Good Conversations: An Enhanced Model To Teach Business Ethics

Abstract

Business practices are a constant matter of discussion by ethical theorists concerned with the conflicts between profitability and justice (Cherry, Lee, & Chien, 2003). Business decisions are complex and hence likely to be compromised by low-quality or questionable strategies (Carpenter & Sanders, 2008). The line between misbehavior and legal violations is sometimes crossed because individuals (leaders) are not fully aware of the biases in their judgment (Carpenter & Sanders, 2008). Business schools play an important role in the preparation of learners in ethics and responsible citizenship. Ethical decision-making models may be used to generate both strong justification and relevant application of rules and principles to an ethical issue, developing alternate ways of thinking (Beschorner, 2006). The use of the Integrative Model of Ethical Decision-Making in an upper-division management course at a public baccalaureate college in Southern Nevada increased students awareness about ethical issues, provided a framework for logical and moral reasoning, and enabled students to apply deontological and teleological evaluations in ethical judgments. Students acknowledged "good conversations" as a necessary step in ethical decision-making, increased their ethical assessment skills, and engaged in dialogical reasoning. Ethical-decision making models assist in developing better curricula, improving faculty performance, and preparing students with high levels of critical thinking and problem-solving skills.