The Art of Learning Empathy: Advancing Organizational Ethics Education With the SpaceJam Pedagogical Strategy.

This chapter deals with a multitude of perspectives on ethics education in business schools and provides a compelling example of Iceland, where unethical behavior of its business elite and the total disregard for commonly accepted ethical rules of conducting business led to unsustainable expansion of the financial industry and its subsequent collapse in the fall of 2008. The authors examine whether ethics education or more precisely, the lack thereof, played any role in this financial collapse, and whether business schools should contribute to molding moral characters of their students, who will ultimately become the next generation of business leaders. Here are a few important highlights of what has been found. First, a consensus seems to have been reached that business schools have an important role in developing the moral character of their students, something they haven’t practiced sufficiently according to managers. Second, business schools ought to take a more direct part in a society’s discourse on business ethics and perhaps be in the forefront of these discussions. Third, there is a clear need for not only asking business schools to contribute to molding the moral character of students but to reshaping that of practicing managers through re-training and continuous education.

Abstract:The purpose of this study was to identify the current status of ethics education in science andtechnology for pre-service science teachers and find out their recognition on the needs for ethics education at school.A survey was administered for this study and a total of 594 pre-service science teachers studying in college/universityof education participated. The survey was organized to examine participants' 1) experience in ethics education inscience and technology, 2) recognition on the needs of ethics education in science and technology, and 3) the need forit in elementary and secondary school. Each item was responded using either 1 to 5 Likert type scale, multiplechoices, or open questionnaires. The results showed that 37.4% of participants obtain science technology informationfrom the mass media, and 23.5% from the school education. Only 8.4% of the participants had the experience oftaking class on ethics in science and technology. In terms of level of confidence in understanding the ethical issues inscience and technology, the average response was 2.73. However, their perception on the needs of the ethicseducation ranges from 3.34 to 4.58, which is much stronger than other responses on average. This strong perceptionon the needs was much higher for pre-service science teachers for elementary school, than those of the secondaryschool(p<.05). All participants recognized the need for ethics education in science and technology at both elementaryand secondary school. In responses for which subject should provide ethical issues on science and technology,science class was most frequently suggested (62.4%), followed by ethics class (29.1%). In responses for the mostefficient form of learning, they suggested that case studies (43.5%), followed by discussions (41.4%) would be anefficient way to learn. Even in the responses of open questionnaires asking for efficient ways of learning ethicalissues, participants suggested that discussions on various ethical issues on the cases in the science and technologywould provide practical and substantial learning. Key words: ethics education, science and technology, pre-service science teacher Ewha Womans University

It has been suggested that the introduction of a universal code of ethics for business, similar to that of the Hippocratic Oath, would encourage business leaders to engage in ethical decisions. The aim of this study is to empirically investigate what future business leaders learn in business school ethics class and to critically examine if there is any correlation between the education that the Hippocratic Oath refers to and modern business ethics education. This quantitative study surveyed 128 academics that teach ethics to business students in 29 Australian universities in order to find out what business students learn when they study ethics in business schools. The study found such an overall inconsistency in business ethics education that no specific conclusions can be made apart from concluding that there is no uniform and universal standard into the discipline of ethics and what it teaches. The experts are mainly split between the view that ethics education is about teaching critical thinking or that it is about learning academic and theoretical aspects of the discipline of ethics. A third of the experts also thought the purpose of ethics education was to teach ethical conduct. This paper also argues that the laissez-faire approach about ethics education from Association for Advancement of Collegiate Schools of Business (AACSB) has marginalised business ethics education as business schools overwhelmingly tend to scattering ethics topics superficially and incoherently across the curriculum. The study argues that it is critical to establish a universal standard in business ethics education in order to ensure future ethical business leaders and that the first step is to determine a universal definition of ethics.

Business world is constantly changing in a different way that the past had low predictive power to predict the future. In the last ten years, new business paradigms have gained the tractions. There are new business strategies to remove business constraints as much as possible, for rehumanization the consumer and to achieve multiple objectives simultaneously such as profit, social, and environment. The emergence of new business paradigms also means that industries competition landscapes are mutating and create a new industry that has completely different characteristics and a different success factor key. While business world is changing, business school pedagogy has relatively been the same in the last 30 years. The implications are t h a t business school become more and more irrelevant to business world and more big companies start to develop their corporate university to better address their own challenges. We address those issues by reviewing business school pedagogy philosophy. We find that business school pedagogy has drawbacks such as their time orientation is mostly based on the past of business successes and failures with a relatively stable environment if it is compared to today environment, and their heavy emphasis on a partial analysis and partial problem solvings, such as the case of segregation. To overcome this major drawbacks, we believe that business school pedagogy may be innovated by changing the time of orientation for the future of educators and students externship, whereas current and future business issues may be discussed and solved with a good collaboration with company’s management. Keywords—Business strategy, competition landscape, externship, multiple business objectives, pedagogy, business sustainability

This qualitative study aims to investigate business school professors’ perception of ethics in business education, and their possible role in achieving ethical awareness in these schools. Data were collected through semi-structured interviews with 59 professors from four business schools, each from a different European country. The results show that participants define ethics along four dimensions, and express two divergent forms of implementing it. These differ by the country in which the business school is located. The findings shed light on the issues of ethics and sustainability in business education, and the importance of preparing students to become responsible leaders. For that purpose, we develop recommendations to foster ethics and sustainability in education in business schools in order to develop more socially responsible citizens.

The main objective of this paper is to identify relevant factors that influence ethics in the MBA curriculum. We attempt to uncover a selection of factors that are likely to determine how ethics-related debates are delivered within the MBA curriculum. Our analysis includes reflections on four key issues. First, we ask whether the geographic location of a school influences the way ethics is anchored in MBA programs. While there is much research and debate on ethics education in US-based MBA programs and to a more limited extent also on European institutions, a comparative analysis between these two regions is missing with a focus on sustainability courses in undergraduate and graduate programs). Second, we study the influence of a school’s position in a ranking on ethics education. Our analysis looks at differences between globally ranked top schools (according to the 2009 Financial Times Global MBA Top 100 ranking) and non-ranked institutions in the way they approach ethics education. Third, we study the effects of program length on how ethics-related debates are delivered. We analyse differences in ethics education between short (up to 18 months) and longer (over 18 months) MBA programs to examine whether program duration has an impact on the availability of relevant courses. Finally, we explore the effects of participation in the United Nations (UN)-backed Principles for Responsible Management Education (PRME) on ethics education. Studying such effects can provide answers to questions about the efficacy of schools’ public self-commitments in the context of ethics education.

Transplant coordinators face ethical conflicts in various situations, such as deciding who should receive organ donations and how to consider patient costs and such conflicts are expected to be more frequent in Korea, as organ transplant coordinators in the country perform both organ acquisition and transplantation. This study aims to develop an ethics education program to enhance organ transplant coordinators' ethical competence and address the ethical conflicts faced by them during clinical practice. A descriptive study. An online survey was conducted from March 22 to May 28, 2021. The study was conducted among 160 registered members of the Korea Organ Transplant Coordinators Association. Ultimately, 87 participants agreed to participate in the study. Permission to conduct the study was obtained from the Institutional Review Board. The study revealed variations in the degree of ethical conflict based on the participants' general characteristics. Furthermore, organ transplant coordinators exhibited high levels of ethical competence and expressed a need for ethics education. The findings also indicated a positive correlation between higher ethical competence and greater demand for ethics education. Based on the findings, developing standardized ethics education programs tailored to organ transplant coordinators is recommended. These programs should focus on improving ethical decision-making skills and establishing professional ethics. The education provided should be practical, applicable in the clinical setting, and responsive to the participants' awareness and concerns regarding ethics education.

INTRODUCTION:Medical ethics is the branch of ethics that deals with moral issues in medical practice. Many postgraduate training programs have developed educational interventions in ethics to meet accreditation standards and prepare learners for certification examinations and clinical practice. The aim of this study was to assess the attitude of residents in King Abdulaziz University Hospital (KAUH) toward the need for ethics education and identify the most effective methods of teaching ethical issues.MATERIALS AND METHODS:A cross-sectional study of residents in different specialties at KAUH was conducted using a self-administered questionnaire. The questionnaire consisted of four parts: demographic data, assessment of the educational need for ethics education, assessment of the impact of various learning methods, and assessment of the need for ethically important practices and behavior. SPSS version 16.0 was used for data entry and analysis. Descriptive analysis included frequency distribution, percentages, mean, and standard deviation (SD); Chi-square test and t-test were employed to determine statistical significance.RESULTS:Eighty-eight of the 102 residents invited to participate in the study returned completed questionnaires, providing a response rate of 86.3%. Their ages ranged between 24 and 38 years with a mean of 27.7 (standard deviation 2.8) years. Approximately two-thirds of the residents (65.9%) agreed that medical ethics can be taught and learned while only 19.3% of them disagreed. The most effective methods of ethical education according to the residents were discussion groups of peers led by a knowledgeable clinician (78.4%), clinical rounds (72.7%), and an incorporation of ethical issues into lectures and teaching rounds (69.3%).CONCLUSION:This study documents the importance residents placed on ethics education directed at practical, real-world dilemmas and ethically important professional developmental issues.

Literature suggests that counselor education does not consistently teach ethics and that ethical violations currently occur between trainees and faculty. The literature also suggests that ethical dilemmas during training strongly influence later ethical counseling practice. A survey examined the ethics training of counselor educators and ensuing attitudes and actions in professional practice. The author discovered that ethics pedagogy during training was related to later pedagogical strategies and to reactions to attraction with students. Furthermore, no single pedagogical strategy seems to guarantee best teaching or ethical professional practice. This survey reinforces the need for ethics education for counselor educators and suggests directions for research.

This manuscript commences by articulating the need for character education in business schools. It proceeds to discuss several pedagogical strategies that develop virtue in students. The concept of character education, derived from a variety of cultures -- including the ancient Greeks -- includes cognitive, affective and behavioral realms. As such, it seeks not only to develop students' intellectual capabilities but to make them people of virtue as well. Particular pedagogical strategies addressed in the article include teaching virtues via narrative, mentor relationships, collaborative learning, service-learning and self-reflection. Programs of a number of universities are cited as examples.

This study conducts a historical review of accounting ethics education literature over a forty-eight-year period from 1970 to 2018. It synthesizes accounting ethics education research published in academic research journals to identify trends and key themes. The study contributes to the body of accounting and education literature by giving meaning and shape to the development corpus of accounting ethics education research. Early research highlighted the need for ethics education in the accounting curriculum, while research in the latter part of the relevant period, moved toward understanding the impact of ethics education on students’ cognitive moral development and decision-making. Key topic themes inherent in the data include teaching methods, the importance of ethics education, ethical decision-making, moral development, the integration of ethics into accounting courses, and curriculum related issues. Alongside the rising number of publications during the relevant period, the findings suggest an increasing sophistication in teaching pedagogies and growing interest of ethics education research in developing countries. Overall, this study underlines the importance of ethics education research to the edification and ethics of future accountants.

PurposePedagogy today has become a function of technology and this relationship becomes all the more promising when used to address the educational needs of the constantly changing and fast evolving business school education. Business schools today are responsible for empowering future managers and leaders with not only the knowledge and insights but also with the ability to sense and respond to the unanticipated changes of the turbulent business environment. The objective of this paper is to conceptualize an integrated pedagogical framework that combines “richness” of augmented reality, classroom teaching and academic research with “reach” of social networking to yield a paradigm of agile business school education.Design/methodology/approachThe authors propose a conceptual model that would help in building entrepreneurial agility through business school education when internal factors collectively optimize the richness of education content and external factors provide the reach necessary to create a field for socialization that helps in building knowledge.FindingsThe authors’ conceptual model consists of three sub‐paradigms derived from the theories they discuss: richness (from theory of experiential learning), reach (from social network theory) and business school education agility (from contingency theory). These three dimensions together enable the authors to understand and propose a new model for business schools, which would have the objective of producing more graduates with entrepreneurial agility.Research limitations/implicationsThis research is just an attempt towards integration of emerging technologies to offer agile and experiential education. More research is needed to assess the effectiveness of various teaching and learning techniques. Multivariate analysis would be helpful in determining the multitude of effects on learning that can occur within a business school environment.Originality/valueAgile business school education is a new variation on business school pedagogy that combines traditional‐style education with technology to provide education that is relevant today and will be relevant in dealing with unforeseen events in the future. Agile business school education will enable graduates to build and lead agile and successful organizations.

PurposeEthics education in accounting has become more of an issue after the Enron collapse. The aim of the study is to evaluate the importance given to accounting ethics education in business schools in Turkey and to discuss the possible problems by comparing the results with developed countries.Design/methodology/approachFor the evaluation of the ethics education in Turkey, a questionnaire was sent to all accounting departments of business schools.FindingsIn this study low rates of ethics education in Turkey were found but, if an academician has received accounting ethics education, he/she is shown to be more likely to teach ethics.Originality/valueThese experiences would be a good guide for Turkish academics for development of ethics education in accounting programmes of business schools.

"This book is an examination of the inattention of business schools to moral education, addressing lessons learned from the most recent business corruption scandals and financial crises, and also questioning what we're teaching now and what should be considering in educating future business leaders to cope with the challenges of leading with integrity in the global environment" - Provided by publisher

Responsible Management Education in Business Schools – High on principles but low on action: A systematic literature review