St. Cloud State University
General Education Goal Area 9
Civic Engagement and Ethics
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Paul Neiman
Phone: 4147936362
Email: pgneiman@stcloudstate.edu
2.
Requesting Unit: Philosophy
3.
Department, Course Number, Title: Philosophy 484: Global Business Ethics
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
Existing Course
No
Diversity Proposal Accompanying This Form
6.
Will this course also satisfy another General Education Goal Area?
No
Yes
If “Yes” specify which goal area.
Goal Area 8, Global Perspectives
7.
Course bulletin description, including credits and semesters to be offered:
Personal, organizational, and nationalistic issues in international business. Relativism, corporate
responsibility for the environment, bribery and the use of Third World labor. 3 Cr. F, S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
This course is designed for business and philosophy majors, and is open to all students for general
education.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
No changes are needed.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
Not applicable.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
12/11/2009
The Requesting Unit understands and recognizes the above conditions.
12/11/2009
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 9: Civic Engagement and Ethics
Understand and evaluate ethical or civic issues and theories, and participate in active citizenship or ethical
judgment.
The material covered in this course focuses on the study of a variety of different ethical theories. These
theories are used in forming ethical judgments on many different ethical and civic issues in global business.
13. In order for a course to be designated as fulfilling Goal Area 9, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain the connections among education, citizenship, and participation in a democratic society.
2. Explain major ethical or political theories.
3. Describe how interpretations of ethics or citizenship may vary by nationality, ethnicity, race, color, religion,
gender, ability and disability, or sexual orientation.
4. Apply concepts such as democracy, rights, morality, justice, virtue, liberty and obligation to personal,
professional, and public issues.
5. Analyze and evaluate alternative theoretical approaches or formulate solutions to ethical or civic issues.
6. Develop and exercise personal agency or ethical judgment in the public domain.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
#2: On papers and/or on tests students are required to explain major ethical theories in business ethics.
This may include consequentialism, deontology, corporate social responsibility, and stakeholder theory.
#3: Students will explore how interpretations of ethics differ among various nations and cultures. Students will
examine cases in which nations, cultures and business with different views of ethics interact with one another.
Students will examine cases in which businesses must determine how to be respectful of cultures that different
from their own. For example, students might consider the interaction of foreign corporations in South Africa
during apartheid, and discuss the implication of the different views of ethics by the South African government,
foreign corporations, NGOs, and others.
#4: Students will examine concepts of human rights, justice, virtue, and obligation with respect to corporations
and the stakeholders they interact with. Students will be required to evaluate whether a corporation's actions
violate human rights, are just, and/or fulfill more obligations. For example, students might discuss a case
involving foreign oil companies' interactions with corrupt or hostile goverments whose actions violate the human
rights of its people.
#5: Students will be presented with ethical dilemmas faced by business in the global marketplace and will be
asked to apply various ethical theories to arrive at a solution. Students may be asked to evaluate the
appropriateness of different ethical theories to specific cases or dilemmas.
#6: In written work, tests, and/or class discussions, students will develop their own views and make their own
ethical judgments on ethical dilemmas faced by businesses operating globally. Students' arguments will be
informed by their understanding of ethical theories.
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15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
20%: Study of moral theories: students will examine moral theories relevant to business ethics, such as
deontology, consequentialism, stakeholder theory, corporate social responsibility theory, and others -SLO#2, 4.
40%: Study of cases and issues (10%: Environemntal issues/cases, for example, what obligations to corporations
have with regard to global climate change; 10%: International trade tssues, for example, what impact do global
trade agreements have on developing and developed nations and business; 10%: Labor issues, for example,
exploring the concept of a fair wage and sweatshop labor; 10% the role of multinational corporations in foreign
nations, for example, what obligations do corporations have to oppressed people in nations in which they are
doing business) - SLO# 3
20% Application of moral theories to cases and issues: Students will apply moral theories, such as deontology,
consequentialism, stakeholder theory, corporate social responsibility theory, and others, to the cases and issues
described above - SLO# 4, 5
20% Development of a moral view: students will develop their own well-supported beliefs about the cases, issues,
and moral theories listed above - SLO#6
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Philosophy
Course or Course(s): Phil. 484 Global Business Ethics
Carla A. H. Johnson
Department or Unit Chair Signature
February 10, 2010
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date