Teaching business ethics for effective learning / Ronald R. Sims.

Format:

Book

Author/Creator:

Sims, Ronald R.

Language:

English

Subjects (All):

Business ethics--Study and teaching.

Business ethics.

Physical Description:

1 online resource (302 p.)

Edition:

1st ed.

Distribution:

London : Bloomsbury Publishing, 2024

Place of Publication:

Westport, Conn. : Praeger, 2002.

Language Note:

English

Summary:

The key to teaching business ethics successfully, says Sims, is to start with clear goals and a sensible expectation of outcomes, and with a true knowledge and appreciation of how people actually learn. Seems obvious enough, he says, but the surprise is that so few understand this. Thus, the teaching of business ethics is often an unproductive, frustrating exercise in futility. Sims hopes to change that. Proceeding with the conviction that open communications between teacher and student before, during, and after the teaching experience is vital, Sims identifies key teaching processes, gives practical advice on designing and planning the curriculum, and offers guidance on how to develop a climate conducive to effective learning. He highlights the importance of creating a classroom climate that encourages open dialogue, good moral conversation, and conversational learning. And throughout he emphasizes that learning styles and experiential learning theory are cornerstones of teaching business ethics, thus taking an approach unlike any in the literature. An important guide for those who are new to teaching this essential subject, Sims' book will also be helpful for more experienced teachers who are wondering why their own methods do not always work, or do not work as well as they believe they should. Sims identifies important processes that must be managed if business ethics is to be taught and learned successfully-processes such as creating stakeholder commitment to the goals, purposes, and outcomes of the teaching effort, and curriculum design and planning that are attuned to individual differences in learning styles, motivation, and values. Also included in Sims' processes are the development of individual school outcomes, and expectations, and the assessment procedures that can measure them. He discusses the importance of incorporating debriefing into an experiential learning exercise or discussion, and goes on to give an in-depth discussion of the pedagogical approaches that allow teachers to teach the practical and theoretical components of the subject simultaneously. Well illustrated with examples, such as an interdisciplinary approach to teaching and a way to institutionalize outcomes assessment by means of total quality management, Sims' book returns constantly to his major theme: that to teach business ethics effectively the teacher must first create a climate of trust and sharing within and between students, and between students and teacher, and that the teacher must have a concrete way to measure the impact of the teaching effort's results.

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

NOTES

Chapter 3 The Environment for Teaching Business Ethics: Obstacles and Issues

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

Chapter 4 Who Should Teach Business Ethics?

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

Chapter 5 Teaching Business Ethics for Effective Learning: Experiential Learning

TEACHING BUSINESS ETHICS: LESSONS TO BE LEARNED FROM THE WIZARD OF OZ

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

Chapter 6 Learning Environments and Experiential Learning Processes

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

Chapter 7 Structuring and Delivering Business Ethics Teaching Efforts

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

Chapter 8 Practical Approaches to Teaching Business Ethics

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

Chapter 9 Moving into the Classroom: Developing the Climate for Teaching and Learning Business Ethics

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

Chapter 10 Teaching Business Ethics: Dialogue, Good Moral Conversation, and Conversational Learning

DIALOGUE

GOOD MORAL CONVERSATION

CONVERSATIONAL LEARNING IN TBE

THE BUSINESS ETHICS TEACHER'S ROLE IN A CONVERSATIONAL LEARNING APPROACH

NOTE

Chapter 11 Debriefing: Completing the Learning Process in Experiential Learning Exercises

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

Chapter 12 Assessing the Impact of Business Ethics Teaching Efforts: A Total Quality Management and Student Outcomes Assessment Approach

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

Chapter 13 Outcomes Assessment: Why Evaluate Your Business Ethics Teaching Efforts?

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.

CONCLUSION AND FUTURE CONCERNS.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9798216022862

9786610928026

9781280928024

1280928026

9780313011641

0313011648

OCLC:

567919878