Abstract
The main purpose of the article is to support the idea of institutionalizing business ethics education at all business schools. Further, the article stresses the importance of using ethical-economic dilemmas in business ethics education. It argues that business students should learn that managerial work is too complex to make do with expertise and experience and help them to acquire the skill of ethical reflection of economic activity. Solving ethical-economic dilemmas in business ethics courses helps to develop cognitive skills in considering economic or managerial problems on the basis of ethical and economic interaction. In order to support the main purpose stated above, we aimed at getting a picture of how respondents assess and solve an ethical-economic dilemma. Hence, this article presents results of an empirical investigation of the ethical decision-making (EDM) process on a sample of Slovak students of Management.
Highlights
People have been constantly confronted with consequences of unethical business practises
Though some argue that ethics cannot be taught (e.g. Cragg 1997) and that it is difficult to change personal values and principles in business ethics courses (McCabe et al 1991), the Association to Advance Collegiate Schools of Business (AACSB) obviously assuming that ethical decision-making (EDM) strategies and ethical values can be trained (Sims, Felton 2006) has included ethics instruction as an accreditation requirement and recommended it to be high priority in the curriculum (Falkenberg, Woiceshyn 2007)
The main purpose of our research was to gain a clearer picture of how respondents assess and solve an ethical-economic dilemma, this being measured in regard to certain elements of EDM
Summary
People have been constantly confronted with consequences of unethical business practises. World leading business schools have been aiming attention at integrating business ethics in their curriculum, as some of them became embarrassed by the role played by their alumni in corporate scandals. A. Remišová et al Ethical-economic dilemmas in business education by economic, social and psychological laws” (Ghoshal 2003). Remišová et al Ethical-economic dilemmas in business education by economic, social and psychological laws” (Ghoshal 2003) He is just one of those calling for change in business education, suggesting that “coursework-as-usual is insufficient, or at least irresponsible, because they cover material independent of ethics” (Cant, Kulik 2009). Though some argue that ethics cannot be taught (e.g. Cragg 1997) and that it is difficult to change personal values and principles in business ethics courses (McCabe et al 1991), the Association to Advance Collegiate Schools of Business (AACSB) obviously assuming that ethical decision-making (EDM) strategies and ethical values can be trained (Sims, Felton 2006) has included ethics instruction as an accreditation requirement and recommended it to be high priority in the curriculum (Falkenberg, Woiceshyn 2007)
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