What factors predict faculty engagement in business ethics education?

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2021-12-14 DOI:10.1080/08832323.2021.1974813

Laurie E. Beauvais, Susan M. Bosco, David E. Desplaces, Avi Kay

引用次数: 2

Abstract

Abstract Business ethics is widely viewed as essential to business education. However, considerable discretion exists regarding its actual instruction. This study explored the impact of instructor and institutional factors on faculty engagement with business ethics. A positive correlation emerged between belief in the importance of and comfort with teaching ethics and faculty engagement. Also, faculty in institutions without codes of ethics were more likely to address ethical behavior in the classroom. Finally, there was marginal support for a relationship between faculty perception of the importance of ethical behavior for career advancement and addressing ethical conduct in courses. Findings and their implications are addressed.

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哪些因素可以预测教师参与商业道德教育?

商业伦理被广泛认为是商业教育的基本要素。然而，对于其实际指示，存在相当大的自由裁量权。本研究探讨了教师和制度因素对教师参与商业伦理的影响。相信教学道德的重要性和对教学道德的满意程度与教师敬业度之间存在正相关关系。此外，在没有道德规范的机构中，教师更有可能在课堂上提出道德行为。最后，教师对道德行为对职业发展的重要性的认识与在课程中处理道德行为之间的关系得到了微弱的支持。讨论了调查结果及其影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.