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The One Necessary Condition for a Successful Business Ethics Course: The Teacher Must be a Philosopher

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  • Klein, E. R.

Abstract

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the Business Ethics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers given to the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is in stagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses for our students once they graduate to the corporate world. In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses in Business Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy.

Suggested Citation

  • Klein, E. R., 1998. "The One Necessary Condition for a Successful Business Ethics Course: The Teacher Must be a Philosopher," Business Ethics Quarterly, Cambridge University Press, vol. 8(3), pages 561-574, July.
    • Handle: RePEc:cup:buetqu:v:8:y:1998:i:03:p:561-574_00
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    Cited by:

    1. Rita A. Franks & Albert D. Spalding, Jr, 2013. "Business Ethics As An Accreditation Requirement: A Knowledge Mapping Approach," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 5(1), pages 17-30.
    2. 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.
    3. Sandrine Frémeaux & Grant Michelson & Christine Noël-Lemaitre, 2018. "Learning from Greek Philosophers: The Foundations and Structural Conditions of Ethical Training in Business Schools," Journal of Business Ethics, Springer, vol. 153(1), pages 231-243, November.
    4. Charles Bodkin & Thomas Stevenson, 2007. "University Students’ Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques," Journal of Business Ethics, Springer, vol. 72(3), pages 207-228, May.
    5. Peter Seele, 2018. "What Makes a Business Ethicist? A Reflection on the Transition from Applied Philosophy to Critical Thinking," Journal of Business Ethics, Springer, vol. 150(3), pages 647-656, July.
    6. Pi-Yueh Cheng & Mei-Chin Chu, 2014. "Behavioral Factors Affecting Students’ Intentions to Enroll in Business Ethics Courses: A Comparison of the Theory of Planned Behavior and Social Cognitive Theory Using Self-Identity as a Moderator," Journal of Business Ethics, Springer, vol. 124(1), pages 35-46, September.
    7. Gierl, Heribert & Huettl, Verena, 2011. "A closer look at similarity: The effects of perceived similarity and conjunctive cues on brand extension evaluation," International Journal of Research in Marketing, Elsevier, vol. 28(2), pages 120-133.
    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. Manoj Anand & Jagandeep Singh, 2021. "Business students’ perception of corporate social responsibility: an exploratory study," DECISION: Official Journal of the Indian Institute of Management Calcutta, Springer;Indian Institute of Management Calcutta, vol. 48(3), pages 261-284, September.
    10. Anastasios Zopiatis & Maria Krambia-Kapardis, 2008. "Ethical Behaviour of Tertiary Education Students in Cyprus," Journal of Business Ethics, Springer, vol. 81(3), pages 647-663, September.

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