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William Frey - Business Ethics

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William Frey Business Ethics

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Business Ethics is a derived copy from the Corporate Governance course previously published in Connexions. While many courses using this title place emphasis on applying classical philosophical and ethical theory, this courses approach is decidedly interdisciplinary and practical. It is not designed as a socio-humanistic elective, a service philosophy course, or even an applied philosophical ethics course but as a laboratory, skills-based course where students develop, practice, and refine decision-making and problem-solving strategies that they will carry with them into the world of business practice. Emphasis has been placed on responding to the four ethical themes identified by the AACSB ethics task force: Ethical Leadership, Ethical Decision-Making, Social Responsibility, and Corporate Governance. Modules include (1) theory building activities (responsibility, rights, virtue), (2) problem specification frameworks emphasizing socio-technical system building and analogies with design, (3) specific modules responding to AACSB ethics themes (moral ecologies, corporate social responsibility, corporate governance, and a history of the modern corporation) and (4) modules that provide the course with a capstone, integrative experience (Business Ethics Bowl, Social Impact Statement Reports, and Corporate Ethics Compliance Officer Reports). While a quick glance shows that this collection holds more modules than can possibly be covered in a single semester, this approach gives the user flexibility as to the method used for integrating ethics into the business administration curriculum. Modules can be recombined into different standalone courses such as business ethics, business/government/society, or environment of organizations. Since each module can be covered independently, they can be integrated into the business administration curriculum as specific interventions in mainstream business courses in areas like accounting, finance, management, information systems, human resources or office administration. (In fact many have been written for and tested in these circumstances.) Business Ethics has been developed through the NSF-funded project, Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices, NSF SES 0551779.

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Business Ethics

Collection edited by: William Frey

Content authors: William Frey and Jose Cruz-Cruz

Based on: Corporate Governance .

Online:

This selection and arrangement of content as a collection is copyrighted by William Frey .

It is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/by/2.0/

Collection structure revised: 2009/01/02

For copyright and attribution information for the modules contained in this collection, see the "" section at the end of the collection.

Chapter 1. Ethical Leadership

1.1. Theory Building Activities: Mountain Terrorist Exercise

Module Introduction

This module poses an ethical dilemma, that is, a forced choice between two bad alternatives. Your job is to read the scenario and choose between the two horns of the dilemma. You will make your choice and then justify it in the first activity. In the second activity, you will discuss your choice with others. Here, the objective is to reach consensus on a course of action or describe the point at which your group's progress toward consensus stopped. The Mountain Terrorist Exercise almost always generates lively discussion and helps us to reflect on of our moral beliefs. Don't expect to reach agreement with your fellow classmates quickly or effortlessly. (If you do, then your instructor will find ways of throwing a monkey wrench into the whole process.) What is more important here is that we learn how to state our positions clearly, how to listen to others, how to justify our positions, and how to assess the justifications offered by others. In other words, we will all have a chance to practice the virtue of reasonableness. And we will learn reasonableness not when it's easy (as it is when we agree) but when it becomes difficult (as it is when we disagree).

The second half of this module requires that you reflect carefully on your moral reasoning and that of your classmates. The Mountain Terrorist Exercise triggers the different moral schemas that make up our psychological capacity for moral judgment. Choosing one horn of the dilemma means that you tend to favor one kind of schema while choosing the other horn generally indicates that your favor another. The dominant moral theories that we will study this semester provide detailed articulations and justifications of these moral schemas. Reflecting on your choice, the reasons for your choice, and how your choice differs from that of your classmates will help you get started on the path of studying and effectively utilizing moral theory.

The following scenario comes originally fromthe philosopher, Bernard Williams. It is also presented inintroductory ethics textbooks (such as Geoffrey Thomas AnIntroduction to Ethics). The first time this modules author becameaware of its use in the classroom was in a workshop on AgricultureEthics led by Paul Thompson, then of Texas A&M University, in1992.

Moral Theories Highlighted
  1. Utilitarianism: the moral value of an action lies in its consequences or results

  2. Deontology: the moral value of an action lies, not in its consequences, but in the formal characteristics of the action itself.

  3. Virtue Ethics: Actions sort themselves out into virtuous or vicious actions. Virtuous actions stem from a virtuous character while vicious actions stem from a vicious or morally flawed character. Who we are is reveals through what we do.

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