Virginia Polytechnic Institute and State University
The R. B. Pamplin College of Business
Department of Management
COURSE:
MGT 6324 – Teaching Ethics and Social Issues (PhD Seminar)
SESSION:
Spring 2005
PROFESSOR:
Richard Wokutch
2007 Pamplin Hall, Phone: (540) 231-6353
Fax: (540) 231-3076
E-mail: Wokutch@vt.edu
Mailing Address: 2007 Pamplin Hall
Department of Management (0233)
Virginia Tech
Blacksburg, VA 24061
OFFICE HOURS:
Thursdays: 1:30 p.m.-4:30 p.m. Drop by visits, phone calls, and e-mail contacts are welcome
at other times as well.
READINGS:
AACSB. “Accreditation Standards.” www.aacsb.edu/accreditation/business/standards01-01-04.pdf, p. 15,
(accessed October 27, 2004).
Collins, D. and Wartick, S. “Business and Society/Business Ethics Courses: Twenty years at the crossroads.”
Business & Society. Vol. 34, 1995, pp. 51-89.
Rossouw, G. J. “Three Approaches to Teaching Business Ethics.” Teaching Business Ethics. Vol. 6, 2002, pp. 411433.
Sims, R. R. “Business Ethics Teaching for Effective Learning.” Teaching Business Ethics. Vol. 6, 2002, pp. 411433.
Waddock, Sandra, A. (Volume Editor). James E. Post (Series Editor). Research in Corporate Social Performance
and Policy. Supplement 2. Greenwich, CN: JAI Press, 1997.
Note:
We will likely add to this readings list as we go along.
INTRODUCTION
Ethics and social issues are increasingly important issues in business and in business education today. In the
aftermath of ethical scandals in business such as those that have occurred at Enron, Tyco, WorldCom, Adelphia, and
others calls for greater integration of ethics into the business curriculum have become increasingly frequent and
intense. The AACSB, the accrediting body for business schools worldwide has emphasized the importance of
member schools providing ethics education for business students, stating that “Normally, the curriculum management
process will result in undergraduate and master’s level general management degree programs that will include
learning experiences in such management- specific knowledge and skills areas as: Ethical and legal responsibilities in
organizations and society” (AACSB. www.aacsb.edu/accreditation/business/standards01-01-04.pdf, p. 15, accessed
October 27, 2004.)
6324sysp05.doc
Ethics and social issues have been a traditional area of strength of the Department of Management and this course
builds upon that strength. Having the ability to integrate the consideration of ethical and social issues into the
various management courses they teach will be a distinctive advantage for our doctoral students when they go out
onto the job market and begin their teaching careers. They will provide additional value to their schools and their
students and enhance the reputation of our program.
OBJECTIVES OF THE COURSE:
Upon completion of this course, the student will be able to:
1) Explain basic ethical principles, including ethical relativism, egoism, utilitarianism, rights-based ethics,
justice-based ethics, and enlightened self-interest.
2) Understand and apply a 7-step model for ethical decision-making
3) Explain the relevance of ethical issues to other areas of management and lead student discussions of
these issues.
4) Critically evaluate teaching techniques and classroom materials, including readings, cases, videos, and
exercises for their own use in other management classes.
5) Lead a case discussion on the ethical implications of business decisions in a variety of management
classes (e.g. strategy, human resource management, entrepreneurship, leadership, international
management.)
PLAN FOR THE COURSE
In order to familiarize you with the subject content and teaching materials in the ethics and social issues area,
students will be asked to sit in on a number of classes of MGT 5384 (Ethical Dimensions of Leadership) and prepare
the reading material for that class. Thus, I am attaching a copy of the syllabus for MGT 5384 at the end of this
syllabus. The doctoral seminar will meet weekly to discuss pedagogical aspects of the material being covered in the
MGT 5384 course and other issues. On the MGT 5384 syllabus, material listed in italics pertains to items that will
be covered in the doctoral seminar. There are also italicized comments pertaining to MGT 5384 classes (or portions
of classes) that it will not be necessary for you to attend.
Each student will be asked to present a lecture or case discussion pertaining to ethics and social issues towards the
end of the term. If you are teaching a class this term, this may be delivered in your own class and should be tailored
to the subject matter of the course. (In the event you are teaching the Ethical Leadership and Corporate Social
Responsibility course, an appropriate class will be selected).
Each student will also be asked to prepare a short (6-8 page) paper reviewing the literature on teaching ethics in
his/her major area of study (or minor area in the case of student focusing on social issues/ethics)
GRADING:
Grading for the various course components will be aggregated according to the following weighting scheme
to determine final grades.
Component
Weight
Class Participation
Social Issues/Ethics Lecture
Paper
6324sysp05.doc
40%
30%
30%
2
Virginia Polytechnic Institute and State University
The R. B. Pamplin College of Business
COURSE:
Mgt. 5384 Ethical Dimensions of Leadership
SESSION:
Spring 2005
PROFESSOR:
Richard Wokutch
2007 Pamplin Hall, Phone: (540) 231-6353
Fax: (540) 231-3076
E-mail: Wokutch@vt.edu
Mailing Address: 2007 Pamplin Hall
Department of Management (0233)
Virginia Tech
Blacksburg, VA 24061
OFFICE HOURS:
Thursdays: 1:30 p.m.-4:30 p.m. Drop by visits, phone calls, and e-mail contacts are welcome
at other times as well.
TEXT:
Shaw, William H. 2002. Business Ethics. 4th Edition. Stamford, CT: Wadsworth.
CASES/
READINGS:
Donaldson, Thomas. 1996. Values in tension: Ethics away from home. Harvard Business
Review. September-October: 4-12.
Goleman, D. 1998.
December, 93-102.
What makes a leader?
Harvard Business Review.
November-
Katz, J. P. 1995. Levi Strauss & Co.: Global sourcing (A). Boston, MA: Harvard
Business School.
Spar, D. L. 2000. Hitting the Wall: Nike and international labor practices. Boston, MA:
Harvard Business School.
READINGS:
The text, cases, and readings are available through the University Bookstore, Volume Two Bookstore, and
Tech Bookstore. Other readings will be available on-line. Supplemental materials will be distributed in class or
electronically. A number of readings are available on electronic reserve in the library. The student is also expected
to keep informed of current events relevant to the subject matter of this course by paying close attention to radio and
television newscasts and the printed media, e.g., the Wall Street Journal, Washington Post, New York Times, Time,
and Newsweek. Current events will be stressed in class discussion, cases, and other activities.
CATALOG DESCRIPTION:
This course examines conduct in business within the context of moral philosophy. Emphasis is placed on
the relevance of philosophical theories of morality to leadership and decision making in organizations.
GOALS FOR COURSE:
The central aim of this course is to explore the ethical dimensions of leadership and by so doing encourage
ethically sound leadership among the future leaders and managers who take this course. It is recognized that
education and training in ethics does not guarantee ethical behavior, nevertheless it can be an important part of
encouraging it. Thus there are several learning goals: 1) to gain an understanding of moral reasoning including
concepts of justice, rights, and the common good; 2) to learn how to apply these ethical frameworks to the resolution
of ethical dilemmas in business; 3) to gain an understanding of the principles and techniques for the management and
leadership of ethics and corporate social responsibility in business organizations; and 4) to learn how to manage
relationships with and to resolve the demands of the corporation’s various stakeholders (i.e. employees, consumers,
stockholders, suppliers, etc.). Also, in keeping with the goals of the Pamplin College of Business, exercise of written
6324sysp05.doc
3
and oral communication skills will be heavily emphasized in this course. Students who need additional assistance in
developing their writing skills are encouraged to contact the Virginia Tech Writing Center located in Shanks Hall
(231-5436).
In order to achieve the above goals we will pursue a number of related objectives:
1.
to develop an awareness of the importance of ethics and leadership through consideration of
ethical controversies reported in the news and portrayed in films;
2.
to facilitate the recognition of how one’s own values, ideology, and ethical orientation
influence one’s views on corporate social issues and to learn how to view issues from other
perspectives;
3.
to examine effective and ineffective corporate responses to strategic threats in the
environment and by so doing to enhance one’s ability to lead in the formulation and
implementation of effective ones;
4.
to develop some practical leadership and decision making skills regarding corporate social
responsibility and ethical issues;
5.
to gain experience in community service and servant leadership through participation in a
service learning project; and
6.
to have FUN!
By drawing upon the conceptual frameworks introduced in this course and by employing analytical skills
from other courses, it will be possible to develop well reasoned, theoretically- and empirically-based viewpoints on
controversial issues. Ethical reasoning, by definition, takes the interests of others into account, but there are many
morally legitimate ways to do that. Thus, there will for the most part be no one right answer to questions raised in
this course. There will, of course, be “wrong” answers to the extent that they are based on inaccurate information,
incomplete understanding of theories and concepts of the course, faulty reasoning, or the failure to take the interests
of others into account. So instead of fixating on finding the “one right answer” to such questions, we will seek a
more modest goal of eliminating wrong answers so that only ethically and strategically viable options remain.
Moreover the ability to develop a logically coherent moral rationale for the position one takes regarding such
controversies will typically be more important than the actual position taken.
As a student taking this course, you will need to take responsibility for your own learning and for
integrating the class material into your own understanding of leadership and ethics that you will apply in your future
career. As the instructor, I will be a guide and facilitator in the learning process and I will be responsible for creating
an environment in which that learning and integration are possible.
COMMUNICATIONS AND SUBMISSION OF WORK:
Your first assignment is to fill out the biographical background sheet requesting contact information at the
end of this syllabus. This is due at the end of class January 20.
Unless otherwise noted, assignments must be submitted typed in hard copy form, double-spaced, with
11-point font and one-inch margins. Electronic submissions of work will not be accepted unless specifically
requested in that form.
GRADING:
Grading for the various course components will be aggregated according to the following weighting scheme
to determine final grades. Final grades will be assigned using the "+" and "-" option.
6324sysp05.doc
4
Component
Weight
Class Participation
Mid-Term Exam
Final Exam
22%
26%
20%
Other Assignments
Service Learning (SL) Project
12%
20%*
*Service Learning Project Breakdown
SL Notebook
Pre-project SL Paper
Memo to SL Supervisor
Final SL Paper
Completion of Responsibilities at
SL/Volunteer Organization
Total
Grading Scale
A = 93-100%
A- = 90-92.99%
B+ = 87.5-89.
B = 83-87.49%
B- = 80-82.99%
C+ = 77.5-79.99%
C= 73-77.49%
6
3
2
6
3
20%
The Virginia Tech Graduate Honor System is in full effect in this course. Students should familiarize
themselves with the Graduate Honor System's guidelines with respect to all appropriate behaviors. Unless an activity
is specifically designated a group project, all work should be done strictly on your own. Use of "koofers" (i.e., old
homework, assignments, exams, etc. from previous sections of this course) is explicitly forbidden. It is the
obligation of the student to inform me of any conflicts or schedule problems that may arise from the observance of
religious holidays. Also, please let me know if you have any disability that would affect your performance in this
course.
All late work will be penalized, with the severity of the penalty depending on how late the work is
submitted, and the time sensitivity of the assignment. You should keep an extra copy of all work submitted as
well as all returned work until after you have received the final grade for this course. This will protect you in
case there is any mistake in the recording of grades.
EXAMS
There will be two exams: an in-class midterm exam and a take-home final exam. Both of these will be in
essay format. In lieu of an in-class final exam, all students will have the opportunity to participate in an extra-credit
activity at the scheduled exam time.
CLASS PARTICIPATION:
As you may already know, being successful in the real world requires your participation in activities and
decisions within the groups and organizations with which you are involved. The same applies to this class. Students
are responsible for being prepared to analyze and discuss in class all readings, cases, and issues covered during the
term. Students are also expected to be prepared to discuss relevant events taking place during the term. The
importance of this class participation is reflected in the course component weightings above.
The following excerpt from Harvard Business School publication on case-oriented courses should be used
as a guide for effective student participation in the course:
On the student's side, it is necessary that each be committed to the '4 Ps' of student involvement in
case discussions:
1.
Preparation. If the student does not read and analyze the case, and then formulate an action
plan, the case discussion will mean little.
2.
Presence. If the student is not present, she or he cannot learn and, more important, cannot
add her or his unique thoughts and insights to the group discussion.
6324sysp05.doc
5
3.
Promptness. Students who enter the classroom late disrupt the discussion and deprecate the
decorum of the process.
4.
Participation. Each student's learning is best facilitated by regular participation. More
important, the case student has the responsibility to share his or her understanding and
judgment with the class to advance the group's collective skills and knowledge.1
Thus if you seek to get a good grade in this course you must be prepared and present for class sessions,
you should be ready to start on-time, and you should actively participate in class discussions. Attendance of class
is a necessary condition of class participation, but it does not, in itself, constitute participation. Participation
includes answering questions when called upon, volunteering to answer questions or offering comments in
discussions, asking relevant questions yourself or otherwise contributing to the classroom learning experience.
Occasionally class discussions will get intense; but I will attempt to make sure that everyone has a chance to
participate. Waiting your turn to speak and observing other common courtesies will therefore be important.
Students who are not able to make their comments during class time are invited to submit them electronically to
me or to electronic discussions groups we will set up.
I will evaluate participation both in terms of quality and quantity following each class session and will
provide feedback during the term. Comments that are relevant to the ongoing discussion and that reflect an
understanding of course readings and conceptual materials covered in class will be viewed especially favorably.
Behaviors that will affect your class participation grade negatively include the following:
 Missing class
 Being late for class
 Disrupting opportunities for other students to learn
 Being unprepared for class
Please also be sure to leave your cell phones at home or to turn them off in class.
There will be several randomly scheduled written in-class exercises that will also contribute to your class
participation grade. These will not be announced and cannot be made up if you are absent. The one lowest grade
you receive for these exercises will, however, be dropped. Please note that I do not differentiate between “excused”
and “unexcused” absences in evaluating class participation as I do not want to be in the position of attempting to
judge the validity of excuses.
.
NEWSBRIEFS:
During the term each student will have the opportunity to discuss some current news item that is related to
the course. In a period of time of not more than three minutes you should tell us what the news story is about and
where you heard/read about it, offer an ethical judgment about the action(s) of the individuals involved justified by
some ethical criterion discussed in class, and provide some recommendation for what now should be done to
resolve the issue. This will enable students to help set the agenda for issues we discuss in class and it will provide
an opportunity to develop public speaking and ethical analysis skills.
ETHICAL LEADERSHIP IN FILMS
Each student will also have the opportunity to share with the rest of the class a favorite scene from a film
(or television show) of one’s choosing that provides a good example of ethical or unethical leadership. The scene
should be no more than 3-5 minutes in length. The student should set up the scene (i.e., provide some context
regarding how it relates to the plot of the film) and provide some commentary regarding why he/she thinks it
demonstrates ethical or unethical leadership. The set-up, showing of the scene, and commentary should take no
more than 5-8 minutes, total. Exceeding that limit will be viewed negatively.
SERVICE LEARNING PROJECT:
1Harvard
Business School. 1984. Hints for Case Teaching. Boston, p. 3.
6324sysp05.doc
6
An increasingly popular view of leadership today is the notion of servant leadership. Leadership in this
sense is viewed as a form of service to our colleagues and our community. And service learning projects are being
used increasingly frequently in academic settings to provide students with the opportunity to gain experience in
servant leadership through actively participating in meeting the needs of the community. These experiences enable
students to apply things they learn in the classroom to a real-world setting. As members of the business community,
you will be considered a community leader; most of you will join professional and other organizations that provide
community services (e.g., Kiwanis, Rotary, Junior League, Jaycees, Lions, etc.). In addition it is very likely that
your employer will sponsor community service projects in which you will be encouraged to participate. Your
participation in projects as a part of this class will provide valuable insight into your future.
You will be attending a special service learning orientation session for our class during regular class time on
Thursday, January 20. If you miss that you will need to attend a general service learning orientation session during
that week (January 17-21—see me for details). All students should check out the Service Learning Center web page
at http://www.majbill.vt.edu/SL/index.html
You will need to sign up for 15 hours of service learning project time. In recognition of the time involved in
this project I have cancelled one class during the term and will dismiss class early several evenings. All your service
learning hours should be completed prior to April 21.
Memo to Service Learning Supervisor (due February 17): After meeting with the individual who will be supervising
your service learning project at your selected agency you are to write that person a memo, with a copy sent to me,
confirming your understanding of what you will be doing this term. This memo is to be written in standard memo
form. (We will discuss this in class.) Based on feedback from students it is clear that one of the greatest potential
threats to a valuable service learning experience is a misunderstanding between the supervisor and student regarding
the nature of his/her responsibilities. The purpose of this memo is to prevent such misunderstandings from
occurring.
Pre-Project Service Learning Paper (due February 17): Before you actually begin working on your service learning
project but no later than February 17, you should write a short paper (approximately 3 double-spaced pages in
length) addressing your expectations. You should address such questions as the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What do you think your project or the service agency will be like?
What do you think you will do?
Why did you pick this particular project?
What impact do you think you will have?
Do you foresee any problems in your participation in the project and what can be done to address them?
What are the social and ethical issues that this project or service agency addresses?
How does this project or agency address community needs?
What are the causes of those community needs?
How do people contribute to this problem?
How can people help to solve the problem?
Service Learning Notebook (due April 21): Your service learning notebook should include both a record of what you
did in your service learning project as well as your reflections on how you felt about what you did. It should contain
whatever information you collect on your service learning agency and on your particular service learning project.
This information might include brochures, photos, newspaper clippings, etc. As a journal, it should include your
personal reflections on the project. Once you have started the project, you should keep diary-type notes whenever you
participate in the project. These notes may be handwritten and they should answer questions such as the following:
1.
2.
3.
4.
5.
6.
What did you do today that made you feel that you made a difference? Why?
Did anything surprise you? If so, what?
What is the most positive thing that happened in your service experience today?
Did anything happen that made you feel uncomfortable? If so, what?
Is there a person or activity you find interesting or challenging in your project?
Why do you think it made you feel that way?
6324sysp05.doc
7
7.
8.
Has there been a problem situation that you want to discuss with your supervisor or instructor? (Note: please
feel free to contact me as problems arise.)
Have your thoughts about the agency with which you are volunteering, the problems it addresses, or the value of
the volunteer experience changed in any way as a result of your experience today? How and why?
Final Service Learning Paper (due April 21): After you complete your service for the semester, you should write a
paper (approximately 5 double-spaced pages) summarizing what you learned from the project. The questions below
should serve as guides for the paper. The difference between this paper and your notebook is that the paper should
offer a more complete and well-organized reflection on the entire experience and how it relates to your future as a
contributing member of society and an ethical leader in your community and in the organizations in which you work.
1. What are the social issues that this project or service agency addresses?
2. How does this project or agency address community needs?
3. What are the causes of those community needs?
4. How do people contribute to this problem?
5. How can we help to solve it?
6. How has your understanding of the community, the agency with which you volunteered, the underlying problem it
addresses, and the value of community service changed as a result of your participation in this project?
7. Would you recommend that others volunteer with this organization?
8. How can you educate others or raise awareness about this group or social issue?
9. What do you think was the most valuable contribution of your project?
10.
What have you learned from any disappointments or successes of your project and what would you have
done differently if you were starting the project over again?
11.
What advice would you give future students who are considering volunteering with this agency?
ASSIGNMENTS:
The following is a tentative schedule for the course; there likely will be changes during the term. It is the
responsibility of each student to be alert for any announcements pertaining to the schedule that might be made in
class or sent via e-mail and to respond appropriately.
MGT 5384
Reading Assignments
Class #
Date
Topic(s)
01
1/20/05
Introduction the Course
Service Learning Orientation
02
1/27/05
Introduction to Business Ethics
Case: Propmore Corporation
Assignment2
Schneider, “Learning to Put Ethics Last”
Shaw, pp. xi-xii, 1-33;
Arthur Andersen & Co., Propmore Corporation Case,” pp.
I-1-I-5 parts II and III (to be distributed);
Gini, “Moral Leadership and Business Ethics” pp. 27-45;
Cooke, “Ethics in Business,” pp. 1-13.
03
2/3/05
Leadership and Ethics
Freeman and Gilbert, “The Problem of Relativism,” pp.
22-41;
Velasquez, Moberg & Cavanagh “Organizational
Statesmanship,” pp. 65-80;
2 Page
numbers refer to the page numbers of the original publication. The readings should be completed before the
class for which they are assigned.
6324sysp05.doc
8
Shaw, pp. 43-75.
04
2/10/05
Leadership and Ethics in the Popular
Media
Film: Twelve Angry Men
Goleman, pp. 93-102.
05
2/17/05
Leadership and Ethics Cont.
Business Ethics and Corporate Social
Responsibility
Case: The Ford Pinto
SL Memo and SL Pre-project paper due
Shaw, pp. 75-79, 156-182;
Friedman, “Social Responsibility of Business” pp. 145150.
06
2/24/03
Corporate Social Responsibility Cont.
Case: Merck and Company (video case)
Royal "The Art of Giving," pp. 17-24;
Shaw, pp. 122-144;
Stone, “Why the Market Can’t Do It,” “Why the Law
Can’t Do It,” pp. 88-110;
Friedman and Friedman, “Who Protects the Consumer?”
pp. 189-194, 203-227.
3/3/05
Work day—no class
3/10/05
Spring Break—no class
07
3/17/05
Ethics in the Classroom: Guest speaker,
Greg Lemmond, VT Graduate Honor
System
Ethical Leadership and Whistleblowing
Film: The Insider
Shaw, pp.296-303,306-309;
Carson, Verdu, and Wokutch, “Whistle-blowing for Profit:
An ethical analysis of the Federal False Claims Act” (to
be distributed);
Time, “Persons of the Year 2002.”
08
3/24/05
International Business Ethics
Case: Levi Strauss & Co
Donaldson, “Values in Tension,” pp. 48-62;
Katz, “Levi Strauss & Co.: Global Sourcing (A)”
09a
3/30/05
Guest Speaker: Randy Thurman, CEO of
VIASYS Healthcare
Special time and location to be announced
09b
3/31/05
Mid-term Exam
Class dismisses early
10
4/7/05
Guest Speakers: Mark Lawrence and
Daniel Barchi, Carillion
Mitroff, et al. “Effective Crisis Management,”
pp. 283-293;
Kiger, “The Art of the Apology,” pp. 57-62
Reconciling Personal and Organizational
Values in the Job Search Process
Leadership in Critical Times/Crisis
6324sysp05.doc
9
Management
11
4/14/05
International Business Ethics Cont.
Case: Nike and Sweatshop Labor
Spar, “Hitting the Wall: Nike and International Labor
Practices”;
Wokutch, “Nike and Its Critics” pp. 207-237.
Ho, “Rising Above Sweatshops” (to be distributed)
12
4/21/05
International Business Ethics: Japanese
Management and Corporate Social
Responsibility
Reflections on Service Learning
SL Notebook and Final SL Paper due
Wokutch, “Corporate Social Responsibility, Japanese
Style,” pp. 56-74 ;
Wokutch, “Myths of the Japanese Factory,” pp. 10A.
13
4/25/05
Special time and location for guest
speaker: Eric Pillmore, Burruss Hall
Auditorium 7:00PM
Pillmore, “How We’re Fixing Up Tyco;”
Thottam, ‘Can This Man Save Tyco?”
14
4/28/05
Case: Tyco
Class dismisses early
Case to be distributed
15
5/5/05
Moral/Ethical Leaders in Films
Course Wrap-up
16
5/10/05
Final Exam (7:00 p.m.)
6324sysp05.doc
10
REQUIRED READINGS:
Carson, T. Verdu, M. E., and Wokutch, R. E. 2005. “Whistle-blowing for Profit: An ethical analysis of the Federal
False Claims Act.” Unpublished paper.
Cooke, R. A.. 1990. Ethics in business: A perspective. Lake Charles, IL: Arthur Andersen and Company.
Freeman, R. E. and Gilbert, D. R. Jr. 1988. Corporate strategy and the search for ethics. Englewood Cliffs, NJ:
Prentice-Hall, pp. 22-41.
Friedman, M. 1970. Social responsibility of business. The New York Times Magazine. September 13: 33, 12226.
Friedman, M. and Friedman, R. 1980. Free to choose: Who Protects the Consumer? New York: Harcourt,
Brace, Jovanovich, pp. 189-194, 203-227.
Gini, A. 1999. Moral leadership and business ethics. In J. B. Ciulla (Ed.) Ethics: The heart of leadership.
Westport, CN: Quorum Books, pp. 27-45.
Kiger, P. J. 2004. The art of the apology. Workforce Management. October: 57-62.
Madsen, Peter, and Fleming, John. ND. Propmore Corporation Case – Situation I. Arthur Andersen and
Company.
Pillmore, Eric M. 2003. How we’re fixing up Tyco. Harvard Business Review. December: 96-103.
Royal, Weld. The Art of Giving. 1998.
http://www.industryweek.com).
Industry Week.
September 7: 17-24.
(Available on-line at
Schneider, M. 2002. Learning to put ethics last. Business Week On-Line. March 11. (Available on-line through
Factiva).
Stone, C. 1975. Where the law ends. New York: Harper and Row, pp. 88-110.
Thottam, Jyoti. 2004. Can this man save Tyco? Time. February 9: 48-50.
Time. 2002. Persons of the Year 2002. December 22.
Velasquez, M., Moberg, D. J., and Cavanagh, G. F. 1983. Organizational statesmanship and dirty politics: Ethical
guidelines for the organizational politician. Organizational Dynamics. Autumn: 65-80.
Wokutch, R. E. 1990. Corporate social responsibility, Japanese style. Academy of Management Executive, 4: 5674.
Wokutch, Richard E. Nike and Its Critics: Beginning a dialogue. Organization and Environment, June 2001, pp.
207-237.
Wokutch, Richard E. “Myths of the Japanese Factory.” Journal of Commerce, August 26, 1992, p. 10A.
OPTIONAL READINGS:
Bowie, N. E. 1991. Challenging the egoistic paradigm. Business Ethics Quarterly, 1: 1-21.
Carson, T. L., Wokutch, R. E. and Murrmann, K. F. 1982. Bluffing in labor negotiations: Legal and ethical issues.
The Journal of Business Ethics, 1: 13-22.
6324sysp05.doc
11
Carson, T. L., Wokutch, R. E. and Cox, J. 1985. An ethical analysis of deception in advertising. The Journal of
Business Ethics, 4: 93-104.
Cassidy, J. 2002. The Greed Cycle: How the financial system encouraged corporations to go crazy. The New
Yorker. September 23: p. 64. (Available through LexisNexis)
Elbing, A. O. and Elbing, C. J. 1976. The value issue of business. New York: McGraw-Hill.
Fahey, L. and Wokutch, R. E. 1983. Business and society exchanges: Framework for analysis. California
Management Review, XXV (4): 128-142.
Friedman, M. 1962. Capitalism and freedom. Chicago: The University of Chicago Press.
Marx, T. G. 1983. The cost of living: Life, liberty, and cost-benefit analysis. Policy Review Summer (25): 53-58.
Okun, A. M. 1975. Equality and efficiency: The big trade-off. Washington, DC: The Brookings Institution.
Okun, A. M. 1977. Equality and efficiency: The big trade-off. In D. M. Gordon (Ed.), Problems in political
economy: an urban perspective: 28-33. Lexington, Massachusetts: D. C. Heath.
Pearce, J.A. and Robinson, R.B. 1985. Strategic management: Strategic formulation and implementation.
Homewood, IL: Richard D. Irwin.
Shepard, J. M., Shepard, J. and Wokutch, R. E. 1991. The problem of business ethics: Oxymoron or inadequate
vocabulary? Journal of Business and Psychology. 6(1): 9-23.
Upah, G. D. and Wokutch, R. E. 1985. Assessing social impacts of new products. Journal of Public Policy and
Marketing, 4: 166-178.
Vogl, F. 2002. The U.S. business scandals: Perspectives on ethics and culture at home and abroad. Presented to the
TransAtlantic Business Ethics Conference, Georgetown University, Washington DC. September 27.
(Available at http://www.ethicsworld.com/ --click on “Ethics Presentations”)
Wokutch, R. E. 1992. Worker protection, Japanese style:
industry. Ithaca, NY: ILR Press.
Occupational safety and health in the auto
Wokutch, R. E. 1999. The maturing of the Japanese economy: Corporate social responsibility implications.
Business Ethics Quarterly, 9(3): 527-539.
6324sysp05.doc
12
BIOGRAPHICAL BACKGROUND
(Please detach, complete, and submit to instructor)
Name: _______________________________________________________ Date: __________________
Mailing Address: ____________________________________________________________________
____________________________________________________________________
Phone #: (w)___________________ Phone #: (h)____________________ E-mail: _____________
Fax #: (w)_____________________ Fax #: (h)______________________
What is your major/concentration? _________________________________________
Describe your formal work experience:
If currently employed, list job title, company, and years with company:
Current duties and number of subordinates who report directly to you:
If you have had any previous Social Issues in Management, Ethics, or Leadership classes, please describe them:
What are your reasons for taking this course? What do you hope to learn/achieve in taking it?
6324sysp05.doc
13