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The Design, Implementation, and Results of a Blended On-Line and
On-Campus Business Ethics Course
Herbert Rau1
Abstract:
This paper is a case study of the design, implementation, and results for an upper-level
undergraduate business ethics course that integrated on-campus and on-line learning via
an internet simulation and traditional course materials.
Keywords:
Teaching, simulation, business ethics, on-line course
1
School of Business and Justice Studies, Utica College, 1600 Burrstone Road, M/S 99, Utica,
New York 13502-4892. hrau@utica.edu, 315-223-2571
October 16-17, 2009
Cambridge University, UK
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9th Global Conference on Business & Economics
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The Design, Implementation, and Results of a Blended On-Line and
On-Campus Business Ethics Course
ABSTRACT:
This paper is a case study of the design, implementation, and results for an upper-level
undergraduate business ethics course that integrated on-campus and on-line learning via
an internet simulation and traditional course materials.
INTRODUCTION:
David Callahan (2004, pp12) writes “A 2002 survey of high-ranking corporate
executives revealed that 82 percent admitted to cheating on the golf course”. He further notes (pp
219) “Business students are among those with the worst attitudes toward cheating, and those
most likely to bring lax ethics into their professional lives. A 2001 study of 1,000 business
students on six campuses found that ‘students who engaged in dishonest behavior in their college
classes were more likely to engage in dishonest behavior on the job.’ [Roig and Ballew, 1994]
With up to a quarter of college students typically choosing to major in business or a related field,
and over 100,000 MBAs graduating annually, widespread cheating among business students is
not an insignificant problem.” Recent corporate scandals (Enron, Tyco, WorldCom, Adelphia,
HP, Arthur Anderson, Parmalat, etc.) seem to bear out the observation that this is not an
insignificant problem and it is global in scope. However, it’s not apparent that this issue is
caused by business schools, but rather that it mirrors the challenges facing society. For instance,
Callahan further notes (pp 216) “In 1964, William Bowers published Student Dishonesty and Its
Control in College, the most authoritative study up to that time on academic cheating. Based on
surveys of more than 5,000 students at ninety-nine college and universities, Bowers concluded
that three quarters of all students had engaged in some kind of cheating, and he drew a variety of
other conclusions from his data.” [Bowers, 1964]. Bowers’ research indicates that this dilemma
is not limited to business students, and it is likely that the issue of cheating is inherent in human
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society and extends across thousands of years. It is highly probable that Hammurabi’s Code of
1792-1750 B.C., the reforms of Urukagina (2350 B.C.) and the creation of writing in Uruk, Iraq
(3500 B.C.) were created to address the problem of cheating.
Utica College accepts its responsibilities, and in line with the writing of Giacalone (2007)
the College is actively addressing this issue. Although the College recognizes that we will not be
able to eliminate the trouble, we share the responsibility to address and hopefully mitigate the
problem. As such, the structure of the program for a business degree at Utica College is
constructed on the concept of blending both a background in the humanities along with business
courses. Specifically, to receive an undergraduate degree, each business student must complete a
minimum of 34 credit hours of work in the General Education Core, and at least 3 credit hours
must be successfully completed in a course taught by the Philosophy department. Additionally,
Business Law, or Government and Economic Life is also required. However, considering the
magnitude of the problem society faces regarding unethical behavior, it is suggested that this
requirement should be further augmented with a specific course that focuses on business ethicalissues.
DESIGN:
The underlying assumptions for the design of the proposed course included a number of
factors. It was desired to have a course that approached the topic of business ethics from an
holistic perspective. That is, the course should not focus exclusively on case studies of “badapples”, but also must address the concern of the student as an ethical entity distinct from the
business environment. It was also decided that the students should be exposed to skills and
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strategies they may use in a practical setting, and that their work should move from a purely
“academic” approach regarding the topic of ethics, to bringing ethics into their everyday
experience. The course must also be designed so that it would stimulate, broaden and enrich the
learning experience of the student. As a further requirement, it was desired that the course would
address the three “Universal Principles” as identified by Seagal and Horne (1997), and would
focus attention on values and visioning, relationships and subjectivity, and actualizing and
systemic experience.
A fifteen-week elective course was taught in the Spring 2008 semester at Utica College
that blended on-line and on-campus instruction for an ethics course. This course was constructed
around the computer simulation developed by C. Baird, and an ethics rubric developed by the
faculty of the Business and Economics Department at Utica College. In addition to the
simulation, the course also required the reading of three books beyond the text provided for the
computer simulation, and was further augmented with select videos. Although the course was not
initially identified as a writing intensive course, this course could easily be configured to achieve
this purpose.
The ethics rubric assessed four components regarding values and codes of ethics, and
seven components addressing arenas of analysis for ethical issues. The ethics rubric follows:
Does Not
Meet
Meets
Expectations
Exceeds
Expectations
 0
 1
 2
 0
 1
 2
Expectations
Values and Codes of Ethics
Student understands and abides by Utica College’s
Rules of Conduct, Policy regarding Plagiarism, and
Code of Ethics
Student understands the purpose of a code of ethics
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for his/her discipline, and knows the principle
elements of those codes
The student understands the importance of values and
their place in society
Student can identify law(s), if any, that are relevant to
an ethical issue
Analysis
Student is able to identify an ethical dilemma or issue
Student is able to identify stakeholders in an ethical
dilemma
Student is able to identify stakeholder’s different
perspectives with an empathic understanding
Student is able to identify and describe alternative
courses of action regarding an ethical dilemma, and
the consequences regarding those potential actions
Student demonstrates an understanding of the checks
and balances that exist within an organization that
guide ethical behavior.
Student is capable of formulating policies to help
control un-ethical practices
Student is able to identify organizational and societal
mechanisms for reporting unethical
behavior/activities
 0
 1
 2
 0
 1
 2
 0
 0
 1
 1
 2
 2
 0
 1
 2
 0
 1
 2
 0
 1
 2
 0
 1
 2
 0
 1
 2
 0
 1
 2
OVERALL ASSESSMENT
Overall, the student:
The syllabus for this course identified seven weeks of the fifteen weeks as being focused
on independent study (on-line) with other activities (and on-campus classroom work) bracketing
the simulation work. As designed, the course began with an overview of codes of conduct, and
the creation of a code of conduct for the business school. The students were required to research
various codes of conducts from web searches, and to report on the various codes they had
identified. From a determination of the range of codes that existed across various business
disciplines, they were instructed to determine core concepts necessary to achieve a useable code.
This activity lead to a team-based project of creating a code of conduct for the business school,
and a further task to assimilate the different team codes into one unified code.
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There were multiple objectives designed into this activity. First there was the desire to
force the students to research a topic with which they had limited experience. It was interesting
to note that there was no duplication in codes identified by the students, and they ran the gamut
of a few paragraphs to codes that were several pages long. The second design element was to
place the students into a modified team environment to create a paper that was beyond the typical
business-school case study, and also designed to be more nebulous in nature than a typical
business-school case study. Time was taken during the on-campus class discussing the power of
words, and the impact of thoughts that had emotional, as well as logical resonance. The third
aspect of this exercise was for the students to viscerally “feel” the impact of blending their small
(3-4 students per group) team-creation with the works of other teams in order to generate a
unified whole that represented the entire student output. The purpose of this exercise was not
merely to create a code of conduct, but to create the experience of making something that was
personally important – a creation with which they had personal ownership – and moving from
ownership of a few, to joint buy-in by the entire group. It is suggested that as students move into
the corporate world, they will need to learn not only how to work on teams, but how to work
collaboratively with others on projects that are not merely logical and explicit, but also emotional
and potentially ambiguous in nature, and this exercise was intended to give the students some
experience in this aspect.
One student’s perspective on this component of the class is interesting:

The first assignment that we were given was to come up with a code of ethics for the
school of business. When it was assigned I thought that it would be an easy assignment.
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When we read our code of ethics to our fellow classmates, I realized that we all had
different ideas of what a code of ethics should be.

It was a good exercise because I enjoyed hearing things from the perspective of
others….I learned that the assignment was a lot harder than I thought it would be.
Before the on-campus portion of the class disbanded for the distance-learning segment, two
videos was reviewed: “Wal*Mart: the high cost of low price” and “Why don’t consumers behave
ethically: The social construction of consumption”. From the beginning of the ethical
conversations that drove the first portion of the class, the students were required to reflect on
particular themes that were evident in the videos, and compare those themes to what they had
already learned to that point.
The two videos were intentionally juxtaposed in order to express that society can not look at
ethical issues only from the perspective of condemning what a corporation does, but that we
must also be cognizant of our actions within society. One significant advantage from using the
consumer behavior video was that it showed the actions of people from other countries. This
helped to accomplish a minor goal of encouraging global awareness in this course. The
Wal*Mart video resulted in a rich conversation in the class, and the consumer behavior video
resulted in papers that were insightful and allowed self-reflection by the students of their
individual actions as consumers.
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When this portion of the class was completed, the sequence moved into using the
Ethicsgame.com simulation. This portion of the class was done entirely off campus, and involved
independent reading in addition to the simulation.
The package that C. Baird has assembled for the simulation is fully supported with an
integrated software offering. It might also be noted that the pedagogical foundational
assumptions with which Baird designed the simulation (increasing self-awareness, knowledge
and ability to apply four ethical traditions to the resolution of problems, and a decision model for
daily use) aligned nicely with the course designed structural elements. In addition to providing a
student-friendly on-line help (19 manuals ranging from how to write the individual assignments,
to the philosophical positions for each of the major lens), the material is also supported with a
live person (if needed). The software package includes a grading section for the instructor, and a
suggested syllabus that may be used for different lengths of courses. One component of the
simulation that was not actively used by the instructor (but monitored by the students) was the
financial scores for the various teams. This component is included in the simulation to motivate
the students with a friendly competition between the various teams (via the financial success of
each of the teams). It appears that this component is successful in motivating students, because
several students noted that they reviewed the financial results on a regular basis.
The textbook supporting the simulation is very effective. The format for the text allows the
students to learn at their own pace, is integrated nicely with the simulation (so that the text
advances as the simulation advances) and provides excellent tools that students may use later in
life. Useful problems are included at the end of the chapters, and the problems range from
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writing about articles in local papers or journals that present an ethical dilemma, to interviewing
people involved in an ethical debate. The problems presented don’t reflect to any specific item in
the text, but rather extend the material in the text to real-life situations and issues. The text is
constructed around four “lens” of an ethical framework identified by Baird as being primarily
developed by Petrick and Quinn (Management Ethics: Integrity at Work) and Wilber (Sex,
Ecology, and Spirituality). These four perspectives are the reputation, relationship,
rights/responsibility, and results schools of thoughts, and they are represented most closely with
the writings of (respectively) MacIntyre, Rawls, Kant, and Mill. The framework provided by the
text was also augmented with a model develop by Kidder (1995).
The textbook and the simulation were key components in the design of the course. It was
desired to have a course that mimics the situations students will face when they are in the
corporate environment, and it was desired to have supporting materials that would help to guide
the students in arriving at ethical decisions in the “real” world. One critical element in the
decision process was to have a “package” that was well integrated. The textbook and simulation
achieved that requirement.
The student perspective regarding the text is informative:

If it wasn’t for Everyday Ethics, I doubt that I would have been able to get through the
course material. This book also did a good job of explaining the ideas of the concepts in
the simulation game.
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Everyday Ethics: Making Hard Choices in a Complex World is a good textbook,
however, some of the explanations where too vague to understand….In order for me to
get an understanding of what the author was trying to express, I had to read a chapter
more than three times. The only reason that I started grasping information is because it
dealt with the Ethics Game.

I would consider Everyday Ethics: Making Hard Choices in a Complex World a good
text book….Since it coincided with the game, it was easy to apply what I just finished
reading to the decisions that I had to make in the Ethics Game. Overall, I thought it was
your typical textbook.

I am graduating this spring and I know that a lot of the information I gained from this
class due to the Everyday Ethics textbook, the three other books that were assigned to
read, and the GG Ethics Simulation Game will be very useful when entering the
workforce.

I honestly felt that compared to my other ethics textbook, this textbook was a little easier
to understand. It does a good job of explaining what is at stake when complex decisions
have to be made. Before making a critical decision you should think about who the
decision is going to impact, how is it going to impact them, how is this going to impact
me, and is there a better possible solution. I know I wouldn’t have been able to come up
with this if it wasn’t for the textbook.
One of the critical design elements of the course was the requirement for a simulation. A
traditional methodology for teaching business classes is the use of case studies. However,
students do get tired of reading and writing case study work. The simulation allows the student to
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“play” and learn at the same time. However, the simulation must be easy to learn, and engaging
for the duration of the class. Consequently, it needs to start slowly and build in complexity.
Further, and not insignificantly, the simulation must be easy for the instructor to learn and use.
The GG Ethics Game accomplishes these requirements.
The simulation is designed around the concept of a high technology corporation. The
students are randomly assigned an executive role, and each week, each position receives an email
regarding a problem that their particular position must address. The simulation is capable of
addressing five different problems each week, and if all six weeks of problems are used, there are
30 different problems with which the students will be exposed. The dilemmas the students must
address focus on financial, human resource, marketing, operations, and chief executive problems,
and each student remains in their position for the entire simulation. Therefore, if one student has
been assigned the position of CFO, all the problems that student will face will be of a “financial”
flavor. The challenge for the student is to determine the fundamental problem being addressed,
the main actors for that problem, and how to best resolve the problem. The student is required to
send an email to their team’s colleagues and inform them of the problem, as well as the proposed
solution. Their colleagues then rate each other on how the memo was written, if they understood
the particular problem, and if the proposed solution addressed the problem. Therefore, if the
instructor desired, each student could receive a 360o evaluation regarding their work.
One student noted that the feedback from his colleagues was very important:
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Being the VP of Human Resources meant that I was going to have to deal with some of
the more personal problems that people had….This was very interesting because I never
would have figured that Human Resources has to deal with all of these different
problems. After doing this I feel that people in HR have difficult jobs, because when
employees come to see you, there must be something wrong with the way that they feel
they are being treated. The decisions that I had to make were very difficult. Most of the
time there would be win/lose options, but when analyzing the situation, I tried to choose
the option that was closest to win/win.
Many of the students found the simulation to be the most engaging component of the class.
Following are some of their comments:

The highlight of this class to me was the business ethics simulation game….The real
bonus to this simulation game is that it helps you break down each decision by ethical
actor and stakeholder….Another plus to the simulation game depend on your decision
and time management used because financials are determined from your decisions.

I think the best part of the class was the simulations game. It gave us an opportunity to
make decisions that people in the business world have to make everyday.

The GG Ethics online simulation game was a brand new experience for me and I liked it
very much.
In addition to the writing required for the simulation (each student writes three separate
components to complete the weekly simulation requirement including a one paragraph reflection
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on their individual thought process, a detailed analysis regarding their assessment of the problem
and the steps they took to determine an optimal solution, and the memo to their colleagues
regarding the problem and their proposed solution), there was additional writing that addressed a
particular ethical issue the students discovered through weekly readings of the text and current
events. Therefore, each week, each student was submitting a minimum of four written pieces in
addition to reading the text and completing the simulation. Regarding the specific dilemma
analysis, each student needed to address five areas within the written responses: responsible,
attentive, intelligent, reasonable, and awareness.
At week six of the course, the class reconvened. The first purpose was to determine if the
students were having any individual problems that needed to be addressed in person (since the
students were now working in an on-line mode). The second purpose for reconvening the class,
was that in addition to the Everyday Ethics text book, three additional books were assigned.
These works included true to yourself: leading a values-based business, The Cheating Culture:
Why More Americans Are Doing Wrong to Get Ahead, and Business Ethics, and the
Environment: Imagining a Sustainable Future. At the beginning of the semester the students were
instructed to be certain to read these books, and week six became a review of the first book.
The reason for including these books in the design of the class was to broaden the perspective
of the students regarding the issue of ethics. The books chosen presented their topics from a
highly personal perspective (true to yourself: leading a values-based business), addressing man’s
impact on the world (the whole world perspective of Business Ethics, and the Environment:
Imagining a Sustainable Future), and exploring the extent of unethical behavior in our society
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(The Cheating Culture: Why More Americans Are Doing Wrong to Get Ahead). As such, it was
desired to force the students to look at ethics from multiple angles, to realize that there is no one
“correct” way to address a situation, and that different mental models and world-views must be
confronted and understood.
As designed in the syllabus, the first assigned book beyond the text was true to yourself:
leading a values-based business, and its placement in the structure of the class was to move the
concept of ethics in the workplace way from a perspective of doing the right thing because it is
mandated by corporate rules and regulations, and rather transition the thought process to an
intensely personal experience of living an individual life (even if it is within a corporate setting)
to one of personal values that may be embedded within a business. The students were required to
write one paper for this book, and the assignment was a paper that described similarities and
differences of true to yourself and Everyday Ethics.
Student’s perspective on true to yourself: leading a values-based business included:

I indicated in my first paper on true to yourself that I very much enjoyed reading the
book. I feel there was a great deal of information throughout the book in which I learned
a lot about leading a best-in-class values-based small business.

true to yourself was my favorite book in this class this semester. It was very insightful
and interesting.
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true to yourself was my favorite book because it was a great building tool with insight.
With the concept being explained throughout the book, you can put it into day-to-day
decisions or situations throughout the business world.

The book was interesting because it spoke about being considerate of others….The fact
that the book is designed for small business owners is a good thing…
Between week seven and week ten, the class again completed their work in a distancelearning format. At week 10, the class was reconvened for three purposes; to be sure there were
no issues that need face-to-face contact, to be certain that the second book was being read, and
view a video presentation of Peter Block on the topic of Stewardship. In this case, the students
not only completed their normal assignment and wrote a paper on the distinctions between
Business, Ethics, and the Environment and Everyday Ethics, but also to write a short paper on
the presentation by Block. The purpose of viewing the presentation was to present to the class an
alternative model of leadership (stewardship); one that is different from an all too common
paternalistic approach of management compared to a model that might be described as an adultto-adult relationships for managing work. Most of the students found that the video was difficult
to watch, and that nothing dramatically new was being presented to them. However, the video
was included because the actual world of work is different from the theoretical world of work
that is frequently taught, and the video presented the perspectives of a consultant actively
engaged in making organizations more humane.
Regarding the reading of Business, Ethics and the Environment, generally the student’s
opinions were less positive than the book true to yourself: leading a values-based business:
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The only book I didn’t like was Business, Ethics and the Environment. At times the book
was good, however I always had to reread it in order to get a better understanding of what
the author was trying to express. If the book wasn’t so boring, it would have more readers
like true to yourself.

…my least favorite book of the semester: Business, Ethics and the Environment:
Imagining a Sustainable Future. I found this book boring and it didn’t really keep my
attention or motivate me to keep reading. I’m sure it had a very insightful and good
message in the end, but it was just another book that I had to read for class.

In the second book, Business, Ethics and the Environment, it was a little scary to learn
about the current detrimental state that humanity faces…
Notwithstanding the student’s comments, this book will remain as a required reading. True,
the book is somewhat more difficult to read than the other material, however, the students need
to be challenged by material that is not normally in their comfort zone, and they need to be
exposed to material that they would not normally choose to read. Further, the book presents an
argument that the students must be exposed to, that is, the impact humanity is having on the ecosystem. This book accomplished those goals admirably.
From week 11 through 14, the students were again in their distance-learning mode. At week
fifteen, the class reconvened to view the Michael Moore film “Sicko”. An additional writing
assignment was given in reviewing the movie in consideration to all of the material they had
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been exposed to in the class. Additionally, the final report was due on the book The Cheating
Culture.
While the students didn’t dislike The Cheating Culture, they also tended to be somewhat
depressed by the material. One student summed it up nicely:

… The Cheating Culture, was very depressing. I mean it is obvious that there is much
more cheating that occurs in America’s society today, but what people may not realize is
that if something is not done soon, the future of America does not look good.
In sum, the class had seven weeks of individual distance-learning (primarily focused on the
simulation, with the first week being preliminary setting the stage for the simulation), four weeks
of video presentation work (with discussion) and four weeks of class lecture that set the stage for
the class and focused attention on codes of conduct.
RESULTS:
Student feedback to the course was good. Anonymous Student Opinionaires distributed by
the college resulted in all scores of 5 (33%) and 6 (67%) on a scale of 1 to 6. Anonymous written
comments submitted by the students for the evaluated aspect of “evaluate the overall quality of
the course” included the comments:

Outstanding course
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Quality of the course was good. The course was put together [well] and everything
always ran smoothly

Great

High quality

A very entertaining class in which I was able to learn a lot about school
Regarding the evaluated aspect of “evaluate the learning environment in this class”, the
student comments included:

Challenging, but worth the effort because of the knowledge gained form the course

In this course we were always intellectually challenged…the classes were always thought
provoking

Very intellectually challenged by the online simulated game. It has broadened my
knowledge of this subject.

A very good learning environment, in which we could say exactly how we felt about
things.
And from written comments (that were in addition to the Student Opinionairre survey):

The class was very educational. I learned a lot about ethical practices….I have learned all
of this information from this class, and I am glad that I enrolled in it. I will try my best to
take the lessons from the videos, textbook, and readings with me as I prepare to enter the
business world.
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
Overall, the class this semester was good. I enjoyed it and its flexibility.

If you make it a point to stay loyal to your individual ethical values, even in the business
world, then it is the first step in changing the evil ways of today’s society one person at a
time. So if nothing else, I promise to always stay true to myself by following my ethical
beliefs, my moral values, and keeping religion a part of my life because it has always
been important to me.

Management Ethics (MGT 300) can be considered my most interesting class I have taken
so far throughout my history at the College….Another benefit of this class is it opened
my eyes more about me and the things that need to be fixed in order to have a better
chance at being successful. Without this class I wouldn’t be able to handle a [an ethical]
situation and figure out the best answer.

I also learned to think more ethically about decisions rather than looking at the simplest
solution.

The problem that I came to realize with myself is procrastination and lack of focus….As
a result, I learned to prioritize to relieve myself from stress at the end of the day instead
of creating more stress.

If I could change and do the semester all over, I would manage my time and prioritize my
workload. This is one of the main lessons that I actually got from this class.
However, some of the students did note that there was a lot of work in the class. One of the
students summed it up nicely:
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I would lighten the workload because it was crazy and hard to keep up along with all the
other work from my other classes.
The course was designed to force students to be more reflective, and specifically for this
course, to be reflective regarding how the individual students live their lives. It was also
designed to expose the students to a variety of models and perspectives of the world. From a
personal assessment of this course, the integrated material achieved the designed purposes. From
the expected learning outcomes of the syllabus (the student will demonstrate an understanding of
different philosophical perspective, the student will be able to demonstrate effective decision
making using ethical decision-making strategies for situations that pose ethical dilemmas, the
student will demonstrate knowledge of codes of ethics and conduct, the student will demonstrate
effective use of writing skills in completing assignments), the goals of the course were achieved.
From the perspective of achieving the requirements as expressed in the ethics rubric, the students
mastered the items that were identified by the faculty committee that created the rubric. The
design of the course also aligns with the perspective expressed by Smith (2008) and the need to
expose students more deeply to ethical content. Also, the goals of the course appear to have met
the needs of the students.
October 16-17, 2009
Cambridge University, UK
20
9th Global Conference on Business & Economics
ISBN : 978-0-9742114-2-7
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social construction of consumption.
October 16-17, 2009
Cambridge University, UK
21
9th Global Conference on Business & Economics
ISBN : 978-0-9742114-2-7
Giacalone, R.A. (2007). Taking a Red Pill to Disempower Unethical Students: Creating Ethical
Sentinels in Business Schools. Academy of Management Learning & Education 6 (4), 534-542.
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Business Ethics a Two-way Conversation. Business Ethics Quarterly 17 (3). 375-398.
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October 16-17, 2009
Cambridge University, UK
22
9th Global Conference on Business & Economics
ISBN : 978-0-9742114-2-7
Seagal, S., and Horne, D. (1997). Human Dynamics: A New framework for Understanding
People and Realizing the Potential in Our Organizations. Pegasus Communications, Inc.
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October 16-17, 2009
Cambridge University, UK
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