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Transforming our Students: Teaching Business Ethics Post-Enron

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  • Koehn, Daryl

Abstract

Teachers and managers strive to be determining causes, leading those whom we instruct or supervise to act in some ways rather than others. If we are seeking to be causes, then we ought to admit our mission and monitor how well we are doing. Yet, instead of owning up to our failures, we hide behind claims such as “some students are unteachable because their habits are bad,†or “we have little time to affect our students who are being indoctrinated by other business school professors to believe that narrow self-interest does and should rule the world.†Perhaps it is we who have failed our students, not the reverse. Examining our business ethics pedagogy is crucial because regulation is not by itself going to prevent future scandals. This paper presents three structures for teaching business ethics in a liberal arts, transformative way. While no pedagogy comes with a guarantee, these approaches at least have the potential to transform students because they force students to have “some skin in the game.â€

Suggested Citation

  • Koehn, Daryl, 2005. "Transforming our Students: Teaching Business Ethics Post-Enron," Business Ethics Quarterly, Cambridge University Press, vol. 15(1), pages 137-151, January.
    • Handle: RePEc:cup:buetqu:v:15:y:2005:i:01:p:137-151_00
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    Cited by:

    1. Florence Rodhain & Angélique Rodhain, 2012. "Pour une éthique des sciences du management : Formation à la connaissance de soi," Post-Print hal-01950450, HAL.
    2. Maite D. Laméris & Pierre-Guillaume Méon & Anne-Marie Prooijen, 2023. "What have we done?! The impact of economics on the beliefs and values of business students," Journal of Business Economics, Springer, vol. 93(3), pages 433-483, April.
    3. Dirk Matten & Guido Palazzo, 2008. "Unternehmensethik als Gegenstand betriebswirtschaftlicher Forschung und Lehre–Eine Bestandsaufnahme aus internationaler Perspektive," Schmalenbach Journal of Business Research, Springer, vol. 60(58), pages 50-71, January.
    4. Waymond Rodgers & Andrés Guiral & José Gonzalo, 2009. "Different Pathways that Suggest Whether Auditors’ Going Concern Opinions are Ethically Based," Journal of Business Ethics, Springer, vol. 86(3), pages 347-361, May.
    5. Montgomery Wart & David Baker & Anna Ni, 2014. "Using a Faculty Survey to Kick-Start an Ethics Curriculum Upgrade," Journal of Business Ethics, Springer, vol. 122(4), pages 571-585, July.
    6. Daniel Holland & Chad Albrecht, 2013. "The Worldwide Academic Field of Business Ethics: Scholars’ Perceptions of the Most Important Issues," Journal of Business Ethics, Springer, vol. 117(4), pages 777-788, November.
    7. Larry Floyd & Feng Xu & Ryan Atkins & Cam Caldwell, 2013. "Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education," Journal of Business Ethics, Springer, vol. 117(4), pages 753-776, November.
    8. K. A. Van Peursem & A. Julian, 2006. "Ethics Research: an Accounting Educator's Perspective," Australian Accounting Review, CPA Australia, vol. 16(38), pages 13-29, March.
    9. Agata Stachowicz-Stanusch, 2011. "The Impact of Business Education on Students’ Moral Competency," Vision, , vol. 15(2), pages 163-176, June.
    10. Nuria Toledano, 2020. "Promoting Ethical Reflection in the Teaching of Social Entrepreneurship: A Proposal Using Religious Parables," Journal of Business Ethics, Springer, vol. 164(1), pages 115-132, June.
    11. Waymond Rodgers & Andrés Guiral & José A. Gonzalo, 2019. "Trusting/Distrusting Auditors’ Opinions," Sustainability, MDPI, vol. 11(6), pages 1-16, March.

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