An Ethics Briefing to an Executive Team

2020 ◽  
Vol 17 ◽  
pp. 149-164
Author(s):  
Robert A. Giacalone ◽  
Vickie Coleman Gallagher ◽  
Mark D. Promislo ◽  
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Real World ◽  
Group Work ◽  
Ethics Education ◽  
Ethical Issues ◽  
Business Ethics Education ◽  
Active Approach ◽  
Survey Results ◽  
Executive Teams

Business ethics education is most effective when students take an active approach and must respond to various demands and feedback. In this paper we describe a classroom exercise in which students are tasked with delivering an ethics briefing to “executive teams” (role played by other students or even by real executives). Through a combination of individual analysis and group work, students become immersed in real-world ethics problem-solving, in which there are no easy solutions. Students must defend their ethical recommendations as well as challenge those from other groups. The exercise concerns an existing controversial business called Seeking Arrangement. Survey results from graduate students who have participated in the exercise reveal that it is effective in producing better ethics problem solving, as well as greater confidence in addressing ethical issues.

Engineering Ethics Education

2015 ◽  
pp. 133-143 ◽  
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

Engineering Ethics Education

2016 ◽  
pp. 1383-1393
Author(s):  
Balamuralithara Balakrishnan
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Technological Development ◽  
Engineering Ethics ◽  
Major Elements ◽  
Ethical Education ◽  
Survey Results ◽  
Engineering Ethics Education ◽  
Students Attitudes

In this chapter, the importance of engineering ethics education in engineering programmes is discussed, involving major elements that build ethics education. Definitions and concepts of engineering ethics are introduced, along with an engineering code of ethics. Ethical education in engineering programmes is analyzed, focusing on teaching approaches and the effect of science and technological development on engineering socio-ethical issues. Survey results are presented, which illustrate students' attitudes toward engineering ethics, where it is found that students' attitudes were poor. Some strategies are suggested to improve engineering ethical education in engineering programmes.

scholarly journals Business Ethics Education: One Management Educators Perspective

2006 ◽  
Vol 3 (10) ◽  
Author(s):  
Nancy J. Niles
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Ethical Issues ◽  
Business Students ◽  
Ethical Reasoning ◽  
Ethical Challenges ◽  
Business Ethics Education ◽  
Business Faculty ◽  
Resource Center ◽  
The Past

Results from the 2005 National Business Ethics Survey (NBES) indicate that over half of employees observed at least one type of misconduct in the workplace during the past 12 months, with nearly 40% observing two or more violations (http://www.ethics.org). The President of the Ethics Resource Center, Dr. Patricia Harned, has stated that this statistic has not changed much over the past 5 years even though there is a rise in the number of companies that have implemented ethics programs (http://www.ethics.org) Business faculty has the opportunity to provide business students with ethical reasoning opportunities to meet these ethical challenges successfully.  AACSB has stated in their 2004 Ethics Education in Business Schools that…business education must encourage students to develop an understanding of the challenges surrounding business ethics and provide students with the tools to recognize and respond to ethical issues, both personally and organizationally (9). This paper outlines a proposed undergraduate business ethics education model that is developed in compliance with AACSB standards.

Problem-Solving Sociology

2021 ◽  
Author(s):  
Monica Prasad
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Real World ◽  
Social Problems ◽  
Sociological Research ◽  
Research Projects ◽  
Contemporary Sociology ◽  
Do So ◽  
Real World Problems

Problem-solving sociology attempts to use the traditions of sociological research to solve real-world problems, and uses the attempt to grapple with real-world problems as a way to reformulate understandings of society and renew or reinvent those traditions. This book provides advice for how to turn an interest in solving major social problems into research projects that begin to do so. The book provides suggested methods and tools, models of successful problem-solving research conducted by established scholars as well as by undergraduate and graduate students, defenses against some common objections, and an exploration of where this kind of work fits in contemporary sociology.

Facilitating embodied learning in business ethics education: the use of relational sculpting

2014 ◽  
Vol 6 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Sheldene Simola
Keyword(s):  
Business Ethics ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Ethical Issues ◽  
Emotional Awareness ◽  
Business Ethics Education ◽  
Embodied Learning ◽  
Ethical Guidelines ◽  
Innovative Teaching ◽  
Content Type

Purpose – The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context. Design/methodology/approach – Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted. Findings – Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole. Research limitations/implications – Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature. Practical implications – Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided. Originality/value – Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

scholarly journals Contributions of Learning through Service to the Ethics Education of Engineering Students

2016 ◽  
Vol 11 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Angela R Bielefeldt ◽  
Nathan Canney ◽  
Christopher Swan ◽  
Daniel W Knight
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Professional Societies ◽  
Survey Results ◽  
Survey Responses ◽  
Service Groups ◽  
Honor Societies

Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.

Brewing Up Controversy: A Case Exploring the Ethics of Corporate Tax Planning

2015 ◽  
Vol 30 (4) ◽  
pp. 311-327 ◽  
Author(s):  
Megan F. Hess ◽  
Raquel Meyer Alexander
Keyword(s):  
Real World ◽  
Ethical Issues ◽  
Tax Avoidance ◽  
Tax Planning ◽  
Learning Assessment ◽  
Class Discussion ◽  
Corporate Tax ◽  
Tax Havens ◽  
Multinational Organizations ◽  
The U.S

ABSTRACT This instructional case explores the ethical issues surrounding the corporate tax-planning and tax-avoidance strategies of multinational organizations. Drawing on the real-world experiences of SABMiller, one of the world's largest beverage companies, this case provides a launching point for students to consider the ethics of corporate tax planning. The ethics of multinational tax practices, especially the use of tax havens, has recently become the focus of media and legislative debate in both the U.S. and the U.K., and many well-respected companies, such as General Electric, Apple Inc., and Starbucks are now feeling the pressure to reform. In a post-case learning assessment, students demonstrated significant improvement in their understanding and indicated that they enjoyed discussing this controversial issue. The “Implementation Guidance” section and Teaching Notes offer guidance for in-class discussion of the ethical and tax issues in this case.

Systems theories

2018 ◽  
Author(s):  
Marc J. Stern
Keyword(s):  
Social Networks ◽  
Problem Solving ◽  
Natural Resources ◽  
Real World ◽  
Common Pool Resources ◽  
Ecological Systems ◽  
Effective Governance ◽  
Social Ecological Systems ◽  
Social Ecological ◽  
Real World Problem

This chapter covers systems theories relevant to understanding and working to enhance the resilience of social-ecological systems. Social-ecological systems contain natural resources, users of those resources, and the interactions between each. The theories in the chapter share lessons about how to build effective governance structures for common pool resources, how to facilitate the spread of worthwhile ideas across social networks, and how to promote collaboration for greater collective impacts than any one organization alone could achieve. Each theory is summarized succinctly and followed by guidance on how to apply it to real world problem solving.

Review of Network Flow Algorithms David P. Williamson

2021 ◽  
Vol 52 (1) ◽  
pp. 12-15
Author(s):  
S.V. Nagaraj
Keyword(s):  
Graduate Students ◽  
Real World ◽  
Network Flow ◽  
Network Flows ◽  
Optimization Problems ◽  
Capacity Constraints ◽  
Incoming Flow ◽  
Network Flow Problems ◽  
Flow Problems ◽  
Real World Problems

This book is on algorithms for network flows. Network flow problems are optimization problems where given a flow network, the aim is to construct a flow that respects the capacity constraints of the edges of the network, so that incoming flow equals the outgoing flow for all vertices of the network except designated vertices known as the source and the sink. Network flow algorithms solve many real-world problems. This book is intended to serve graduate students and as a reference. The book is also available in eBook (ISBN 9781316952894/US$ 32.00), and hardback (ISBN 9781107185890/US$99.99) formats. The book has a companion web site www.networkflowalgs.com where a pre-publication version of the book can be downloaded gratis.

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