Advances in Business Research 2010 Volume 1.pdf 94 Advances in Business Research !"#$%&'()*'(+",*-.+/" (0" 1,2" 33(0.4*0.",35''&6"'7"2-64!066"80)354!9"#*5436"2)60." '!"*50"#*5436"#.-3)*4'!"8)6:";'(30"<03'==0!.)*4'!6> Victor Heller, University of Texas - San Antonio Nathan Heller, Tarleton State University Janis Petronis, Tarleton State University Business leaders have tried to use one set of ethics for their professional responsibilities, another for their personal activities and still another for their family responsibilities. This circle of circumstantial ethics has gotten many leaders !"#$"%#&'()*$+", -.$ .$)", -./$0 1)!$"#2345.$)", -3($-,3(()!6).7$'&. !)..$)", -.$ .$ ",)$."&24$#8$,#9$:)%.#!3($;#%3($ !#%;.$3::(4$"#$",)$3-" 1 " ).$3!2$6#3(.$#8$",)$'&. !)..*$<#%$:&%:#.).$#8$", .$:3:)%7$'&. !)..$)", -.$ .$2)=!)2$3.$",)$ study of how individuals, at all levels of an business, try to make decisions and live their lives according to a standard of right or wrong behavior, Business ethics is not a separate moral standard, but the study of how the business environment poses its own unique challenges for the moral person who acts as an agent of the business. This paper examines the standards established for business ethics education in AACSB accredited undergraduate programs, the ethical challenges in today’s society, and a review of AACSB accredited business school courses to determine if they are addressing the AACSB standards and the ethical challenges in today’s business world. !"#$%"&'() *!+,) &-') "#./'#&)0!''1$2) '&-/.$) !'*'!$) &+) +#'3$) &-'+!4) +*) %/*') 56'$7"!(/#$2) 899:;<) =&) "((!'$$'$) &-') >?'$&/+#2)-+@)$-+?%()=)%/A'),4)%/*'B)5C/.1$)"#()D"%,'!2)899:;<)E?$/#'$$)'&-/.$)/$)+*&'#)('F#'()"$)&-')@!/&&'#)"#() unwritten codes of principles and values that govern decisions and actions within a business. In the business world, the business’s leaders and culture sets the standards for determining the difference between good and bad decision making and behavior. The phrase business ethics is used to describe the actions of individuals within a business, as well as the business "$)")@-+%'<) -?$2)G?$/#'$$)'&-/.$)/$)")A"$&)F'%()+*)$&?(4)!'H"!(/#H)&-')G?$/#'$$3)$/&?"&/+#$2)".&/A/&/'$2)"#()('./$/+#$) @-'!')/$$?'$)+*)!/H-&)"#()@!+#H)"!')"((!'$$'()5I!"#')"#()J"&&'#2)89K9;<)0/A'#)&+("43$)'&-/."%).-"%%'#H'$2)G?$/#'$$) ethics is the study of how personal moral norms apply to the activities and goals of the business. Ethicist Ghillyer, 5899:;2)('F#'$)G?$/#'$$)'&-/.$)"$)&-'L$&?(4)+*)-+@)M'+M%')&!4)&+)%/A')&-'/!)%/A'$)"..+!(/#H)&+)")$&"#("!()+*)+!)!/H-&) or wrong behavior, in both how they think and behave towards others and how they would like them to think and behave toward us. For some, it is a conscious choice to follow a set of moral standards or ethical principles that provide guidance on how they should conduct themselves in their daily lives. For others, where the choice is not so clear, they look to the behavior of others to determine what is an acceptable standard of right, and wrong or good and G"()G'-"A/+!<)N+@)&-'4)"!!/A')"&)&-')('F#/&/+#)+*)@-"&3$)!/H-&)+!)@!+#H)/$)")!'$?%&)+*),"#4)*".&+!$2)/#.%?(/#H)-+@)&-'4) were raised, their spiritual orientation, and the traditions and beliefs of their culture and society. Business ethics is not a separate moral standard, but the study of how the business environment poses its own ?#/>?').-"%%'#H'$)*+!)&-'),+!"%)M'!$+#)@-+)".&$)"$)"#)"H'#&)+*)&-')G?$/#'$$<)E?$/#'$$)'&-/.$)('"%$)@/&-)&-').-+/.'$) of what the laws are verses what they should be and whether or not to follow them or how to follow them. It is the choices about the social and economic issues outside the domain of the law, and choices about the priority of self- interest over the business’s interest. For decades leaders have tried to use one set of ethics for their professional responsibilities, another for their personal activities and still another with their family responsibilities. This circle of circumstantial ethics has gotten %'"('!$)/#&+)&!+?G%'<)O),+!"%%4)'(?."&'()%'"('!)/$)+#'2)@-+)/$)P'>?/MM'()@/&-)'&-/."%)"@"!'#'$$2)'&-/."%)!'"$+#/#H) $1/%%$L"#()/$)M+$&?!'()&+)$-+?%('!)&-')(?&/'$)"#()!'@"!($)+*)5'&-/."%;)$&'@"!($-/M2)/#.%?(/#H).+#$/('!"&/+#)+*),?%&/M%') $&"1'-+%('!$3).+#.'!#$2)G'*+!'),"1/#H)('./$/+#$)"#()?$/#H)M+@'!)!'$M+#$/G/%/&4Q)57".1$+#2)899R;<)E"("!"..+)5K::8;) noted that leaders have four spheres of ethical responsibility; as a person, as a business leader, as an economic agent, "#()"$)".&/#H)G'4+#()&-')F!,3$)G+?#("!/'$<) -?$2)'&-/.$)/$)'&-/.$S) E?$/#'$$)'T/$&$)&+),"1')")M!+F&<)C/&-+?&)M!+F&$2)")G?$/#'$$).+?%()#+&)G')$?$&"/#'(<) -')'.+#+,/.)M+/#&)+*)A/'@)/$) &-'!'*+!')"#)'$$'#&/"%)*".&+!)/#)"%%)G?$/#'$$)('./$/+#U,"1/#H<)N+@'A'!2)%+#HU&'!,)$?$&"/#"G/%/&4)!'>?/!'$)&-"&)G?$/#'$$) leaders build relationships with key stakeholders. Stakeholders are those individuals and outside organizations '$$'#&/"%)*+!)&-')$?!A/A"%)+*)&-')G?$/#'$$<)D!/,"!4)$&"1'-+%('!$)/#.%?('V)',M%+4''$2)F#"#./"%)/#$&/&?&/+#$2)$-"!'-+%('!$2) customers, vendors and suppliers, government regulators and community-at-large. Secondary stakeholders include; government regulators, special interest groups, citizens at large, etc., to mention a few. When making an economic 2010, Vol. 1, No. 1, 94-102 Heller, Heller and Petronis 95 Advances in Business Research ('./$/+#2)%'"('!$)$-+?%()"$1)&-',$'%A'$W)=$)&-/$)('./$/+#)/#)&-')G?$/#'$$3$)G'$&)'.+#+,/.)/#&'!'$&2)/$)&-/$)('./$/+#)/#) my best economic interest as a leader, and is this decision in the business stakeholders’ best economic interest. It is essential that business leaders take into consideration the legal environment within which they operate. P=*)/&3$)%'H"%2)&-'#)/&3$)XY2Q)'TM!'$$'$)&-')M'!.'M&/+#)&-"&)&-')%"@)/$)")$?*F./'#&),+!"%).+,M"$$)*+!)G?$/#'$$)%'"('!$) &+) "#.-+!) &-'/!) ('./$/+#$<)N+@'A'!2) /$) &-/$) "%@"4$) &!?'B) =$)@-"&) /$) %'H"%) $4#+#4,+?$)@/&-) (+/#H)@-"&) /$) !/H-&B) N+@)(+)G?$/#'$$)%'"('!$)1#+@)@-"&)/$)%'H"%)"#()!/H-&B)E?$/#'$$)%'"('!$)?$')%"@$)"#()H+A'!#,'#&)!'H?%"&/+#$)"$) H?/('$) *+!) ('./$/+#U,"1/#H<)N+@'A'!2) H+A'!#,'#&"%) !?%'$) "#() !'H?%"&/+#$) "!') +*&'#) #+&) ('F#/&/A') "#() "!') +M'#) for interpretation. Laws may not be clear and law making is slow. They, therefore, have to look to the courts for /#&'!M!'&"&/+#$)+*)%"@$)"#()!'H?%"&/+#$<)I+?!&)."$'$)."#)&"1')4'"!$)&+)F#"%/Z'2)4'&)G?$/#'$$)%'"('!$)-"A')&+).+,M%4) with laws and regulations today. However, the strength of the legal point of view, as a guide for business decisions, is &-"&)&-')%"@)/$)&-').+(/F."&/+#)+*)$+./'&43$)A"%?'$<) -?$2)&-')%"@)-"$)-/$&+!/."%%4)"((!'$$'(),"#4)+*)&-')'&-/."%)/$$?'$) that arise in business. Business leaders often respond to pressures from the external political environment within which they operate. They may be challenged to make decisions which may or may not be in their best short-term economic interests, but may be in the business’ long-term economic interests. Additionally, business leaders may make external political decisions based on the best interests of the broader industry needs of which they are a part. Examples can include political contributions to candidates, political parties, political action committees, and industry lobbying efforts. Like all individuals, business leaders may make emotional decisions. External or internal pressures from various stakeholders, personal interests, or personal ego may lead to such decision-making. Such decisions, when not found to be economically feasible, are often disguised as “good public relations” or “good brand awareness” opportunities. [/#"%%42)G?$/#'$$)%'"('!$),"1')'&-/."%)('./$/+#$)G"$'()+#),+!"%)*+?#("&/+#$<)O$)'&-/./$&)I/?%%"2),"!&/#)"#()\+%+,+#) 5899];)#+&'(2)@-"&) /$) &-/#1/#H)'&-/."%%4B)=&) /$) &-/#1/#H)/#)&'!,$)+*).+,M%/"#.')@/&-)&-')!?%'$2) /,M%/./&)"$)@'%%)"$) explicit, thinking in terms of the contributions one can make as well as one’s own possible gains, thinking in terms +*)"A+/(/#H)-"!,*?%).+#$'>?'#.'$)&+)+&-'!$)"$)@'%%)"$)+#'$'%*< Business decision-making is sloppy. Leaders should examine all points of view without one view dominating &-')+&-'!$<)[+!) &+("43$)G?$/#'$$) %'"('!$2) &-!'')+*) &-')FA')M+/#&$)+*)A/'@),?$&)G')G"%"#.'()"H"/#$&) &-')+&-'!) &@+<) Economic, legal and ethical decision-making represents an integrated approach. Political and emotional decision making can seldom be integrated into the other three. Often, they stand alone as the sole decision making referent. The integrative approach can maintain consistency and continuity for long-term business sustainability. The beginning of the 21st)I'#&?!4)$"@)?#M!'.'('#&'()G?$/#'$$)$."#("%$)/#)O,'!/."<)̂ ",'$)%/1')E!/&/$-)D'&!+%'?,2) _#!+#2) O('%M-/"2) N"%%/G?!&+#2) C+!%(I+,2) 4.+2) O!&-?!) O#('!$+#2) 64#'H42) "#() `?'$&) (+,/#"&'() &-') M?G%/.3$) "@"!'#'$$) +*) G?$/#'$$) $."#("%$<)N"#(4) 58998;) #+&'() &-"&V) *'@) G?$/#'$$) %'"('!$2) &-"#1*?%%42) -"A') G''#) H?/%&4) +*) deliberate fraud or wickedness. All they’ve been doing is playing the game according to the new rules. Unfortunately, &-')O,'!/."#)M?G%/.)@"$)?#.+,*+!&"G%')@/&-)&-'$')#'@)!?%'$<) -')M?G%/.3$).+#F('#.')-"$)@'"1'#'()/#)G?$/#'$$) America was shaken by excessive salaries and buyouts for leaders in poor performing companies, exorbitant earning G4)'#'!H4).+,M"#/'$2)+?&$+?!./#H)+*) a+G$) &+)('A'%+M/#H)#"&/+#$2) "#() &-') *"/%?!')+*)F#"#./"%) /#$&/&?&/+#$)"#() &-') automobile industry. Ethics programs, as was expected, were effective in improving the ethical culture of businesses (Trevino and E!+@#2)899bV)Y"M&'/#)"#()OA'%/#+2)899cV)Y"M&'/#2)899d)"#()Y"M&'/#2)899:;<)I!/&/.$).%"/,)&-"&)G?$/#'$$)$.-++%$)-"() encouraged their students to focus too much on analytical skills in order to manipulate bottom line performance "&)"%%).+$&$)@/&-+?&).+#$/('!"&/+#)+*)&-')'&-/."%)/,M%/."&/+#$)+*)&-'/!)".&/+#$)5J/&!+**2)899bV)0-+$-"%2)899c;<) -'4) also argued that the theoretical foundations of business education were linked to ethical lapses of leaders trained in business schools. Business schools traditionally had taught transaction based economics, economic liberalism, +!)"H'#.4)&-'+!4)*+.?$/#H)+#)$-+!&U&'!,)M!+F&$)"&)&-').+$&)+*)%+#HU&'!,)M!+F&"G/%/&4)"#()$&"1'-+%('!$)!'%"&/+#$-/M$) 5J/&!+**2)899b;<)_&-/./$&$)"!H?'()&-"&)&-')&'".-/#H)+*)&-'$')&-'+!/'$)-"()*!''()G?$/#'$$)$&?('#&$)*!+,)")$'#$')+*),+!"%) !'$M+#$/G/%/&4)50+$-"%2)899cV)D+(+%#42)899:;<)) Business schools took pride in, and marketed the success of their graduates, but they failed to assume any !'$M+#$/G/%/&4)*+!)&-'/!)'&-/."%)*"/%?!'$<)O#+&-'!)"!H?,'#&)*+!)&-')%".1)+*)"('>?"&')'&-/.$)'(?."&/+#)/#)G?$/#'$$)$.-++%$) @"$)&-').+,M'&/&/A')#"&?!')+*)#"&/+#"%)!"#1/#H$<) -'$')!"#1/#H$)+*)G?$/#'$$)$.-++%$)M%".'()',M-"$/$)+#)>?"#&/&"&/A') "#"%4$/$).+?!$'$)"#()$./'#&/F.)!'$'"!.-)M?G%/$-'()G4)&-')*".?%&4<)E'##/$)"#()X3 ++%')5899c;)#+&'()&-')!++&)."?$') of problems in management education was that business schools had adapted this self-defeating model of business '(?."&/+#<))D+(+%#4)5899:;)'TM"#('()&-/$)"!H?,'#&)G4)#+&/#H)&-"&)G?$/#'$$)$.-++%$)&"?H-&),"#4)&'.-#/."%)$1/%%$2)G?&) they appeared to do little to foster responsibility or accountability. He went on to note that business schools taught %'"('!$-/M)"$)")$+*&2)G/H)M/.&?!'U+!/'#&'().+?!$'2)(/$&/#.&)*!+,)&-')('&"/%$)+#)@-/.-)-"!()>?"#&/&"&/A').+?!$'$)*+.?$'(<) Leadership was about setting vision, not the detail work that was done without consciously considering factors such "$)A"%?'$)"#()'&-/.$)5D+(+%#42)899:;<)O#+&-'!)!++&)M!+G%',)!'%"&/#H)&+)'&-/.$)M!+H!",$)/#)G?$/#'$$)$.-++%$2)/('#&/F'() 2010, Vol. 1, No. 1, 94-102 Heller, Heller and Petronis 96 Advances in Business Research G4)\?&&+#)5899:;2)@"$)P&-"&)&++),"#4)5G?$/#'$$)$.-++%$;)@'!')/#*'$&'()@/&-)"$$?,M&/+#$)&-"&)!'/#*+!.'()"#()G!+?H-&) out the worst in human beings. Most economists are clueless about the nitty-gritty of management, which cannot be captured in elegant mathematical model.” Y'!!)5899:;)"(A+."&'()&-"&)G?$/#'$$)$.-++%$)$-+?%()#+&)G')-'%()"..+?#&"G%')*+!)&+("43$)F#"#./"%)"#()'.+#+,/.) crisis. However, he noted the public has the right to expect our business schools to teach right from wrong relating &+)G?$/#'$$)M!/#./M%'$)"#()M!".&/.'$<)6+#+A"#)5899:;)!'/#*+!.'()&-/$)!'"$+#/#H)G4)#+&/#H2)P=$) /&) &-')!'$M+#$/G/%/&4) +*)$.-++%$) &+) &'".-)'&-/.$B) =) &-/#1) /&) /$UG?&)+#%4) /*) /&) /$)(+#') /#) &-') !/H-&)@"4L&-'4)5$&?('#&$;)#''()")$/,M%') &++%) kit that they can understand and have at the ready, not an impression that all ethics are relative or just intellectual chewing gum.” 7'##/#H$)5899R;)"!H?'()&-"&2)P/&)@"$)#+&)&-')1#+@%'(H')+*)G?$/#'$$)'&-/.$)&-"&)@"$)%".1/#H)/#)%'"('!$2)G?&)")%".1) +*)")$&!+#H),+!"%).-"!".&'!)&+)!'$/$&)@!+#HU(+/#H)/#)&-')*".')+*)M!'$$?!'$?'$&/+#$V)6+)G?$/#'$$)$.-++%$)-"A')")!'$M+#$/G/%/&4)&+)M!'M"!')&-'/!)$&?('#&$)&+)!'('$/H#)&-') G?$/#'$$)$4$&',)$+)&-"&).!?./"%)M?G%/.)#''($)"!'),'&B)X!)"!')&-'4),'!'%4)*"#.4)&!"(')$.-++%$B) Today, business leaders, policy-makers, investors, consumers and other stakeholders are increasingly concerned about the vibrancy of the capital markets and their responsible delivery of products and services. The National E?$/#'$$)_&-/.$)\?!A'4)5^E_\;)"$1$W)O!')G"()G?$/#'$$)'&-/."%)M!".&/.'$)&-!'"&'#/#H)&-')O,'!/."#)'.+#+,/.)$4$&',B) -'!')/$)G+&-)H++()"#()G"()#'@$<) -')H++()#'@$)/$W)";)&-')#?,G'!)+*)*+!,"%)'&-/.$)"#().+,M%/"#.')M!+H!",$)/#) G?$/#'$$)$.-++%$)/$)+#)&-')!/$'2)G;)&-').+,M"#/'$)&-"&),+A')G'4+#()")$/#H?%"!).+,,/&,'#&)&+)a?$&).+,M%4/#H)@/&-) %"@$)"#()!'H?%"&/+#$)"#()@-+)"(+M&)"#)'#&'!M!/$'U@/(')'&-/."%).?%&?!')"!')(!","&/."%%4)!'(?./#H),/$.+#(?.&2)"#().;) &-').-"!".&'!/$&/.$)&-"&).+,M!/$')"#)'**'.&/A')'&-/."%).?%&?!')."#)G')/('#&/F'(<)5_&-/.$)f'$'"!.-)I'#&'!2)899:;<) -')G"()#'@$2)"..+!(/#H)&+)&-')^E_\2)/$W)";)'&-/."%),/$.+#(?.&2)/#)H'#'!"%2)/$)-/H-2)"#()G;),"#4)',M%+4''$)"!') +G$'!A/#H) ?#'&-/."%) M!".&/.'$<) -'),+$&) M!+,/#'#&) +G$'!A'() '&-/."%) /$$?'$) +*),/$.+#(?.&) "!'W) G?$/#'$$) !'$+?!.') "G?$'2) "G?$/A') G'-"A/+!2) %4/#H) &+) ',M%+4''$2) ',"/%) +!) =#&'!#'&) "G?$'2) "#() .+#g/.&$) +*) /#&'!'$&) 5_&-/.$) f'$'"!.-) I'#&'!2)899:;< 1,2"2-64!066"#*5436"8)6:";'(30"<03'==0!.)*4'! O$$+./"&/+#)&+)O(A"#.')I+%%'H/"&')\.-++%$)+*)E?$/#'$$)=#&'!#"&/+#"%)5OOI\E;)"..!'(/&'()G?$/#'$$)$.-++%$)"#() their undergraduate programs cannot be expected to assume total responsibility for ethical dilemmas in today’s business world. An undergraduate business education is not the only determinant of human behavior, and responsibility for ethics education is not the exclusive province of higher education. Nonetheless, business ethics education is part of ")G?$/#'$$).?!!/.?%?,V)"#()OOI\E)=#&'!#"&/+#"%)"..!'(/&"&/+#)$&"#("!($)-"A'),"#("&'()&-"&)'&-/.$)G')&"?H-&)"$)M"!&) +*),"#"H','#&)('H!'').?!!/.?%"<)=#)899b2)OOI\E)'$&"G%/$-'()&-')_&-/.$)_(?."&/+#) "$1)[+!.')+#)&-')M!',/$')&-"&) the crisis in business ethics was not only a challenge for business America, but was also an opportunity to strengthen ,"#"H','#&)'(?."&/+#)5=G/(2)899b;< -/$)!'M+!&)."%%'()*+!)OOI\E)$.-++%$)&+)!'#'@)&-'/!).+,,/&,'#&)&+)&-').'#&!"%/&4)+*)'&-/."%)!'$M+#$/G/%/&4)"&) both the individual and business levels in preparing business leaders. Both at the undergraduate and graduate levels, business schools are to encourage students to develop a deep understanding of the myriad of challenges surrounding business, business responsibility, and business governance. Additionally, they are encouraged to provide students with the tools they needed for recognizing and responding to ethical issues, both personally and organizationally and to engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business. Faculty are encouraged to think more deeply and creatively about how to advance ethical awareness, ethical reasoning skills, and core ethical principles that would help to guide business leaders respond to a changing %'H"%)"#().+,M%/"#.')'#A/!+#,'#&2)"$)@'%%)"$).+,M%'T2).+#g/.&/#H2)"#()$+,'&/,'$)-/H-%4)M!+G%',"&/.)/#&'!'$&$)"#() +MM+!&?#/&/'$) 5=G/(2)899b;<)OOI\E)*?%%4) !'.+H#/Z'() &-"&)'".-) /#$&/&?&/+#)@+?%() /('#&/*4)(/**'!'#&).-"%%'#H'$)"#() would use different approaches to business ethics education concurrent with their institutional mission. Four Broad AACSB Themes [+?!)G!+"()&-','$)@'!')/('#&/F'()"$)'$$'#&/"%)*+!)").+,M!'-'#$/A')?#('!H!"(?"&')'&-/.$)M!+H!",<) -'$')@'!'W) the responsibilities of business in society; ethical decision-making; ethical leadership; and business governance 5OOI\E2)899b;<) -'$')*+?!)"!'"$)@'!')A/'@'()"$)&-').+!#'!$&+#'$)+*)").+,M!'-'#$/A')"#()A/"G%')'&-/.$)'(?."&/+#) .?!!/.?%?,)/#)"#4)OOI\E)"..!'(/&'()?#('!H!"(?"&')G?$/#'$$).?!!/.?%?,< [/!$&2)&-').+,,/&&'')!'.+H#/Z'()&-"&)&-')F!$&)!'$M+#$/G/%/&4)+*)G?$/#'$$)/#)$+./'&42)/#)"((/&/+#)&+)M!+A/(/#H)M!+F&) 2010, Vol. 1, No. 1, 94-102 Heller, Heller and Petronis 97 Advances in Business Research to owners or shareholders, was to act lawfully, produce safe products and services at costs commensurate with >?"%/&42) M"4) &"T'$2) $''1) +MM+!&?#/&/'$) *+!) @'"%&-) .!'"&/+#) &-!+?H-) a+G$) "#() /#A'$&,'#&$2) #'@) &'.-#+%+H/'$2) "#() minimizes negative social and environmental impacts. Unless business leaders attended to all their responsibilities, achieving fair returns to shareholders was not possible. There was more to the story of business - than making money. Business and society were and are mutually interdependent. Society depends on business for wealth creation. Business depends on society for an environment wherein it can meet its obligation to create wealth. It was essential for undergraduate students to understand the symbiotic relationship between business and society, especially in terms of the moral dimensions of the power placed in the hands of owners and business executives. The decisions of business leaders affected not only the business, but also direct and indirect stakeholders, e.g., customers, employees, investors, suppliers, governments, citizens, and communities. Additionally, the abuse of power by business leaders undermined trust in business and in the markets needed to ensure commercial success. \'.+#(2)OOI\E)"..!'(/&'()G?$/#'$$)$.-++%$)@'!')'TM'.&'()&+)-'%M)?#('!H!"(?"&')$&?('#&$) &+)?#('!$&"#()&-') criticality of ethical decision-making in order to become effective and successful business leaders. Few undergraduates @/%%)G')/#)&-')M+$/&/+#)&+)/#g?'#.')$/&?"&/+#$)$?.-)"$)&-')ED)0?%*)+*)J'T/.+)+/%)$M/%%<)E?&)?#('!H!"(?"&'$2)!'H"!(%'$$) of their levels in the business, will face issues of potential harm and fairness on a regular basis. Preparing students for ethical decision-making was to be a key component of the preparation of undergraduate faculty. Most business school undergraduates are at the conventional level of cognitive moral development, looking outside themselves to peers and leaders for guidance relating to ethical issues and dilemmas. The ethical messages leaders send and the business cultures which they create are potentially the greatest motivating force behind ethical behavior in business. Ethical leaders must be both “moral persons” and “moral leaders.” Additionally, leaders become moral leaders by recognizing and accepting their responsibility for acting as ethical role models. They “manage ethics” by communicating about ethics and values on a regular basis and by holding the business accountable for ethical conduct. Third, undergraduates will not be business leaders early in their careers; but they need to understand that, even as ,"#"H'!$)+!)$?M'!A/$+!$2)&-'4),"4)M%"4)")1'4)'&-/."%)!+%')/#)&-')G?$/#'$$)G4)/#g?'#./#H)&-'/!)(/!'.&)!'M+!&$<)J"#"H'!$) and supervisors demonstrate ethical leadership by being open, fair, trustworthy, and caring with employees; by communicating about ethics and values; by role modeling ethical conduct; by focusing on means as well as ends in !'@"!()$4$&',$V)"#()G4)(/$./M%/#/#H)?#'&-/."%).+#(?.&)@-'#)/&)+..?!$)5=G/(2)899b;<)h#('!H!"(?"&')$&?('#&$)+*&'#) get their information from the electronic media; and, as a result, they are often cynical and skeptical about business ethics. Undergraduate students should learn about scandalous and unethical behavior, as well as business that operate at a higher level of integrity and social responsibility. Undergraduate students need to be familiar with the formal M!+H!",$)&-"&)$?MM+!&)'&-/."%).+#(?.&2)$?.-)"$)&-')I"(G?!4)I+(')"#()&-')Y/#H)f'M+!&2)&-')h<\<)\'#&'#./#H)0?/('%/#'$) "#()&-')\"!G"#'$UXT%'4)O.&<)=#),"#4)OOI\E)"..!'(/&'()$.-++%$2)&-').+,,/&,'#&)&+)'&-/.$)'(?."&/+#).?&$)".!+$$)&-') G?$/#'$$).?!!/.?%?,<)N+#+!).+('$)*+!)"%%)$&?('#&$2)")M!".&/.')'#(+!$'()/#)&-')OOI\E)\&"#("!($)/#&'!M!'&"&/+#$2)@'!') *!'>?'#&%4)/#&'H!"&'()/#&+)&-')G?$/#'$$)$.-++%).?!!/.?%?,<)\?.-).+('$)',M-"$/Z'()&-')/,M+!&"#.')+*)M!+*'$$/+#"%) conduct, ethics and civility for administrators, faculty, and students in their professional and personal actions. \'A'!"%)+&-'!)OOI\E)"..!'(/&'()$.-++%$)"(+M&'()(/$./M%/#"!4)$4$&',$2)+"&-$2)$'!A/.')M!+a'.&$2)"#()+&-'!).+#.'M&$) to stress the importance of ethical behavior. Learning experiences encouraged undergraduate students to explore &-') .+H#/&/A') "#() %'"('!$-/M) /#g?'#.'$) +#) '&-/."%) ('./$/+#U,"1/#H) /#) G?$/#'$$) $'&&/#H$<)O((/&/+#"%%42) /&) '#"G%'() undergraduate students to envision their responsibilities as business leaders who will manage their own ethics and the ethics of those who report to them. Fourth, although ethics education was vital, it may be unrealistic to assume an undergraduate ethics program will negate the likelihood of future managerial wrongdoing relating to business governance. Situational pressures on undergraduates will occur in the future when a course in ethics is far from the consciousness of the stressed individual. An undergraduate’s knowledge of the principles, practices, and philosophies of sound, and responsible business governance may be an important deterrent to unethical behavior. Additionally, an undergraduate student’s understanding of the complex interdependencies between business governance and other institutions, such as $&+.1)'T.-"#H'$)"#()!'H?%"&+!4)G+(/'$2)."#)G')"#)/,M+!&"#&)*".&+!) /#),"#"H/#H)!/$1)"#()!'M?&"&/+#)5=G/(2)899b;<) \'A'!"%)OOI\E)"..!'(/&'()$.-++%$)-"A')'$&"G%/$-'().'#&'!$)*+!)G?$/#'$$)H+A'!#"#.'2)-"A/#H)('$/H#'().?!!/.?%")&-"&) /#.%?('()H+A'!#"#.')'%','#&$2)%'"!#/#H)H+"%$2)"#(),'"$?!'()+?&.+,'$<)OOI\E)!'.+,,'#('()&+M/.$)/#.%?('(W)&-') role and responsibilities of the governing board of directors, the role and responsibilities of the audit committee, an understanding of internal controls, the role and responsibilities of management, and critical monitoring activities such as internal auditing, elements of an effective code of conduct, understanding of U.S. Federal Sentencing Guidelines "#() \"!G"#'$UXT%'42) &-')h?"%/&42)$&'"%/#H2)$'T?"%)-"!"$$,'#&2)$?G$&"#.')"G?$'2)(+.?,'#&) "%&'!"&/+#2) ,/$?$') +*) .+,M"#4) .+#F('#&/"%) /#*+!,"&/+#2) .?$&+,'!) M!/A".4) G!'".-2) '#A/!+#,'#&"%) A/+%"&/+#$2) ,/$!'M!'$'#&) F#"#./"%) $&"&','#&$2) "..'M&) H/*&$) +!) 1/.1UG".1$2) ?$') .+,M'&/&+!$3) /#*+!,"&/+#2) "#&/U.+,M'&/&/A') M!".&/.'$2)G!/G')M?G%/.)+*F./"%$2)/#$/('!)&!"(/#H2)"#()/%%'H"%)M+%/&/."%).+#&!/G?&/+#$< O$)/#)&-')OOI\E)"#"%4$/$2)&-')"?&-+!$)"#()&-!'')H!"(?"&')$&?('#&$).+#(?.&'()").+#&'#&)"#"%4$/$)+#)&-')&'T&G++1) .+#&'#&)"#()&-').+#&'#&)/#)&-')!'%"&'()!'"(/#H$)+*)&-').+?!$') -')&'",)/('#&/F'()/*)&-')&+M/.$)@'!')"((!'$$'()/#)&-') textbook and related readings, how they were addressed (text reading, case study, situational analysis, embedded in &-')!'"(/#H)"$)"#)'T",M%'2)+!)',G'(('()/#)")>?'$&/+#;)"#()&-')('M&-)+*).+#&'#&)@"$)!"&'(<)O((/&/+#"%%42)&-')&'",) .%"$$/F'()&-')G'-"A/+!$)&+)&-')OOI\E)[+?!) -','$<)O)!"&/#H)$."%')+*)K)&+)c2)@/&-)+#')"$)&-')%+@'$&)"#()FA')&-') highest rating, was used. Each team member scored each textbook and related reading. A consensus was obtained &-!+?H-)+#H+/#H)(/"%+H?'$)G'&@''#)&-')FA')M"!&/./M"#&$)5$'')OMM'#(/T)8;<) !)&+646"'7"2-64!066"#*5436"1'-(606 -') .+#&'#&) "#"%4$/$) +*) &-') F*&4) '&-/.$) .+?!$'$) !'A'"%'() &-"&) &-') *+?!) G!+"() OOI\E) &-','$V) !'$M+#$/G/%/&4) of business in society; ethical decision-making; ethical leadership; and business governance were inconsistently addressed in the courses. The responsibility of business in society was directly addressed in 100% of the courses reviewed. Ethical decision-making was addressed in 84% of the courses reviewed. Ethical leadership was addressed in 92% of the courses reviewed; and business governance was addressed in 88% of the courses. The intensity of content followed a similar pattern as above. The responsibility of business in society averaged 4.8; ethical decision-making averaged 4.2; ethical leadership averaged 4.6; and business governance averaged 3.9. -') .+#&'#&) "#"%4$/$) /%%?$&!"&'() &-"&)OOI\E)?#('!H!"(?"&')G?$/#'$$) '&-/.$) .+?!$'$) *+.?$'()M!/,"!/%4)+#) &-'W) K;) !'$M+#$/G/%/&4)+*)G?$/#'$$)/#)$+./'&42)8;)'&-/."%)%'"('!$-/M2)e;)G?$/#'$$)H+A'!#"#.'2)"#()b;)'&-/."%)('./$/+#),"1/#H<) C-/%')'&-/."%)('./$/+#U,"1/#H)-"()&-')%+@'$&)$.+!'$2),"#4)+*)&-')+&-'!)"!'"$)"((!'$$'()&-').+#$'>?'#.'$)+*)'&-/."%) decision making. Unfortunately, the authors found that most of the discussions evolved around applied decision- ,"1/#H)@/&-)%/&&%')!'*'!'#.'$)&+)&-'+!'&/."%)'&-/."%)*+?#("&/+#$)+*)('./$/+#),"1/#H<)I+#&'#&)"#"%4$/$)+*)&-')&@'#&4U $'A'#)^"&/+#"%)E?$/#'$$)_&-/.$)\?!A'4)j\M'./F.)[+!,$)+*)J/$.+#(?.&Q)!'A'"%'()")H!'"&)('"%)+*)(/A'!$/&4)/#)&-'/!) course coverage. Findings -').+#&'#&)"#"%4$/$)+*)&-')F*&4)'&-/.$)OOI\E)"..!'(/&'()?#('!H!"(?"&').+?!$'$)!'A'"%'()&-"&)&-')OO\IE)*+?!) broad standards of the responsibility of business in society, ethical decision-making, ethical leadership, and business 2010, Vol. 1, No. 1, 94-102 Heller, Heller and Petronis 99 Advances in Business Research governance were addressed in all the courses examined. The responsibility of business in society was directly addressed in 100% of the courses reviewed. Ethical decision-making was addressed in 84% of the courses reviewed. Ethical leadership was addressed in 92% of the courses reviewed; and business governance was addressed in 88% +*)&-').+?!$'$<) -')"?&-+!$)G'%/'A'()&-"&)/#)&-')$/T)4'"!$)&-"&)&-')OOI\E)G!+"()$&"#("!($)-"A')G''#)/,M%','#&'(2) OOI\E)-"$)G''#)+?&$&"#(/#H) /#).+,,?#/."&/#H) &-'/!) 'TM'.&"&/+#$)+*).%"$$!++,)M'!*+!,"#.') /#)G?$/#'$$)'&-/.$) '(?."&/+#<)D'!-"M$)&-/$)@"$)(?')/#)M"!&)&+)&-')"$$+./"&/+#3$)FA')4'"!)!'A/'@)+*)G?$/#'$$)$.-++%3$).?!!/.?%?,< ,F?? ?"%/&4W) -')"MM%/."&/+#)+*)&-')!'"$+#"G%')@+,"#)$&"#("!()/#)$'T?"%)-"!"$$,'#&) ."$'$<)I"!(+Z+)C+,'#3$)m"@)7+?!#"%2)8< p) 0++(M"$&'!2)Y<2)^"$-2)m<2)l)(')E'&&/H#/'$2)N<)899R<)E?$/#'$$)'&-/.$<)^'@)n+!1W)J.0!"@UN/%%k=!@/#< p) N'"&-2)_<)8998<)J+!"%/&4)"#()&-'),"!1'&<))^'@)n+!1W)J.0!"@UN/%%k=!@/#< p) Hill, E. 2002. Patents verses trade secrets. Internet Site. p) N+$,'!2)m<)899d<) -')'&-/.$)+*),"#"H','#&<)^'@)n+!1W)J.0!"@UN/%%k=!@/#< p) 7?$&/"<.+,<)899:<) -')\?M!',')I+?!&)I'#&'!)C"$-/#H&+#2)6