Teaching Business Ethics:
Why, What and How
James Weber
Director of the Beard Center for Leadership
in Ethics, Duquesne University
Part of the Ethics Seminars for the Spring
Zicklin School of Business
Baruch College, City University of New York
March 13, 2003
Teaching Business Ethics
Why – the need for business ethics
education in our educational institutions
What – the approach to business ethics
education to maximize effectiveness
How – the requisite supportive
environment to better ensure success
The need for business ethics
• Corporate greed, fraud, illegalities, etc.
Could a course in business ethics (or a
series of courses) have prevented Enron,
WorldCom, Tyco, Sprint, Ahold … … … ?
Probably not. As Arlow & Ulrich reported
years ago in their 1985 study … … …
Motivation for teaching
business ethics?
• The need to model ethical behavior;
true in any organization, particularly
important for institutions of learning.
• The desire to feel a sense of pride in
the ethicality of my organization and
in my organization’s support of my
acting in an ethical manner.
The state of ethics in
educational institutions
It does not look good … … …
• SIFE survey = 59% admit to cheating,
only 19% would report a cheater
• U of Maryland students cheated on
accounting exam via text messages on
their cell phones
• Student feel competitive pressures and
primacy of test scores/grades as causes
Calls for
business school action
• Blue Ribbon Commission on Public Trust and
Private Enterprise: improve courses, finance
research, punish violators
• A Call to Arms and Plan for Collective Action
(target = AACSB): change accreditation
language, support creation of ethics courses
• Business Week online poll: stand alone course,
do a better job, be practical in instruction
An approach
to maximize effectiveness
At Duquesne University, Schools of Business
• NOT a response to the Enron environment
• Rooted in our mission and tradition:
– Business Ethics (1993) undergrad requirement
– Applied Ethics (2001) graduate requirement
(in addition to Public Affairs Management and
ethics electives for MBA concentration)
Business Ethics:
undergraduate requirement
An applied approach
• Philosophers not mentioned or studied
• Focus is on ethical decision-making tools
The 3 Rs of Ethics
• Recognition – List of Ethical Principles
• Reasoning – ethics theories & CMD
• Resolution – defensible resolution(s)
Business Ethics:
undergraduate requirement
A service learning approach
• Community service at local agencies
• Groups visit, de-brief, present to class
• Final focus: business-agency partnership
for MUTUAL benefit
Business Ethics:
undergraduate requirement
A “Building a Just Community” approach
• Create “personal” code of ethics
• Analyze School’s Code of Ethical
Behavior, sign-off procedure
• Wrestle with ethical issues in groups
• Discuss responsibility for internal,
confidential whistle-blower
Applied Ethics:
graduate requirement
A “toolbox” approach
• One of the first five skills courses taken
in the program
• Creates a decision framework for
subsequent courses/instructors to use
• Introduces Code of Ethical behavior to
govern/influence actions
Applied Ethics:
graduate requirement
An applied approach
• Daily work and student life dilemmas
The 3 Rs of Ethics
• Recognition – List of Ethical Principles
• Reasoning – ethics theories & CMD
• Resolution – defensible resolution(s)
The requisite
supportive environment
Generic model for organizational success
• Organizational commitment
• Top management modeling
• Codify values, expectations
• Communicate intentions
• Enforce compliance/punish violators
• Ongoing improvement
The requisite supportive
environment at Duquesne U
Organizational commitment
•
•
•
•
University Mission and Identity
Schools of Business Mission
Tradition and community expectation
Administrative institutionalization:
Beard Center for Leadership in Ethics
The requisite supportive
environment at Duquesne U
Top management modeling
•
•
•
•
•
University Five-year Strategic Plan
Curriculum committee decisions
Dean’s directive: Ethics Initiative
Faculty hiring in ethics
Joint program development: Master of
Science in Leadership and Business Ethics
The requisite supportive
environment at Duquesne U
Codify values, expectations
• Code of Ethical Behavior
– Widespread dispersal
– Student sign-off each semester
– Discussion and application in business
courses
The requisite supportive
environment at Duquesne U
Communicate intentions
• Semi-annual distribution of Code
• Emphasis in business courses:
Ethics Across the Curriculum Report
• Attendance at semi-annual
Distinguished Ethics Speakers series
• Volunteerism – Rotaract Club,
fraternities, sororities, service clubs
The requisite supportive
environment at Duquesne U
Enforce compliance/punish violators
• Celebrate successes – promotional
literature, publicize events
• Code provisions for violations
• Serious offenses referred to
University (Academic Integrity Policy)
The requisite supportive
environment at Duquesne U
Ongoing improvement
• Periodic review of the Code
• Periodic review of the integration
across the curriculum
• Ethical Advocates – enabling internal,
confidential whistle-blowing and
investigations as needed
Duquesne U:
Ethical Nirvana ?
NO !!!
But an ethically supportive environment
where ethics initiative
seem to have
a reasonable opportunity
for success