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تسجيل الدخول باستخدام فاسيبوك
Teaching business ethics for effective learning [electronic resource]
لتكبير النص لتصغير النص- كتاب
| العنوان |
Teaching business ethics for effective learning [electronic resource] / Ronald R. Sims. |
|---|---|
| الطبعة |
1st ed. |
| الناشر |
Westport, Conn. : Quorum Books |
| تاريخ الإصدار |
2002 |
| ملاحظات |
Bibliographic Level Mode of Issuance: Monograph Includes bibliographical references and index. English |
| رقم الرف |
Cover -- Teaching Business Ethics for Effective Learning -- Contents -- Preface -- Chapter 1 Teaching Business Ethics for Effective Learning -- SOME HISTORY AND BACKGROUND ON BUSINESS ETHICS EDUCATION -- Current Trends and Expectations -- TEACHING BUSINESS ETHICS: SHOULD WE? CAN WE? -- THE GOALS OR OUTCOMES OF TEACHING BUSINESS ETHICS -- CONCLUSION -- REFERENCES -- Chapter 2 What Should Be Taught in Business Ethics Efforts? -- INTRODUCTION -- AGREEMENT ON THE OBJECTIVES OF TEACHING BUSINESS ETHICS -- THE GOALS OF TEACHING BUSINESS ETHICS: A BRIEF REVIEW -- GOALS: WHY GO WHERE? -- Objective 1: Knowing Thyself, Your Own Moral Values and Thresholds -- Objective 2: Learning to See Moral Issues, Conflicts, and Responsibilities -- Objective 3: Learning to Identify the Specific Moral Aspects of a Situation -- Objective 4: Learning to Share Moral Understanding -- Objective 5: Learning How to Handle Moral Issues and Conflicts -- Objective 6: Acquiring Moral Courage -- Objective 7: Acquiring a Critical Attitude Toward the Business School Curriculum and Its Disciplines -- CATEGORIZING THE GOALS OF BUSINESS ETHICS TEACHING EFFORTS -- WHEN SHOULD STUDENTS BE TAUGHT BUSINESS ETHICS? IMPLICATIONS FOR GOALS -- Undergraduate and Graduate Students Are Different -- CONCLUSION -- NOTES -- REFERENCES -- Chapter 3 The Environment for Teaching Business Ethics: Obstacles and Issues -- INTRODUCTION -- Obstacle Type 1: The Existing Business Curriculum and Other Courses -- Obstacle Type 2: Students' Working Situation and Mind-Set -- Obstacle Type 3: Faculty's Working Situation and Mind-Set -- HANDLING CURRICULUM LOGISTICS -- WHERE SHOULD BUSINESS ETHICS BE PLACED IN THE CURRICULUM? SEPARATE COURSE OR INTEGRATED ACROSS THE CURRICULUM? -- MANDATORY VERSUS ELECTIVE COURSES -- A LIMITED LOOK AT CURRENT BUSINESS ETHICS CURRICULA. OUTCOMES ASSESSMENT: WHAT'S THE IMPACT OF BUSINESS ETHICS TEACHING EFFORTS? -- STAKEHOLDERS, COMMUNICATION, AND PARTICIPATION -- SUMMARY AND RECOMMENDATIONS -- Premises -- Recommendations -- NOTES -- REFERENCES -- Chapter 4 Who Should Teach Business Ethics? -- INTRODUCTION -- EXPLOITING INTERDISCIPLINARITY -- BUSINESS ETHICS DOES NOT HAVE A SINGLE DISCIPLINARY HOME, SO WHO SHOULD TEACH BUSINESS ETHICS? -- AN INTERDISCIPLINARY TEAM APPROACH TO TEACHING BUSINESS ETHICS -- WHY DECIDE TO TEAM TEACH BUSINESS ETHICS? -- What Is the Type and Level of Collaboration of Team Teaching? -- Opportunities and Benefits of the Interdisciplinary Team Approach to Teaching Business Ethics -- Limitations of the Interdisciplinary Team Approach to Teaching Business Ethics -- EXAMPLES OF TEAM TEACHING -- RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- Chapter 5 Teaching Business Ethics for Effective Learning: Experiential Learning -- INTRODUCTION -- TEACHING BUSINESS ETHICS: LESSONS TO BE LEARNED FROM THE WIZARD OF OZ -- Teaching Business Ethics for Effective Learning -- Teaching Business Ethics Experientially: A Definition -- When Is Teaching Business Ethics Not Teaching Business Ethics for Effective Learning? -- THE BUSINESS ETHICS TEACHER AS A FACILITATOR -- USING EXPERIENTIAL LEARNING THEORY IN BUSINESS ETHICS EDUCATION -- Holistic Learning -- KOLB'S EXPERIENTIAL LEARNING MODEL -- APPLYING KOLB'S MODEL TO TEACHING BUSINESS ETHICS -- Using Learning Styles to Understand Students and Guide Curriculum Design -- Understanding Students: Two Design Strategies -- Kolb's Model of Learning Styles -- Applications to Teaching Business Ethics Efforts -- CONCLUSION -- REFERENCES -- Chapter 6 Learning Environments and Experiential Learning Processes -- INTRODUCTION -- LEARNING ENVIRONMENTS -- Affectively Oriented Environments -- Perceptually Oriented Environments. Cognitively Oriented Environments -- Behaviorally Oriented Environments -- USING EXPERIENTIAL LEARNING PROCESSES TO DESIGN BUSINESS ETHICS TEACHING EFFORTS -- Adaptation of Activities -- USING FACILITATION SKILLS TO ENCOURAGE EXPERIENTIAL LEARNING -- ALTERNATIVE APPROACHES FOR TAKING INDIVIDUALIZED DIFFERENCES INTO CONSIDERATION -- GRLSQ -- MBTI -- ADAPTING TEACHER AND STUDENT LEARNING STYLES IN BUSINESS ETHICS EDUCATION -- HOW CAN BUSINESS ETHICS EDUCATION BE ENHANCED FOR MORE EFFECTIVE LEARNING? -- IMPLICATIONS FOR TEACHING BUSINESS ETHICS -- CONCLUSION -- REFERENCES -- Chapter 7 Structuring and Delivering Business Ethics Teaching Efforts -- INTRODUCTION -- ESTABLISHING SCOPE, SEQUENCE, BREADTH, AND DEPTH -- Scope -- Sequence -- Breadth and Depth -- PEDAGOGICAL APPROACHES TO TEACHING BUSINESS ETHICS -- Developing Students' Theoretical Knowledge Base -- Practical Issues Facing Business People -- Equal Focus on Both Theory and Everyday Practice or Reality -- PHILOSOPHICAL OR ETHICAL THEORIES: DEVELOPING STUDENTS' THEORETICAL KNOWLEDGE BASE -- MORAL REASONING -- Teleology/Consequentialism -- Deontology -- The Contractarian Alternative -- Virtue Ethics (Integrity) -- KOHLBERG'S THEORY OF MORAL DEVELOPMENT -- CONCLUSION -- REFERENCES -- Chapter 8 Practical Approaches to Teaching Business Ethics -- INTRODUCTION -- CRITICISMS OF APPROACHES TO TEACHING BUSINESS ETHICS -- SOME TRADITIONAL APPROACHES TO TEACHING BUSINESS ETHICS -- Lecture -- Case Study Method -- Games and Scenario-Based Methods -- Literature/Narratives -- Guest Lectures -- OTHER APPROACHES TO TEACHING BUSINESS ETHICS -- Current Events Periodicals -- Structuration Theory -- Freud's Theory of Cognitive Processes -- The TV and Significant Others Tests -- Decision Tree/Cross-Cultural Analysis Framework -- Computer Conferencing via the Internet. EXPERIENTIALLY ORIENTED PEDAGOGICAL APPROACHES TO TEACHING BUSINESS ETHICS -- Role Playing -- Service Learning -- Behavioral Simulations -- Self-Reflection -- CONCLUSION -- REFERENCES -- Chapter 9 Moving into the Classroom: Developing the Climate for Teaching and Learning Business Ethics -- INTRODUCTION -- DEVELOPING THE CLIMATE FOR TEACHING AND LEARNING BUSINESS ETHICS -- Characteristics of a Classroom Learning Environment -- Psychological Contracts -- Expectations and Contributions -- A Dynamic Process -- A MODEL FOR MANAGING PSYCHOLOGICAL CONTRACTS -- CLARIFYING THE PSYCHOLOGICAL CONTRACT -- Developing the Classroom Climate with the First Class -- INSTRUCTOR/STUDENT INTERVIEW: DEVELOPING THE PSYCHOLOGICAL CONTRACT -- SUGGESTED QUESTION GUIDE FOR INSTRUCTOR'S INTERVIEW OF STUDENTS -- SUGGESTED QUESTION GUIDE FOR STUDENT'S INTERVIEW OF INSTRUCTOR -- CONCLUSION -- REFERENCES -- Chapter 10 Teaching Business Ethics: Dialogue, Good Moral Conversation, and Conversational Learning -- INTRODUCTION -- DIALOGUE -- GOOD MORAL CONVERSATION -- CONVERSATIONAL LEARNING IN TBE -- THE BUSINESS ETHICS TEACHER'S ROLE IN A CONVERSATIONAL LEARNING APPROACH -- CONCLUSION -- NOTE -- REFERENCES -- Chapter 11 Debriefing: Completing the Learning Process in Experiential Learning Exercises -- INTRODUCTION -- TEACHING VIA EXPERIENTIAL LEARNING EXERCISES -- DEBRIEFING DEFINED -- DEBRIEFING IN BUSINESS ETHICS TEACHING EFFORTS -- Reasons the Last Minutes Are Important -- Planning for Debriefing -- A CONCEPTUAL MODEL FOR DEBRIEFING IN BUSINESS ETHICS TEACHING EFFORTS -- THE DEBRIEFING MODEL IN ACTION -- DEBRIEFING: COMPLETING THE ENTIRE LEARNING EXPERIENCE -- Encouraging an Environment of Ambiguity -- Providing Structure for the Exercise: The "Game Plan" -- PRACTICAL SUGGESTIONS AND CAUTIONS FOR FACULTY TEACHING BUSINESS ETHICS -- Shared Work Experiences -- The Envelope Game. Journal Writing -- MISTAKES TO AVOID IN DEBRIEFING -- CONCLUSION -- REFERENCES -- Chapter 12 Assessing the Impact of Business Ethics Teaching Efforts: A Total Quality Management and Student Outcomes Assessment Approach -- INTRODUCTION -- ASSESSMENT AND ACCOUNTABILITY IN INSTITUTIONS AND BUSINESS SCHOOLS -- WHAT IS OUTCOMES ASSESSMENT? -- OUTCOMES ASSESSMENT IN TEACHING BUSINESS ETHICS -- KAIZEN AND OUTCOMES ASSESSMENT IN TEACHING BUSINESS ETHICS -- OBJECTIVES OF STUDENT OUTCOMES ASSESSMENT IN BUSINESS ETHICS TEACHING EFFORTS -- OVERCOMING FORCES AGAINST TQM/STUDENT ASSESSMENT -- TEACHING BUSINESS ETHICS: OUTCOMES ASSESSMENT AND CONSTITUENT NEEDS -- THE DEMING CYCLE AND OUTCOME ASSESSMENT IN BUSINESS ETHICS EDUCATION EFFORTS -- Planning Stage -- Doing Stage -- Studying Phase -- Acting Phase -- ISSUES AND SUGGESTIONS FOR BRINGING OUTCOMES ASSESSMENT TO FRUITION -- CONNECTING ASSESSMENT TO TEACHING -- CONCLUSION -- REFERENCES -- Chapter 13 Outcomes Assessment: Why Evaluate Your Business Ethics Teaching Efforts? -- INTRODUCTION -- MEASURING YOUR PERFORMANCE -- What Is Evaluation? -- DECIDING ON AN EVALUATION STRATEGY -- Formative or Summative Strategies -- Quantitative or Qualitative Strategies -- Formal or Informal Strategies -- Combining Strategies -- DECIDING WHICH VARIABLES TO MEASURE -- Evaluating Satisfaction -- Objective-Based Evaluation -- Behavior Change -- DEVELOPING AN EVALUATION PLAN -- Formulating Questions and Standards -- Selecting a Research Design -- Collecting and Analyzing Information -- Reporting Information -- OBSTACLES TO ASSESSING STUDENT LEARNING IN TEACHING BUSINESS ETHICS -- ASSESSING LEARNING OUTCOMES AND SATISFACTION IN INTERDISCIPLINARY BUSINESS ETHICS TEACHING EFFORTS -- STUDENT PERCEPTIONS OF INTERDISCIPLINARY APPROACHES TO TEACHING BUSINESS ETHICS -- ENSURING ADEQUATE EVALUATION OF PROGRAM OUTCOMES. CONCLUSION AND FUTURE CONCERNS. |
| الشكل |
1 online resource (302 p.) |
| اللغة |
الانكليزية |
| رقم النظام |
997010703804705171 |
MARC RECORDS
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