Teaching business ethics for effective learning /

Teaching business ethics for effective learning /

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A sensible, workable approach to the teaching of business ethics, based on an understanding of how people actually learn and on the need to start with a clear idea of what the teacher hopes to accomplish. The key to teaching business ethics successfully, says Sims, is to start with clear goals and a...

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Bibliographic Details
Main Author: Sims, Ronald R.
Format: Electronic eBook
Language:English
Published: Westport, Conn. : Quorum Books, 2002.
Subjects:
Business ethics > Study and teaching.
Online Access:CONNECT
Table of Contents:
  • Cover
  • Teaching Business Ethics for Effective Learning
  • Contents
  • Preface
  • Chapter 1 Teaching Business Ethics for Effective Learning
  • SOME HISTORY AND BACKGROUND ON BUSINESS ETHICS EDUCATION
  • Current Trends and Expectations
  • TEACHING BUSINESS ETHICS: SHOULD WE? CAN WE?
  • THE GOALS OR OUTCOMES OF TEACHING BUSINESS ETHICS
  • CONCLUSION
  • REFERENCES
  • Chapter 2 What Should Be Taught in Business Ethics Efforts?
  • INTRODUCTION
  • AGREEMENT ON THE OBJECTIVES OF TEACHING BUSINESS ETHICS
  • THE GOALS OF TEACHING BUSINESS ETHICS: A BRIEF REVIEW
  • GOALS: WHY GO WHERE?
  • Objective 1: Knowing Thyself, Your Own Moral Values and Thresholds
  • Objective 2: Learning to See Moral Issues, Conflicts, and Responsibilities
  • Objective 3: Learning to Identify the Specific Moral Aspects of a Situation
  • Objective 4: Learning to Share Moral Understanding
  • Objective 5: Learning How to Handle Moral Issues and Conflicts
  • Objective 6: Acquiring Moral Courage
  • Objective 7: Acquiring a Critical Attitude Toward the Business School Curriculum and Its Disciplines
  • CATEGORIZING THE GOALS OF BUSINESS ETHICS TEACHING EFFORTS
  • WHEN SHOULD STUDENTS BE TAUGHT BUSINESS ETHICS? IMPLICATIONS FOR GOALS
  • Undergraduate and Graduate Students Are Different
  • CONCLUSION
  • NOTES
  • REFERENCES
  • Chapter 3 The Environment for Teaching Business Ethics: Obstacles and Issues
  • INTRODUCTION
  • Obstacle Type 1: The Existing Business Curriculum and Other Courses
  • Obstacle Type 2: Students' Working Situation and Mind-Set
  • Obstacle Type 3: Faculty's Working Situation and Mind-Set
  • HANDLING CURRICULUM LOGISTICS
  • WHERE SHOULD BUSINESS ETHICS BE PLACED IN THE CURRICULUM? SEPARATE COURSE OR INTEGRATED ACROSS THE CURRICULUM?
  • MANDATORY VERSUS ELECTIVE COURSES
  • A LIMITED LOOK AT CURRENT BUSINESS ETHICS CURRICULA.
  • OUTCOMES ASSESSMENT: WHAT'S THE IMPACT OF BUSINESS ETHICS TEACHING EFFORTS?
  • STAKEHOLDERS, COMMUNICATION, AND PARTICIPATION
  • SUMMARY AND RECOMMENDATIONS
  • Premises
  • Recommendations
  • NOTES
  • REFERENCES
  • Chapter 4 Who Should Teach Business Ethics?
  • INTRODUCTION
  • EXPLOITING INTERDISCIPLINARITY
  • BUSINESS ETHICS DOES NOT HAVE A SINGLE DISCIPLINARY HOME, SO WHO SHOULD TEACH BUSINESS ETHICS?
  • AN INTERDISCIPLINARY TEAM APPROACH TO TEACHING BUSINESS ETHICS
  • WHY DECIDE TO TEAM TEACH BUSINESS ETHICS?
  • What Is the Type and Level of Collaboration of Team Teaching?
  • Opportunities and Benefits of the Interdisciplinary Team Approach to Teaching Business Ethics
  • Limitations of the Interdisciplinary Team Approach to Teaching Business Ethics
  • EXAMPLES OF TEAM TEACHING
  • RECOMMENDATIONS
  • CONCLUSION
  • REFERENCES
  • Chapter 5 Teaching Business Ethics for Effective Learning: Experiential Learning
  • INTRODUCTION
  • TEACHING BUSINESS ETHICS: LESSONS TO BE LEARNED FROM THE WIZARD OF OZ
  • Teaching Business Ethics for Effective Learning
  • Teaching Business Ethics Experientially: A Definition
  • When Is Teaching Business Ethics Not Teaching Business Ethics for Effective Learning?
  • THE BUSINESS ETHICS TEACHER AS A FACILITATOR
  • USING EXPERIENTIAL LEARNING THEORY IN BUSINESS ETHICS EDUCATION
  • Holistic Learning
  • KOLB'S EXPERIENTIAL LEARNING MODEL
  • APPLYING KOLB'S MODEL TO TEACHING BUSINESS ETHICS
  • Using Learning Styles to Understand Students and Guide Curriculum Design
  • Understanding Students: Two Design Strategies
  • Kolb's Model of Learning Styles
  • Applications to Teaching Business Ethics Efforts
  • CONCLUSION
  • REFERENCES
  • Chapter 6 Learning Environments and Experiential Learning Processes
  • INTRODUCTION
  • LEARNING ENVIRONMENTS
  • Affectively Oriented Environments
  • Perceptually Oriented Environments.
  • Cognitively Oriented Environments
  • Behaviorally Oriented Environments
  • USING EXPERIENTIAL LEARNING PROCESSES TO DESIGN BUSINESS ETHICS TEACHING EFFORTS
  • Adaptation of Activities
  • USING FACILITATION SKILLS TO ENCOURAGE EXPERIENTIAL LEARNING
  • ALTERNATIVE APPROACHES FOR TAKING INDIVIDUALIZED DIFFERENCES INTO CONSIDERATION
  • GRLSQ
  • MBTI
  • ADAPTING TEACHER AND STUDENT LEARNING STYLES IN BUSINESS ETHICS EDUCATION
  • HOW CAN BUSINESS ETHICS EDUCATION BE ENHANCED FOR MORE EFFECTIVE LEARNING?
  • IMPLICATIONS FOR TEACHING BUSINESS ETHICS
  • CONCLUSION
  • REFERENCES
  • Chapter 7 Structuring and Delivering Business Ethics Teaching Efforts
  • INTRODUCTION
  • ESTABLISHING SCOPE, SEQUENCE, BREADTH, AND DEPTH
  • Scope
  • Sequence
  • Breadth and Depth
  • PEDAGOGICAL APPROACHES TO TEACHING BUSINESS ETHICS
  • Developing Students' Theoretical Knowledge Base
  • Practical Issues Facing Business People
  • Equal Focus on Both Theory and Everyday Practice or Reality
  • PHILOSOPHICAL OR ETHICAL THEORIES: DEVELOPING STUDENTS' THEORETICAL KNOWLEDGE BASE
  • MORAL REASONING
  • Teleology/Consequentialism
  • Deontology
  • The Contractarian Alternative
  • Virtue Ethics (Integrity)
  • KOHLBERG'S THEORY OF MORAL DEVELOPMENT
  • CONCLUSION
  • REFERENCES
  • Chapter 8 Practical Approaches to Teaching Business Ethics
  • INTRODUCTION
  • CRITICISMS OF APPROACHES TO TEACHING BUSINESS ETHICS
  • SOME TRADITIONAL APPROACHES TO TEACHING BUSINESS ETHICS
  • Lecture
  • Case Study Method
  • Games and Scenario-Based Methods
  • Literature/Narratives
  • Guest Lectures
  • OTHER APPROACHES TO TEACHING BUSINESS ETHICS
  • Current Events Periodicals
  • Structuration Theory
  • Freud's Theory of Cognitive Processes
  • The TV and Significant Others Tests
  • Decision Tree/Cross-Cultural Analysis Framework
  • Computer Conferencing via the Internet.
  • EXPERIENTIALLY ORIENTED PEDAGOGICAL APPROACHES TO TEACHING BUSINESS ETHICS
  • Role Playing
  • Service Learning
  • Behavioral Simulations
  • Self-Reflection
  • CONCLUSION
  • REFERENCES
  • Chapter 9 Moving into the Classroom: Developing the Climate for Teaching and Learning Business Ethics
  • INTRODUCTION
  • DEVELOPING THE CLIMATE FOR TEACHING AND LEARNING BUSINESS ETHICS
  • Characteristics of a Classroom Learning Environment
  • Psychological Contracts
  • Expectations and Contributions
  • A Dynamic Process
  • A MODEL FOR MANAGING PSYCHOLOGICAL CONTRACTS
  • CLARIFYING THE PSYCHOLOGICAL CONTRACT
  • Developing the Classroom Climate with the First Class
  • INSTRUCTOR/STUDENT INTERVIEW: DEVELOPING THE PSYCHOLOGICAL CONTRACT
  • SUGGESTED QUESTION GUIDE FOR INSTRUCTOR'S INTERVIEW OF STUDENTS
  • SUGGESTED QUESTION GUIDE FOR STUDENT'S INTERVIEW OF INSTRUCTOR
  • CONCLUSION
  • REFERENCES
  • Chapter 10 Teaching Business Ethics: Dialogue, Good Moral Conversation, and Conversational Learning
  • INTRODUCTION
  • DIALOGUE
  • GOOD MORAL CONVERSATION
  • CONVERSATIONAL LEARNING IN TBE
  • THE BUSINESS ETHICS TEACHER'S ROLE IN A CONVERSATIONAL LEARNING APPROACH
  • CONCLUSION
  • NOTE
  • REFERENCES
  • Chapter 11 Debriefing: Completing the Learning Process in Experiential Learning Exercises
  • INTRODUCTION
  • TEACHING VIA EXPERIENTIAL LEARNING EXERCISES
  • DEBRIEFING DEFINED
  • DEBRIEFING IN BUSINESS ETHICS TEACHING EFFORTS
  • Reasons the Last Minutes Are Important
  • Planning for Debriefing
  • A CONCEPTUAL MODEL FOR DEBRIEFING IN BUSINESS ETHICS TEACHING EFFORTS
  • THE DEBRIEFING MODEL IN ACTION
  • DEBRIEFING: COMPLETING THE ENTIRE LEARNING EXPERIENCE
  • Encouraging an Environment of Ambiguity
  • Providing Structure for the Exercise: The "Game Plan"
  • PRACTICAL SUGGESTIONS AND CAUTIONS FOR FACULTY TEACHING BUSINESS ETHICS
  • Shared Work Experiences
  • The Envelope Game.
  • Journal Writing
  • MISTAKES TO AVOID IN DEBRIEFING
  • CONCLUSION
  • REFERENCES
  • Chapter 12 Assessing the Impact of Business Ethics Teaching Efforts: A Total Quality Management and Student Outcomes Assessment Approach
  • INTRODUCTION
  • ASSESSMENT AND ACCOUNTABILITY IN INSTITUTIONS AND BUSINESS SCHOOLS
  • WHAT IS OUTCOMES ASSESSMENT?
  • OUTCOMES ASSESSMENT IN TEACHING BUSINESS ETHICS
  • KAIZEN AND OUTCOMES ASSESSMENT IN TEACHING BUSINESS ETHICS
  • OBJECTIVES OF STUDENT OUTCOMES ASSESSMENT IN BUSINESS ETHICS TEACHING EFFORTS
  • OVERCOMING FORCES AGAINST TQM/STUDENT ASSESSMENT
  • TEACHING BUSINESS ETHICS: OUTCOMES ASSESSMENT AND CONSTITUENT NEEDS
  • THE DEMING CYCLE AND OUTCOME ASSESSMENT IN BUSINESS ETHICS EDUCATION EFFORTS
  • Planning Stage
  • Doing Stage
  • Studying Phase
  • Acting Phase
  • ISSUES AND SUGGESTIONS FOR BRINGING OUTCOMES ASSESSMENT TO FRUITION
  • CONNECTING ASSESSMENT TO TEACHING
  • CONCLUSION
  • REFERENCES
  • Chapter 13 Outcomes Assessment: Why Evaluate Your Business Ethics Teaching Efforts?
  • INTRODUCTION
  • MEASURING YOUR PERFORMANCE
  • What Is Evaluation?
  • DECIDING ON AN EVALUATION STRATEGY
  • Formative or Summative Strategies
  • Quantitative or Qualitative Strategies
  • Formal or Informal Strategies
  • Combining Strategies
  • DECIDING WHICH VARIABLES TO MEASURE
  • Evaluating Satisfaction
  • Objective-Based Evaluation
  • Behavior Change
  • DEVELOPING AN EVALUATION PLAN
  • Formulating Questions and Standards
  • Selecting a Research Design
  • Collecting and Analyzing Information
  • Reporting Information
  • OBSTACLES TO ASSESSING STUDENT LEARNING IN TEACHING BUSINESS ETHICS
  • ASSESSING LEARNING OUTCOMES AND SATISFACTION IN INTERDISCIPLINARY BUSINESS ETHICS TEACHING EFFORTS
  • STUDENT PERCEPTIONS OF INTERDISCIPLINARY APPROACHES TO TEACHING BUSINESS ETHICS
  • ENSURING ADEQUATE EVALUATION OF PROGRAM OUTCOMES.

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