Integrating ethics into the business curriculum

Abstract

In this study 10 professors and 10 students from the MBA program of a mid-sized university were interviewed to determine their perceptions of ethics and its role in business and business education. Participants were asked to provide a definition of business ethics and to provide their opinion on its role/importance in business and business education. Participants were also asked their opinion of the pedagogical model used to teach ethics (a stand-alone course) at their institution. Many have argued that the failure to recognize a conflict of interest is what led to the 2008 financial crisis; therefore student participants were also asked about the inclusion of conflicts of interest in their core courses. The results support research that suggests there is no widely accepted definition of ethics. The stakeholder approach to management figured prominently in the definitions provided by both professors and students. Interestingly, the majority of students and professors recommended a pedagogical model change, suggesting that ethics be integrated across the curriculum, in addition to the current stand-alone course. Only 40% of students interviewed recalled discussing conflicts of interest in their core courses and only 10% expressed a true understanding of the concept. The study also revealed current barriers faced by faculty to integrate ethics into their courses including faculty training, time, and the perception that ethics cannot be taught.