Objections to the teaching of business ethics

To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the prescriptive literature has centred on the pedagogical issues of teaching ethics (e.g., Hunt and Bullis, 1991; Strong and Hoffman, 1990; Reeves, 1990; Castro, 1989; George, 1987; Golenet al., 1985) and in providing recommendations for teachers of business ethics (e.g., Nappi, 1990; Hosmer and Steneck, 1989). From the analytical perspective judgments have been made as to whether courses in ethics are in fact effective in achieving value and attitudinal modifications in students (e.g., Loeb, 1991; Weber, 1990; Wynd and Mager, 1989; Pamental, 1989; Martin, 1982; Purcell, 1977). The evidence to date suggests that courses can be a means of achieving ethical awareness and sensitivity in students although it should be recognized that significant objections to the teaching of business ethics do exist and greatly inhibit their successful introduction. This paper addresses a number of the common objections to the teaching of business ethics that must be overcome if ethical programs are to continue in the future, and concludes with recommendations to facilitate the establishment of ethical training in an academic context.

Beyond codes of ethics : an integrated framework for stimulating morally responsible behaviour in organisations

This paper contributes to the study of ethics programmes by the building of a theoretical model for implementing an ethics programme and examining the application of this model to an actual implementation case study. Ethics programmes aim at stimulating ethical behaviour in the organisation and assisting employees to act in a morally responsible way. It is proposed that for an organisational ethics programme to be effective, five dominant conditions are necessary: awareness of formal organisational goals and corresponding informal norms; suitable procedures for decision making; correct distribution of resources; presence of necessary skills; and personal intentions for ethical behaviour. Following detailed discussion of each condition, and with reference to an actual case example, the conditions will be further developed and supplemented with suggested organisational activities that could be used to support these conditions.

What should be done : a practical approach to business ethics

The decision-making process in business frequently involves ethical considerations. Although ethics often come down to personal decisions, those decisions ultimately affect the corporate image of an organisation. It has been shown that sound ethics are good for business, and therefore it is important that managers encourage their staff to recognise and to implement the company's ethical priorities. This article looks at practical ways for managers to establish ethical priorities at three levels: an individual level, a group level and an organisational level. Each of these levels is explored, and the benefits and disadvantages of different action-related strategies for encouraging an ethical awareness will vary among companies, industries and cultures – no single method is universally appropriate. However, all managers should consider how ethical standards can best be introduced and communicated throughout their organisation. Ethics is not just a “flavour of the month” – it is here to stay, and presents a challenge to all managers.

Business ethics : practical proposals

While most people agree that the inculcation of ethical awareness is desirable, the means of stimulating this awareness vary among companies, industries and cultures. The fundamental question surrounding the difference between social responsibility and ethics is addressed. Guidelines for establishing ethical priorities from both the individual, group and organisational perspectives are provided.

Teachers’ ethics : education international and the forging of professional unity

The paper maintains that the current era, marked by a new global economy transforming economic and social development, has created the need for a reorganisation of teachers’ representation. This paper discusses a key development in teacher organisation, namely the emergence of Education International as a global hub for teacher unionism from across the world. This unique organisation, formulated in response to the emergence of global economies and supra-national figures, represents teachers’ response to globalised institutions and has instigated projects, such as the Professional Code of Ethics, which aim to create a sense of professional identity and unity amongst teachers. The organisation presents the political voice of teachers as a global collective that seeks to embed teachers’ interests in education reform and in the public debates concerning the direction of educational change in the era of globalisation. The paper concludes by outlining an ongoing issue that jeopardizes the collective voice of teachers and stresses how this needs to be further addressed in the ethical frameworks of what it means to be a teacher in the 21st century.

Dialogical ethics in a global society : cultural difference and answerability

Debates about multiculturalism are common to many late-modern societies today. Globalization has triggered a massive flow of people across state borders, challenging and changing assumptions about national identities and cultural politics. How to deal with difference without reducing it to sameness is becoming one of the main issues discussed by policy-makers, researchers and educators. This paper argues for the importance of turning to dialogical ethics before developing and implementing largescale political strategies in managing differences. It draws on the ideas of Bakhtin and Levinas to transcend the notion of ‘caring at a distance’ that is embedded in the neo-liberal construction of moral selfhood. As an alternative, the emphasis is made on spatial proximity – on ‘face-to-face’ relations with alterity – to conceptualize the dialogical self who is both responsive to and responsible for the Other. Bakhtin’s philosophy of the act and Levinas’ ethics of responsibility are mutually enriching in thinking about the role of the dialogical self in building a pluralistic society. The paper concludes with the implications of dialogical ethics for multicultural education.

Making a difference with a discrete course on accounting ethics

Calls for the expansion of ethics education in the business and accounting curricula have resulted in a variety of interventions including additional material on ethical cases, the code of conduct, and the development of new courses devoted to ethical development [Lampe, J.: 1996]. The issue of whether ethics should be taught has been addressed by many authors [see for example: Hanson, K. O.: 1987; Huss, H. F. and D. M. Patterson: 1993; Jones, T. M.: 1988–1989; Kerr, D. S. and L. M. Smith: 1995; Loeb, S. E.: 1988; McDonald, G. M. and G. D. Donleavy: 1995]. The question addressed in this paper is not whether ethics should be taught but whether accounting students can reason more ethically after an intervention based on a discrete and dedicated course on accounting ethics. The findings in this paper indicate that a discrete intervention emphasising dilemma discussion has a positive and significant effect on students’ moral reasoning and development. The data collected from interviews suggest that the salient influences on moral judgement development include: learning theories of ethics particularly Kohlberg’s theory of cognitive moral reasoning and development; peer learning; and moral discourse. The implications from the findings in this study suggest that moral reasoning is responsive to particular types of ethics intervention and educators should carefully plan their attempts to foster moral judgement development.

Encounters with 'strangers' : towards dialogical ethics in English language education

This article takes the inquiry into 'nativeness' and 'non-nativeness' to the level of developing an ethical framework for professional practice in English language education. In so doing, our aim is firstly to use the 'sociology of the stranger' as a framework to problematize discourses on the Other and Othering. We shall argue that these discourses are sedimented in the modernist project of perpetual purification in which "order making ... becomes indistinguishable from announcing ever new abnormalities, drawing ever new dividing lines, identifying and setting apart ever new strangers" (Bauman, 1997, p. 11). Our next step is to open up the possibility of transcending these discourses in education through a dialogical ethics of respecting the otherness in the Other. Pedagogy based on the ethics of dialogical recognition emphasizes the value of difference in learning through the 'surplus of vision' that the Other provides for constructing new meanings and new ways to mean (Bakhtin, 1981; Levinas, 1969). The recognition of 'the foreigner in the self' has significant pedagogical implications for language educators and marks the movement from ethics to politics.

English and its others : towards an ethics of transculturation

The article focuses on the significant role of English subject in the quality education. It states that a dialogical ethics might play in English education today as an alternative to the latest forms of political moralism in schooling the other. It highlights the need for a shift from the contradictory moralism of empowerment to a dialogical ethics of teaching and learning English language and literarcy for students and teachers to obtain a critical distance from their cultural bearings.

The ethics of surrogate decision making in medicine : autonomy, paternalism, or a different approach?

Knowing who to involve in treatment decisions when a patient is incapacitated has been the subject of discussion in bioethical, health law and clinical research. The major issues tend to revolve around the tension between exercising a degree of medical paternalism and respecting patient autonomy. Patients are encouraged to exert their autonomy even when they may not be capable of doing so, by means of surrogate consent or advanced directives. While liberal concepts of autonomy are exemplified in western bioethics and legal systems, clinically these decisions remain difficult, and input from medical professionals is sought, raising the issue of paternalism. A framework of bioethics, which places the patient in a relational context rather than a strictly autonomous one, may be a more helpful way of deliberating these difficult decisions

Codes of ethics

This chapter initially examines the motivations for the adoption of codes, the frequency of use and the likely content, including those for use in the international context. This is then followed by a discussion of the criticisms of codes as well as the indicators of their effectiveness. The chapter concludes with an examination of the more pragmatic dimensions associated with the implementation, the enforcement, the influence of corporate culture and leadership.