The Worldwide Academic Field of Business Ethics: Scholars’ Perceptions of the Most Important Issues
- 1.2k Downloads
We conducted an international survey of 211 scholars with expertise in business ethics. Each respondent was asked to identify the three most important issues that business ethics academia will face in the coming decade. Using content analytic procedures, responses were categorized and analyzed for commonalities. The results suggest that the most important issues facing business ethics academia in the future will be the following: (1) issues relating to business ethics education such as curriculum, pedagogy, faculty, and accreditation (2) the credibility of the business ethics field, (3) environmental issues, (4) issues relating to business ethics research such as research tools and quality of business ethics research (5) the decline of ethical behavior in society and organizations, (6) corporate social responsibility (CSR), (7) globalization, and (8) the institutionalization of ethics into business. We maintain that these issues have important teaching and research implications for the future sustainability of the business ethics discipline.
KeywordsSustainability Business ethics academic community Business ethics discipline Development of the field
- Albrecht, C., Warnick, B., Stephens, N., & Rodrigo, P. (2012). Leadings scholars in business ethics research. INNOVAR (forthcoming).Google Scholar
- Association to Advance Collegiate Schools of Business (AACSB). (2012). Ethics/Sustainability Resource Center. Accessed: October 27, 2011, from http://www.aacsb.edu/resources/ethics-sustainability/relatedstandards.asp.
- Busentiz, L. W., West, G. P., I. I. I., Shepherd, D., Nelson, T., Chandler, G. N., & Zacharakis, A. (2003). Entrepreneurship research in emergence: Past trends and future directions. Journal of Management, 29, 285–308.Google Scholar
- Donaldson, D., & Dunfee, T. W. (1994). Toward a unified conception of business ethics: Integrate social contracts theory. Academy of Management Review, 19, 252–284.Google Scholar
- Gentile, M. (2010). Turning values into action. Stanford Social Innovation Review, 8, 43–47.Google Scholar
- Gentile, M. (2011). A faculty forum on Giving voice to values: Faculty perspectives on the uses of this pedagogy and curriculum for values-driven leadership. Journal of Business Ethics Education, 8, 305–307.Google Scholar
- Howard, T. P., & Nikolai, L. A. (1983). Attitude measurement and perceptions of accounting faculty publication outlets. The Accounting Review, 58, 765–776.Google Scholar
- Kahn, W. A. (1990). Toward an agenda for business ethics research. Academy of Management Review, 15, 311–328.Google Scholar
- Karami, A., Rowley, J., & Analoui, F. (2006). Research and knowledge building in management studies: An analysis of methodological preferences. International Journal of Management, 23, 43–52.Google Scholar
- Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.Google Scholar
- Stinchcombe, A. L. (1965). Organizations and social structure. In J. G. March (Ed.), Handbook of organizations (pp. 153–193). Chicago: Rand-McNally.Google Scholar
- Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation (pp. 1–159. Washington, DC: The Brookings Institution.Google Scholar
- The European Academy of Business in Society (EABIS). (2012). Education and learning. Accessed March 25, 2012, from http://www.eabis.org.
- Wankel, C., & Stachowicz-Stanusch, A. (2011). Handbook of research on teaching ethics in business and management education (pp. 1–750). Hershey, PA: IGI Global.Google Scholar
- Williams, S. D., & Dewett, R. (2005). Yes, you can teach business ethics: A review and research agenda. Journal of Business Ethics, 12, 109–120.Google Scholar