What Factors Predict Faculty Engagement in Business Ethics Education?

Autor/inn/en	Beauvais, Laura; Bosco, Susan; Desplaces, David; Kay, Avi
Titel	What Factors Predict Faculty Engagement in Business Ethics Education?
Quelle	In: Journal of Education for Business, 97 (2022) 7, S.429-438 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beauvais, Laura) ORCID (Desplaces, David) ORCID (Kay, Avi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2021.1974813
Schlagwörter	Ethics; College Faculty; Business Administration Education; Teacher Attitudes; Behavior Standards; Ethical Instruction; Teaching Methods; Correlation; Classroom Environment; Career Development; Organizational Culture + Suchen Sie Ihr Suchwort? Ethik; Fakultät; Lehrerverhalten; Ethics instruction; Teaching of ethics; Ethikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Klassenklima; Unterrichtsklima; Berufsentwicklung; Unternehmenskultur
Abstract	Business ethics is widely viewed as essential to business education. However, considerable discretion exists regarding its actual instruction. This study explored the impact of instructor and institutional factors on faculty engagement with business ethics. A positive correlation emerged between belief in the importance of and comfort with teaching ethics and faculty engagement. Also, faculty in institutions without codes of ethics were more likely to address ethical behavior in the classroom. Finally, there was marginal support for a relationship between faculty perception of the importance of ethical behavior for career advancement and addressing ethical conduct in courses. Findings and their implications are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01