Abstract
An ethics course has been integrated with the business curriculum to make business operations ethical. The drive to conduct ethics training in business schools has stemmed from seven forces: an increase in unethical practices by managers, the desire of employer organisations, pressure from regulators, the need for professionalism, popular public demand for positive roles, and the new education policy of the government. Arguments against teaching ability point out that college ethics courses are useless because ethics cannot be taught as it is hard to change habits, beliefs, and values. Conversely, researchers argue that ethical behaviours could be developed. From a teachability point of view, ethics education goals can include raising individuals’ consciousness to recognise ethical issues, developing sensitivity for feeling a sense of moral obligation, developing analytical skills for recognising right and wrong in the issues, and developing decision-making skills to identify proper actions. The educators face the challenge of developing autonomy, self-efficacy, and values through situated learning. This paper aims at bringing the challenges faced by the teachers in teaching ethics education and how in the long run teachers can make this teaching very effective.
Published Version
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