical Knowledge ◽  
The Third ◽  
Teaching Business ◽  
Business Executives ◽  
Ethics Course ◽  
Business Behavior ◽  
Ethics Courses

The paper argues that the point of a business ethics course is to improve behavior in business, and that an essential ingredient in that improved behavior is knowing what's right or wrong. To make that claim, the paper attempts to dispose of three arguments which support the contrary claim, that business ethics courses are useless. First, it is argued that morals can't be taught, since they only result from training. Second, it is argued that such courses are unnecessary because business executives already know right from wrong. Third, it is argued that ethical knowledge is impossible, so there is nothing to teach. The first two arguments are dealt with briefly, and the third is addressed extensively. The paper argues that the scepticism about ethical knowledge is part of a pervasive “relativism” in our society, but shows that such a relativism/scepticism is untenable and indicates how ethical knowledge is possible. If, then, knowledge of right and wrong is an essential ingredient for improving business behavior, and such knowledge can be imparted in an ethics course, there is some point to teaching business ethics.

Teaching business ethics: Bringing reality to the classroom

1992 ◽  
Vol 11 (3) ◽  
pp. 225-229 ◽  
Author(s):  
Dietrich L. Schaupp ◽  
Michael S. Lane
Keyword(s):  
Business Ethics ◽  
Teaching Business Ethics ◽  
Teaching Business
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