I Know What Not To Do. Now What? Rethinking Business Ethics Education

Abstract

Most business ethics classes are supplemented with cases, the majority of which have a negative orientation. We empirically measure the preponderance of negative-oriented cases found in the top selling textbooks used in many business ethics courses.  However, neuroscience research indicates that a negative orientation is less effective than a positive or balanced approach for learning.  An ethics course focused on scandal, corruption, fraudulent behavior, and misdeed often leaves students with a view for avoiding ethical pitfalls, but not much clarity on achieving moral excellence in the marketplace.  We offer some pedagogical suggestions for creating ethics courses which strengthen students’ moral resolve by demonstrating what excellent ethical business looks like.