Mana4340 Dr.

Beverly George Spring 2009 - 1

Mana 4340 - Business & Society
Ethics and Stakeholder Management
First of all, adaptation of Carroll & Buchholtz, Business & Society
Ethics and Stakeholder Management is used at the undergraduate
level to meet the AACSB requirements. In addition each exam
question provides the AACSB designation related to learning
outcome.
Learning utcomes Mana 4340
. Students !ill "e a"le to recognize elements of our !luralistic
society characterizing "usiness and society
interrelationshi!s. #Chapter $ AACSB %equirement &
'. Students !ill "e a"le to identif( "asic !hiloso!hies of
proponents regarding CS# #corporate social responsi"ilit(&. $
Chapter ' $ #AACSB %equirement '&
). Students !ill "e a"le to recognize the pros and cons of "oth sides
of each moral dilemma. $ Chapter * $ #AACSB %equirement +&
,. Students !ill "e a"le to recognize and explain the ma-or ethical
theories that are used in the decision ma.ing process of
leadership. $ Chapter / #AACSB %equirement )&
+. Students !ill "e a"le to identif( the ma-or stakeholders and
ho! the( are a0ected "( di0erent ethical !hiloso!hies used in
decision1ma.ing. $ Chapter / #AACSB %equirement ' & )&
2. Students !ill "e a"le to identif( the principles and practices of
sound, responsi"le cor!orate go$ernance as a deterrent to
unethical "ehavior $ Chapter , #AACSB %equirement ,&
*. Students !ill "e a"le to appl( the necessar( steps to reach
decisions !hich are "oth ethically and socially res!onsi"le.
$ Chapter /, Chapter ' $ #AACSB %equirement '&
/. Students !ill "e a"le to identif( the "asic characteristics of a
profession %&#M'( and provide insights to the ethical codes that
ma.e one a professional !ithin a speci3ed 3eld $ Several
Chapters 1 AACSB %equirement +&
Mana4340 Dr. Beverly George Spring 2009 - 2
AACSB Requirement 1
Where do students learn about the responsibility of business in society? What assurance
is there that these learning opportunities are effective?
The course structure demonstrates that It is essential for business in general
and management education students in particularto understand the symbiotic
relationship between business and society, especially in terms of the moral
dimensions of the power placed in the hands of owners and managers. usiness
schools address this need in many ways and at many points in their curricula.
!chools and review teams should confirm that the coverage is ade"uate to ensure
that all students understand this important relationship.
Mana4340 - Chapter 1The Business and Society Relationship
Learning utcome
%ecognize elements of our !luralistic society characterizing
"usiness and society interrelationshi!s. #Chapter $ AACSB
%equirement &
E)amination *uestion
4hich of the follo!ing is not a !ea.ness of pluralism5
a. prevention of concentrations of po!er
". pursuit of self1interest
c. overlapping goals, causing confusion a"out !hich groups "est serve
particular interests
d. emphasis on con6ict
A7S8 A 9:S8 %;F8 /1< 7A:8 AACSB Anal(tic = ;nvironmental In6uence
Mana4340 Dr. Beverly George Spring 2009 - 3
AACSB Requirement 2
Where do students learn and practice ethical decision making? Do any of the examples involve
ethical issues from the students own experience? What assurance is there that these learning
opportunities are effective?
Providing students the opportunity to learn and practice multiple models for ethical decision
making is an important step in supporting their ability to make good personal choices and business
decisions in the future. To ensure that they internalize the application of the model when they are
close to the choices, it is helpful to utilize some examples from their own sphere of experience.
Schools and review teams should consider whether there is assurance that the opportunities for
learning and practicing ethical decision making are adequate for all students.
Mana 4340 - Chapter 8Personal and Orani!ational "thics
Learning utcome
Students !ill "e a"le to identif( "asic !hiloso!hies of proponents
regarding CS# #corporate social responsi"ilit(&. $ Chapter ' $
#AACSB %equirement '&
Appl( the necessar( and appropriate steps to reach decisions
!hich are "oth ethically and socially res!onsi"le. $ Chapter /,
Chapter ' $ #AACSB %equirement '&
E)amination *uestion
Corporate social responsi"ilit( emphasizes
a. o"ligation and accounta"ilit(.
". action and activit(.
c. outcomes and results.
d. sociall( responsi"le investing.
A7S8 A 9:S8 %;F8 )+ 7A:8 AACSB ;thics = ;thical %esponsi"ilities
4hich of the follo!ing is the most "asic assumption !e ma.e in discussing
personal and managerial ethics5
a. 4ith e0ort, the >right> ans!er can "e reached.
". :he o"-ect of ethical principles is to minimize harm done to others.
c. :he o"-ect of ethical principles is to maximize "ene3ts to others and
ourselves.
d. 9eople !ant to "ehave ethicall(.
A7S8 ? 9:S8 %;F8 '<' 7A:8 AACSB ;thics = ;thical
%esponsi"ilities
Mana4340 Dr. Beverly George Spring 2009 - 4
AACSB Requirement 3
Where do students learn about their responsibilities for ethical leadership in organizations?
What assurance is there that these learning opportunities are effective?
While most students will not proceed to leadership positions immediately upon graduation, they
still must develop a basic understanding of ethical leadership. With luck they will move quickly to
supervisory positions where their abilities in this important area will first be tested. Regardless of
their progression, it is important to note that all group and organizational members are in a
position to exercise informal leadership at selected times and on selected issues. Schools and
review teams should consider whether or not there is assurance that the opportunities for learning
about ethical leadership are adequate and effective for all students.
Chapter 8Personal and Orani!ational "thics
Learning utcome
%ecognize and explain the ma-or ethical theories that are used in
the decision ma.ing process o+ leadershi!. $ Chapter / #AACSB
%equirement )&
E)amination *uestion
;thical leadership is founded on t!o pillars. :hese are
a. re!ards and punishments.
". the manager as a moral person and a moral manager.
c. ethical climate and ethics training.
d. ethics principles and ethics tests.
A7S8 B 9:S8 %;F8 )' 7A:8 AACSB ;thics = @eadership 9rinciples
Mana4340 Dr. Beverly George Spring 2009 - 5
AACSB Requirement 4
Where do students learn about corporate governance? What assurance is there that these learning
opportunities are effective?
This class teaches that Knowing the principles and practices of sound, responsible corporate
governance can also be an important deterrent to unethical behavior. To help reduce the
probability of corruption, students should encounter the principles of and practice compliance with
good governance in their coursework. Schools and review teams should consider whether there is
assurance that the opportunities for learning about corporate governance are adequate and
effective for all students.
Chapter 4Corporate #o$ernance% &oundational 'ssues
Learning utcome
Identif( the principles and practices of sound, responsi"le
cor!orate go$ernance as a deterrent to unethical "ehavior $
Chapter , #AACSB %equirement ,&
E)amination *uestion
:he primar( purpose of the Sar"anes1Axle( Act is to
a. provide rules regulating the relationship "et!een C;As and "oards.
". limit the po!er of corporate "oards.
c. restrict the 6o! of corporate mone( into politics.
d. provide "etter protection for investors in pu"lic companies "( improving
the 3nancial reporting of those companies.
A7S8 ? 9:S8 %;F8 )+ 7A:8 AACSB Anal(tic = @egal %esponsi"ilities
Mana4340 Dr. Beverly George Spring 2009 - 6
AACSB Requirement 5
Where do students learn about specific ethical issues and guidelines relating to other content
areas? What assurance is there that these learning opportunities are effective?
There is a danger that implicit ethical issues will be ignored in the coverage of disciplinary
content. While general ethical education is important, ignoring ethical implications during the
discussion of detailed subjects sends a message that ethical conduct may be relegated to certain
areas and ignored in others. This encourages students to disregard the ethical implications of some
decisions and assume there will be no consequences. A short list of examples of ethical
components is shown below to stimulate thinking on the part of schools and review teams. They
should be concerned that there is assurance of coverage of ethical issues in the disciplinary
content.
Specific Areas: Sample Ethical Component
Learning utcome
Students !ill "e a"le to recognize the pros and cons of "oth sides of
each moral dilemma. $ Chapter * $ #AACSB %equirement +&
;xplain the "asic characteristics of a profession %&#M'( and
provide insights to the ethical codes that ma.e one a professional
!ithin a speci3ed 3eld $ Speci3c Chapter Belo! 1 AACSB
%equirement +&
Auditing
Corporate Strategy
Mana4340 - Chapter (Strateic Manae)ent and Corporate Pu*lic +,,airs
E)amination *uestion
4hich of the follo!ing is not one of the steps in the strategic management
process5
a. goal formulation
". strateg( implementation
c. pro"lem identi3cation
d. environmental anal(sis
A7S8 C 9:S8 %;F8 2, 7A:8 AACSB Anal(tic = Strateg(
Human resource management
Mana4340 - Chapter 10"thical 'ssues in the #lo*al +rena
E)amination *uestion
Mana4340 Dr. Beverly George Spring 2009 - 7
:he main t!o factors of concern in management and control of glo"al operations
are
a. organizational structureBdesign and human resource management.
". tax la!s and currenc( exchange rates.
c. manufacturing processes and mar.eting plans.
d. political parties and economic s(stems.
A7S8 A 9:S8 %;F8 ,C 7A:8 AACSB Anal(tic = D%E
Specific Areas: Sample Ethical Component (Continued)
Environmental impact
Chapter 1(The -atural "n$iron)ent as Sta.eholder
E)amination *uestion
Duman denial of responsi"ilit( for the misuse of the environment is re6ected "(8
a. A9;7
". 7IEBF
c. BAEA
d. C@AS;
A7S8 B 9:S8 %;F8+<) 7A:8 AACSB Anal(tic = ;nvironmental
In6uence
Privacy management
Censorship and privacy
Mana4340 - Chapter 18")ployee Sta.eholders% Pri$acy/ Sa,ety/ and 0ealth
E)amination *uestion
4hich of the follo!ing is not one of the ma-or !or.place privac( issues5
a. integrit( testing
". drug testing
c. monitoring emplo(ees
d. hourl( pa( and "ene3ts
A7S8 ? 9:S8 %;F8 2< 7A:8 AACSB Anal(tic = D%E

Fairness in selection and promotion procedures
M+-+ 4340 - Chapter 11")ploy)ent 2iscri)ination and +,,ir)ati$e +ction
E)amination *uestion
:he concept that preferential treatment for minorities and !omen leads to harms
to other groups is called
a. compensator( -ustice.
". reverse discrimination.
c. >!hat goes around comes around.>
Mana4340 Dr. Beverly George Spring 2009 - 8
d. legalized discrimination.
A7S8 B 9:S8 %;F8 *+< 7A:8 AACSB Anal(tic = @egal
%esponsi"ilities
Mana4340 Dr. Beverly George Spring 2009 - 9
AACSB Requirement 6
++CSB 3uestion not applica*le to classroo) settin o, Mana43404
10. What proportion of the business school faculty are involved in the activities covered by
questions five through nine?
Faculty involvement is an important indicator of the salience of issues in academic environments.
Relegation of ethical issues to a small fraction of the faculty or to those perceived as having low
status vitiates the power of the educational experience. Also, in an environment where concern
over ethical issues has risen sharply, lack of business school faculty involvement may indicate a
disconnection between the academic experience and the real world. If ethics content is taught
primarily by faculty from outside the business school, questions should be raised as to what is
done to convey the relevance of ethics in business practice.