Teaching Ethics Across the

Management Curriculum

Teaching Ethics Across the

Management Curriculum
Principles and Applications
Volume II
Kemi Ogunyemi

Teaching Ethics Across the Management Curriculum: Principles and

Applications, Volume II
Copyright Business Expert Press, LLC, 2016.
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any
meanselectronic, mechanical, photocopy, recording, or any other
except for brief quotations, not to exceed 400 words, without the prior
permission of the publisher.
First published in 2016 by
Business Expert Press, LLC
222 East 46th Street, New York, NY 10017
www.businessexpertpress.com
ISBN-13: 978-1-63157-286-9 (paperback)
ISBN-13: 978-1-63157-287-6 (e-book)
Business Expert Press Principles for Responsible Management Education
Collection
Collection ISSN: 2331-0014 (print)
Collection ISSN: 2331-0022 (electronic)
Cover and interior design by Exeter Premedia Services Private Ltd.,
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First edition: 2016
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Printed in the United States of America.

Abstract
The need to embed business ethics in the teaching of management disciplines has at times given rise to a debate as to whether ethics should
be taught as a stand-alone course or in an embedded manner. So far, the
majority of opinions favors a consensus that both approaches are relevant
and should be used complementarily for optimal results.
This book offers unique insights into the experience of seasoned
academics who embed business ethics in teaching management theory
and practice. Its multidisciplinary approach enriches its content, as the
insights of our colleagues from within their fields are invaluable. It therefore complements other business textbooks. After general themes (curriculum integration, adult learning, learner commitment, and generation Y
classrooms), this volume covers ethics and responsibility in people management, team building, change management; operations management,
business law, and digital marketing communications.
The book provides a platform to share experiences of teaching ethical profitability. This contributes to resolving concerns experienced when
faculty wish to incorporate ethics into their teaching but feel they lack
preparation or ideas on how to do it. The chapters describe each d
iscipline
briefly, raise the typical ethical issues therein, and suggest teaching strategies and exercises or projects. The developing versus developed country
perspectives sections may interest schools with high student diversity. The
book also meets in-company training needs for attaining and sustaining
an ethical culture.

Keywords
adult learning, business ethics, business law, change management,
corporate social responsibility, developed versus developing country

perspectives, digital marketing, ethical management of human resources,

ethics in marketing communications, generation Y, integrated curricula,
millennials, pedagogy, safety in operations management, team building

Contents
Foreword

.........................................................................................ix

Chapter 1 Embedding Ethics in Teaching Management......................1

Kemi Ogunyemi
Module 1: Raise the Pillars............................................................... 9
Chapter 2 Building Ethics as a Foundational Principle Across
anIntegrated Undergraduate Curriculum........................11
Steven A. Edelson and Karen L. Stock
Chapter 3 Teaching Ethics to Grown-Ups: Coherent Narratives.......25

Kemi Ogunyemi
Chapter 4 Enabling and Embedding the Oath Project into
Student Learning and Ethical Career Pathways.................35
Roy Smith and Rachel Welton
Chapter 5 Ethics Educators in Generation Y Classrooms..................53
Kemi Ogunyemi
Module 2: Mind the People............................................................ 63
Chapter 6 Socially Responsible Human Resource Policies.................65
Jesus Barrena-Martinez, Macarena Lopez-Fernandez,
andPedro Miguel Romero-Fernndez
Chapter 7 Team Building.................................................................91

Tim London
Chapter 8 An Ethical Approach to Teaching Organizational
Change Management.....................................................113
Greg Latemore
Module 3: The How Matters......................................................... 135
Chapter 9 Using Safety to Introduce Ethics into Operations
Management Courses.....................................................137
Wayne Buck and Jeffrey Schaller

viii Contents

Chapter 10 Ethics in Marketing CommunicationsEmerging

Issues in Digital Media...................................................163
Ogechi Adeola
Chapter 11 Teaching Ethics in Business Law Courses.......................191
Keith William Diener
Chapter Summaries217
About the Authors225
Index231

Foreword
The first guidelines for individuals and business owners to manage their
financial affairs in an ethically accountable manner date back over 3,500
years. The Hebrews believed that God bestowed moral freedom on all
people and gave them the capacity and personal responsibility to choose
between good and evil. The Hebrews also emphasized the dignity of the
individual and hence the need to express mercy toward the poor and
oppressed. Over time these ethical principles were reflected in both
Christian and Islamic theology.
According to some scholars, the foundation of capitalism can be
traced back to the Protestant Reformation in 1517. Not only did the
Reformation give individuals a religious obligation to pursue wealth, but
it also gave them the self-discipline to do so. Convinced that prosperity was Gods blessing and poverty His curse, Protestants had a spiritual
inducement to labor industriously. They viewed hard work, diligence,
efficiency, and prudence as necessary traits for businessmen to succeed in
a highly competitive world.
By the time of the Industrial Revolution (circa 1760) the exemplary
Protestant was no longer a selfless saint, but rather an enterprising businessman, motivated by self-interest. Calvinist values of work and prudence thus degenerated over time into harsh individualism, materialism,
and selfishness. This turnaround was given added impetus by liberals
such as Adam Smith, who contended that individuals who acted from
self-interest worked harder and achieved more. He also argued that a free
economy, in which private enterprise was unimpeded by government regulations, was as important as political freedom for the well-being of the
individual and the community.
By the 18th century, hitherto accepted business practices such as
child labor and slavery, however, came under increased scrutiny. Religious
groups, such as the Quakers, for example vehemently opposed the slave
trade. As they also shunned enterprises that produced and sold alcohol
and weapons, the Quakers became the first individuals to integrate their

x Foreword

personal values with their investment and business decisions. Unfortunately, few investors, business owners, and appointed managers followed
suit.
With the progression of time, the notion greed is good has become
firmly ingrained in the modern psyche. However, in contrast to previous
centuries, the adverse consequences of unsustainable and unethical business practices now reverberate globally. I firmly believe that the current
state of affairs could be attributed, albeit in part, to the anthropocentric
(human-centered) economic models that form the foundations of most
tertiary commerce curricula. These models not only promote self-interest
and the pursuit of short-term shareholder wealth maximization, but they
also encourage what Hobbes and Descartes called mechanistic materialismthe view that nonhuman nature is a set of inert raw resources to be
mastered and exploited. This view has led to the unrestrained exploitation
of natural resources for economic ends, often harming local communities
in the process.
As aptly pointed out in this textbook, a fundamental shift is required
in how future business managers are educated. Although many tertiary
institutions have recognized the need to shape morally mature and
ethically aware corporate actors (especially after the 2008 global financial
crisis), many grapple with the goal of business ethics education and question whether business ethics courses should be grounded in philosophy
or business. Others question whether business educators should focus
on theoretical underpinnings or practical relevance, and whether ethical
decision making should be taught within a dedicated module or whether
it ought to be integrated throughout the business curriculum.
This textbook goes a long way in addressing these questions. Many
practical examples are provided to enhance the cognitive moral development (and hence moral behavior) of adult learners. These examples
span key functional areas such as human resource management, marketing communications, and operations management. One chapter is also
devoted to teaching the increasingly important and complex phenomenon of responsible change management. I also found the chapters dealing with ethics teaching in business law courses and building ethics as
a foundational principle across an integrated undergraduate curriculum
particularly insightful and valuable.

 Foreword

xi

The advice imparted in this textbook will greatly assist business educators in shaping the moral judgment and courage of the next generation
of managers, directors, analysts, policy makers, and investors. Only when
business educators (and here I include myself ) take our responsibility of
imbuing students with intellectual and moral virtues more seriously, could
the tide of unsustainable and unethical business practices be stemmed.
German philosopher Arthur Schopenhauer once remarked that there
are three steps in the revelation of any truth: in the first instance it is
ridiculed, in the second, resisted, in the third it is considered self-evident.
I think this textbook greatly contributes to making ethical decision
making self-evident in all realms of business. Its greatest value lies not in
being prescriptive, but rather in empowering business educators in teaching a complex and emotive subject.
May future generations reflect back on our era as one in which the
values of respect, accountability, and integrity in business dealings made
a strong and sustained resurgence.
Prof Suzette Viviers
Department of Business Management
Stellenbosch, South Africa

CHAPTER 1

Embedding Ethics in
Teaching Management
Kemi Ogunyemi
Lagos Business School

Introduction to Principles and Applications

In producing a second volume of Teaching Ethics Across the Management
Curriculum, the task that we set out to accomplish was to extend a good
work that had already begun. The first volume covered a number of disciplines, but remained inexhaustive of the possibilities. So do the second
and third volumesthe field of management is that broad. If the content of the three volumes contribute even in a small way to helping our
colleagues imbue their teaching with ethical considerations, I think all
contributors to the project will agree that the effort has been worthwhile.
This volume starts out with a varied selection of chapters that cover
general ways to embed principles of ethics into the overall educational
curriculum and to address different audiences before going back to the
main theme of the series, that is, showing how to apply ethical principles
in specific management disciplines. In line with this, a brief discussion of
ethics, responsibility, and sustainability interconnects the three of them
before being followed by a more detailed description of the books contents.

Ethics, Responsibility, and Sustainability

Three words that currently dominate the world of responsible education
are ethics, responsibility, and sustainability.1 They are almost synonymous
Smit (2013).

2 TEACHING ETHICS ACROSS THE MANAGEMENT CURRICULUM

when studied deeply though they evaluate human behavior through distinct lenses. At the risk of appearing simplistic, one could say that responsibility looks at ethics with a focus on the agent, while sustainability looks
at ethics with a focus on the effects of the actions of the agent on other
people in the present and in the future. A responsible agent would strive
to impact people positivelywhether in terms of maintaining a healthy
environment or a healthy society or a healthy economy (healthy meaning
conducive to the health of human beings). At times, perhaps especially in
developing countries, there is a resistance to an emphasis on the vertical
dimension of sustainability, which looks to generations to come when
demanding equity. This is at times because they experience blatant challenges to equity in the present and so find it difficult to center their worries
on the future while the horizontal dimension is neglected by their governments. For example, a campaign to plant trees is unlikely to get much
traction in a society rife with unemployment and enduring bad roads and
a near nonexistent power supply. Ethical action in such a situation would
have more to do with ensuring good governance (which admittedly entails
both increased responsibility and sustainability) and fairness.
The work of ethics educators contributes in some part to heightening
the sense of responsibility and the concern for sustainability in students
on programs that embed ethics.2 When these students are professionals,
it is hoped that their training will come in useful in making them responsible agents who think sustainability and act accordingly.3 Efforts in this
direction, whether at national, corporate, or individual level, also tend to
reduce the ease with which other individuals and organizations rationalize
their own unethical behavior. On the other hand, it makes it less difficult
for them (these others) to apply already known principles of ethical action
to their own lives as well.

A Wide Variety of Applications

This is what ethics consists of: applications of morality to life, in this
case to the different functional areas in which the manager carries out
Sims and Felton (2005); Horvik (2009).
Smit (2013).

2
3

Embedding Ethics in Teaching Management 3

his responsibilities. Teachers of organizational behavior disciplines particularly need to fully incorporate their ethical dimensions (as also applies
to those of accounting, finance, and a number of others).4 Take, for
example, the field of human resources management (HRM). Teaching
recruitment without teaching about respect for diversity or about nondiscrimination carries the risk of graduating someone who pretends to
be an expert on a role that is very critical to organizations but who may
not be fully aware of the ethical considerations inherent to the role. If
the same happens with performance management, people development,
talent management, and so on, then emerges a professional with technical
competence but without the ethical competence requisite for handling
his or her responsibilities. Applying ethical concepts within their disciplines requires ethical sensitivity in faculty themselves. It also requires
innovativeness to find novel approaches to teaching the same topic(s).
These are skills that are critical for any educator to possess, independent
of the need to teach ethics.
At times, it is easier to start with sub disciplines or aspects of disciplines that reveal a more obvious need for the introduction of ethical
considerations. In those cases, the teacher uses these segments as a lever to
bring ethics into the classroom; for example, the teaching of responsibility
while dealing with safety in operations management or of sustainability
while dealing with supply chain management.

Embedding Ethics in Teaching Management

After this introductory chapter, this book is laid out in three modules.
The first of them is titled Raise the Pillars. Chapter 2 summarizes the
key themes and issues that will be raised throughout the text. In this
chapter, Steven Edelsons and Karen Stocks DeVille School of Business
example demonstrates how a business and management curriculum can
be redesigned into a more integrated provision and delivery. They provide
exercises, projects, and relevant resources that could prove a boon in terms
of student engagement and enhanced learning and teaching experiences.
DeVille School of Business is a meaningful instance of how an integrated
4

Rasche, Gilbert, and Schedel (2013).

4 TEACHING ETHICS ACROSS THE MANAGEMENT CURRICULUM

curriculum can be successfully redesigned and implemented. Chapter 3

introduces us into the world of adult learning and shares the authors experience of attitudes toward ethics education. The self-narrative approach is
suggested as a way to help participants on management courses to understand the importance of ethical reasoning and the need for responsible
and sustainable business practices.
In the penultimate chapter of the module, Rachel Welton and Roy
Smith outline an adaptation of the Global OATH Project, which aims
to build environmentally aware and responsible future business leaders.
This is a case study of initiatives at one institution and how they took
a larger initiative and made it theirs. It describes a student-led initiative
that demonstrates buy-in and engagement from seniors in taking an oath
with regard to business ethics, and relates the importance of the topic to
the Principles for Responsible Management Education (PRME) and the
United Nations Global Compact. The argument is that other professions
have an oath and that this could also be applied to business professionals. Being student-led and interactive, the OATH Project is an initiative
that has had success in engaging millennials. The authors enthusiasm
for the project and for the good work that Nottingham Trent University
(NTU) and Nottingham Business School (NBS) are doing in this space
also comes across to the reader. There is a lot to learn from the insights
they offer into the process of setting up the OATH Project, and the
findings and learning from both staff and student perspectives. Clearly,
it could be implemented in any business curriculum. Some insights into
the learning styles of millennials and some teaching suggestions suitable
for engaging them with regard to business ethics education are provided
in Chapter 5.
Module 2, Mind the People, looks at three disciplines from the
perspective of the organizations responsibilities toward a primary internal stakeholder, the employee. Thus, one chapter deals with an aspect of
corporate social responsibility (CSR) in the form of socially responsible
human resource policies, another chapter looks at team building, while
the third examines ethical issues in change management. Socially responsible HRM policies and practices are a critical need for all organizations.
This is particularly true for responsible employment policies and managing relationships with employees responsibly and not only in economic

Embedding Ethics in Teaching Management 5

terms. The chapter provides interesting case studies that could be helpful
in business ethics teaching. Discussing each area (e.g., employment, management, and training), the authors, Jesus Barrena-Martinez, Macarena
Lopez-Fernandez, and Pedro Miguel Romero-Fernndez, draw out the
ethical implications in an interesting manner. They might help the teacher
of CSR to systematically show the way in which human resource policies
should align with CSR. Conversely, faculty in the field of HRM could
also benefit from this chapters content.
The highlight of the chapter contributed by Timothy London on
team building is the manner in which ethical quandaries are identified
out, at many levels: how students in teams will face ethical challenges;
ethical challenges in forming teams; and ethical challenges in actually
teaching about team building and determining at what levels to make students uncomfortable. It is a chapter that is truly international, not being
rooted in any one nationality or teaching system. This ease of applicability
to management educators around the world is a great plus. Completing
the module, Greg Latemores chapter on change management is written
in accessible language and deals with the topical issues in organizational
change. The descriptions of the different approaches to ethical change
management are very useful. The author provides very good descriptions
of what is involved in change management and some of the ethical issues
that can arise when change is introduced in an organization. The four key
approaches toward ethical change management are discussed and some
fascinating ethical stories shared. The need for mutual respect and trust is
emphasized. The case studies included are interesting and practical.
The How Matters is the caption given to the third and final module. Chapter 9, authored by Wayne Buck and Jeffrey Schaller, starts us
off with a focus on sustainability as an ethical norm and analyzes ethical
questions from the easily grasped perspectives of occupational process and
product safety. Their reference to the difference between potato chips and
microchips is a vivid way of explaining how the criteria apply. The authors
advocate an appealing teaching strategy of combining modest expectations with an experiential approach. They explain how existing operations management simulations, for example, the Deepwater Simulation
Game, can help to introduce ethics into operations management courses.
Finally, the authors advise teachers to encourage students self-reflection

6 TEACHING ETHICS ACROSS THE MANAGEMENT CURRICULUM

and draw attention to the context of their behavior and their evolving
mindsets over the course of the simulation. With digital media growing
in both scale and significance, this is an important topic to address. Ogechi Adeola demonstrates a good understanding of this field of study and
covers a lot of material in a concise and accessible manner. In her chapter
(Chapter 10), she provides an interesting summary of the emerging ethical issues in relation to digital marketing. The contemporary nature of
the topic and the projects and exercises section are the highlights of the
chapter. For example, the Wal-Mart fake blog controversy offers readers an engaging real life example for debate and discussion. The use
of brainstorming sessions establishes an open and encouraging clime,
which favors active listening and respect for diversity in the classroom. In
Chapter 11, the final chapter of this volume, Keith Diener draws a useful
comparison between U.S. and UK legal systems governing specific issues
impacting business. His work displays in-depth knowledge of legal considerations and familiarity with various laws relating to business ethics
some being of general application and others more particular. According
to Keith, ultimately, students need to be taught to ask not only the legal
question, Can we legally do this? but also the ethics question, Is this
the right thing to do? His chapter suggests that such ethical reflection
can have a profound effect on managerial decision-making.

Concluding Reflections
There is a lot of published research already available publicly on ethics education. The usefulness of this book lies in the insights shared by
faculty in non-ethics disciplines in order to facilitate, for their peers, the
incorporation of ethics into regular teaching. This needs to be done in
such a way that, whether teaching finance or operations or entrepreneurship, students learn in a manner that respects their need to know the
ethical considerations that, in real life, accompany optimal decision making and can thus make better informed and more responsible choices.

Embedding Ethics in Teaching Management 7

An enhanced moral judgment is an invaluable asset to them for this purpose.5 They should not only be able to sense or know that something is
wrong but also to know and to be able to explain why. The people who
pass through our classrooms go on in life to become part of organizations
and engage in making decisions that affect the world we live in. We are
all interdependent. Just as past ethical scandals all over the world had
consequences that reached all of us albeit remotely in many cases, for
example, making schools see more clearly the relevance of ethics teaching
and research,6 so also will the teacher who embeds ethics in teaching have
a far-reaching impact even when she or he is ignorant of it. I am certain
that many of us will find it good to have the guidance and examples
that can be adopted and adapted across disciplines as presented in this
book. There is reason to believe that it is a much-needed resource,7 given
the continuous clamor for more effective integration of business ethics
education.8
Besides, the increasing sensitivity globally to ethical standards means
that business is more and more as unusual. Organizations are, more and
more, appreciating and prizing ethical employees.9 They clearly see the
need to have employees who are able to handle the issues that arise in the
workplace.10 In fact they are coming to expect this ethical competence,
apart from technical expertise and soft skills.11 As time goes by, more of
them will find means and establish systems to reward this very important
requirement in order to further promote and foster it.

Neesham and Gu (2015).

Sims and Felton (2006).
7
Baetz and Sharp (2004).
8
Rasche, Gilbert, and Schedel (2013).
9
Nastase and Gligor-Cimpoieru (2013).
10
Sigurjonsson et al. (2015); Horvik (2009).
11
Molyneaux (2004); Sigurjonsson et al. (2015).
5
6

8 TEACHING ETHICS ACROSS THE MANAGEMENT CURRICULUM

References
Baetz, M.C., and D.J. Sharp. 2004. Integrating Ethics Content into the Core
Business Curriculum: Do Core Teaching Materials Do the Job? Journal of
Business Ethics 51, no. 1, pp. 5362.
Hoivik, H. 2009. Developing Students Competence for Ethical Reflection
While Attending Business School. Journal of Business Ethics 88, no. 1,
pp.59.
Molyneaux, D. 2004. After Andersen: An Experience of Integrating Ethics into
Undergraduate Accountancy Education. Journal of Business Ethics 54, no. 4,
pp. 38598.
Nastase, M., and D.C. Gligor-Cimpoieru. 2013. A Plea for the Importance
of Business Ethics Education for Future Managers in an International
Competitive Environment. Review of International Comparative Management
14, no. 2, pp. 191201.
Neesham, C., and J. Gu. 2015. Strengthening Moral Judgment: A Moral
Identity-Based Leverage Strategy in Business Ethics Education. Journal of
Business Ethics 131, no. 3, pp. 52734.
Rasche, A., D.U. Gilbert, and I. Schedel. 2013. Cross-Disciplinary Ethics
Education in MBA Programs: Rhetoric or Reality? Academy of Management
Learning and Education 12, no. 1, pp. 7185.
Sigurjonsson, T.O., A.A. Arnardottir, V. Vaiman, and P. Rikhardsson. 2015.
Managers Views on Ethics Education in Business Schools: An Empirical
Study. Journal of Business Ethics 130, no. 1, pp. 113.
Sims, R.R., and E.L. Felton. 2005. Successfully Teaching Ethics for Effective
Learning. College Teaching Methods and Styles Journal 1, no. 3, pp. 3148.
Sims, R.R., and E.L. Felton. 2006. Designing and Delivering Business Ethics
Teaching and Learning. Journal of Business Ethics 63, no. 3, pp. 297312.
Smit, A. 2013. Responsible Leadership Development Through Management
Education: A Business Ethics Perspective. African Journal of Business Ethics
7, no. 2, pp. 4551.

Index
AACSB. See Association to Advance
Collegiate Schools of Business
adult learning theory, 29, 31
AI. See appreciative inquiry
AMA. See American Marketing
Association
American Marketing Association
(AMA), 163
anti-bribery laws, 194195
anti-discrimination legislation,
197199
Apple, 82
appreciative inquiry (AI), 113,
119121
Association to Advance Collegiate
Schools of Business (AACSB),
11
authentic engagement, 117118
BAIB. See BA (Hons) International
Business
BA (Hons) International Business
(BAIB), 36
brainstorming sessions, 178179
business ethics, x, 47, 13, 1516
business law
ethical issues in
anti-bribery laws, 194195
anti-discrimination legislation,
197199
contract law, 196197
cultural and societal morality,
201202
human rights treaties, 199200
law governing corporations,
200201
teaching ethics in
integrating ethics in, 204205
thematic topic, 202203
business organizations in-class activity,
210212

Carrolls pyramid, 67
case briefs and hybrid case briefs,
212213
Certified Public Accountant (CPA),
142
Christian and Islamic theology, ix
CISG. See Convention on Contracts
for the International Sale of
Goods
click through rate (CTR), 177
codes of conduct public, 180
communication, 79
contract law, 196197
conventional, 19
Convention on Contracts for the
International Sale of Goods
(CISG), 196
corporate social performance (CSP),
68
corporate social responsibility (CSR),
4, 36, 6570
and HRM, 7073
CPA. See Certified Public Accountant
CSP. See corporate social performance
CSR. See corporate social
responsibility
CTR. See click through rate
cultural and societal morality,
201202
data profiling, 169172
developing vs. developed country
perspectives, 2021, 8586,
103104, 125127, 153154,
180181, 206207
DeVille School of Business (DSoB),
3, 12
digital content, 179
digital media
digital marketing discipline,
164166

232 Index

typical ethical issues, 166177

digital media channels, 165
digital media policy, 179
diversity, 79
DSoB. See DeVille School of Business
embedding ethics, 36
employment, 7778
endorsements and improper
anonymity, 173175
equal opportunities, 79
ethical ambassador, 180
ethical conversations, 122
ethical responsibility, 12
ethical, social, and moral
responsibility, 13, 14, 2122
ethics education
for millennials, 5355
ethics teaching strategies, 1819,
8183
ethics teaching strategy, 100102
diagnostics, 122123
ethical conversations, 122
questions and learning strategies,
120121
teaching stories, 121122
EU-OSHA. See European Agency for
Safety and Health at Work
European Agency for Safety and
Health at Work (EU-OSHA),
81
fair remuneration and social benefits,
8081
FCPA. See Foreign Corrupt Practices
Act
FIFA, 83
Foreign Corrupt Practices Act
(FCPA), 195
General Motors (GM), 144
generation Y classrooms
class presentations, 57
close-to-life drama and issues,
5859
digitalized classrooms, 58
ethics education, 5355

group activity and engagement,

5758
position papers, 57
reflection exercises and reflection
papers, 59
respectful discussions, 57
safety, 60
standards and values, 60
teaching ethics to, 5660
video clips, 58
videos, 58
global environment, 13, 16
Global OATH Project, 4, 3738
global perspective, 12
global reporting initiative (GRI), 66,
7681
GM. See General Motors
GRI. See global reporting initiative
health and safety, 8081
HRM. See human resources
management
human resource policies, 77
human resources management
(HRM), 3
human rights treaties, 199200
inappropriate newsjacking, 175
Industrial Revolution, ix
instructors, advice for, 205206
integrated business experience, 13
integrated business experience I, 14
integrated business experience II, 14
integrated curriculum, 1214
interdisciplinary, 12
ISO 26000, 7681
labor relations, management of, 79
law governing corporations, 200201
MarCom. See Marketing
Communications
Marketing Communications
(MarCom), 163
mechanistic materialism, x
microchips, 141
Microsoft TechNet Library, 164

 Index 233

millennials, 5556
class presentations, 57
close-to-life drama and issues,
5859
digitalized classrooms, 58
ethics education, 5355
group activity and engagement,
5758
position papers, 57
reflection exercises and reflection
papers, 59
respectful discussions, 57
safety, 60
standards and values, 60
teaching ethics to, 5660
video clips, 58
videos, 58
moral responsibility, 12
multicultural environment, 13
multidisciplinary integration, 12
NBS. See Nottingham Business
School
NGOs. See nongovernmental
organizations
nongovernmental organizations
(NGOs), 74
notecard activity, 208209
Nottingham Business School (NBS),
4
Nottingham Trent University (NTU),
4, 35, 3841
sustainability awards 2015, 39
NTU. See Nottingham Trent
University
OATHs
NTU, 4145, 4850
in professions, 3637
OECD. See Organization for
Economic Cooperation and
Development
OM. See operations management
operations management (OM),
137138
discipline of, 138139
ethics teaching strategy, 144149
typical ethical issues in, 139144

organizational change management,

114115
Organization for Economic
Cooperation and
Development (OECD), 69
PR. See public relations
Principles for Responsible
Management Education
(PRME), 4
privacy issues, 167
PRME. See Principles for Responsible
Management Education
project, succession of, 50
Protestant Reformation, ix
public relations (PR), 163
respectful communication, 118119
search engine optimization (SEO),
176
sensitizing and educating employees,
179
SEO. See search engine optimization
social dialogue, 79
socially responsible human resource
policies, 7376
socially responsible human resource
policies (SRHRPs), 73
social responsibility, 12
spamming, 167168
SRHRPs. See socially responsible
human resource policies
staff perspective, 4648
stakeholder sensitivity, 118
stand-alone interventions, 113
student perspective, 4546
subterfuge advertising, 176177
systems and sustainability, 12
teachers, advice for, 1920, 8384,
102103, 123125, 150153,
177180
teaching ethics
to adult learners, 2932
to grown-ups, 2529
teaching management
applications, wide variety of, 23

234 Index

embedding ethics in, 36

ethics, 12
principles and applications, 1
responsibility, 12
sustainability, 12
team building, (sub) discipline, 9294
training and continuous development,
7879
transdisciplinary, 12
transparency, 79
typical ethical issues, 1418
culture, 9598
flexible teams, 99100
individual teams, 9899
typical ethical issues and approaches
appreciative inquiry, 119
authentic engagement, 117118
rich and respectful communication,
118119
stakeholder sensitivity, 118

UCC. See Uniform Commercial Code

Uniform Commercial Code (UCC),
197
unwelcomed interruptions, 168
Wal-Mart fake blog controversy,
184186
WBCSD. See World Business Council
for Sustainable Development
WCED. See World Commission
on Environment and
Development
work-family balance, 81
World Business Council for
Sustainable Development
(WBCSD), 69
World Commission on Environment
and Development (WCED),
68
written hypotheticals, 209210