aacsb ethics learning outcome - mana4340

8/10/2019 AACSB Ethics Learning Outcome - Mana4340

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Mana4340 – Dr. Beverly George – Spring 2009 - 1

Mana 4340 - Business & Society –Ethics and Stakeholder Management

First of all, adaptation of Carroll & Buchholtz, Business & Society –Ethics and Stakeholder Management is used at the undergraduate

level to meet the AACSB requirements. In addition each examquestion provides the AACSB designation related to learningoutcome.

Learning utcomes – Mana 4340. Students !ill "e a"le to recognize elements of our !luralistic

society characterizing "usiness and societyinterrelationshi!s. #Chapter $ AACSB %equirement

'. Students !ill "e a"le to identif( "asic !hiloso!hies ofproponents regarding CS# #corporate social responsi"ilit(. $Chapter ' $ #AACSB %equirement '

). Students !ill "e a"le to recognize the pros and cons of "oth sidesof each moral dilemma. $ Chapter * $ #AACSB %equirement +

. Students !ill "e a"le to recognize and explain the ma-or ethicaltheories that are used in the decision maing process ofleadership. $ Chapter / #AACSB %equirement )

+. Students !ill "e a"le to identif( the ma-or stakeholders andho! the( are a0ected "( di0erent ethical !hiloso!hies used indecision1maing. $ Chapter / #AACSB %equirement ' & )

2. Students !ill "e a"le to identif( the principles and practices ofsound, responsi"le cor!orate go$ernance as a deterrent tounethical "ehavior $ Chapter #AACSB %equirement

*. Students !ill "e a"le to appl( the necessar( steps to reachdecisions !hich are "oth ethically and socially res!onsi"le.$ Chapter /, Chapter ' $ #AACSB %equirement '

/. Students !ill "e a"le to identif( the "asic characteristics of aprofession %#M'( and provide insights to the ethical codes thatmae one a professional !ithin a speci3ed 3eld $ SeveralChapters 1 AACSB %equirement +




AACSB Requirement 1

Where do students learn about the responsibility of business in society? What assuranceis there that these learning opportunities are effective?

The course structure demonstrates that “It is essential for business in general—and management education students in particular—to understand the symbioticrelationship between business and society, especially in terms of the moraldimensions of the power placed in the hands of owners and managers.” usinessschools address this need in many ways and at many points in their curricula.!chools and review teams should confirm that the coverage is ade"uate to ensurethat all students understand this important relationship.

Mana4340 - Chapter 1—The Business and Society Relationship

Learning utcome

%ecognize elements of our !luralistic society characterizing"usiness and society interrelationshi!s. #Chapter $ AACSB%equirement

E)amination *uestion

4hich of the follo!ing is not a !eaness of pluralism5a. prevention of concentrations of po!er". pursuit of self1interest

c. overlapping goals, causing confusion a"out !hich groups "est serveparticular interests

d. emphasis on con6ict

A7S8 A 9:S8 %;F8 /1< 7A:8 AACSB Anal(tic = ;nvironmental In6uence




AACSB Requirement 2

Where do students learn and practice ethical decision making? Do any of the examples involve

ethical issues from the students’ own experience? What assurance is there that these learningopportunities are effective?

Providing students the opportunity to learn and practice multiple models for ethical decision

making is an important step in supporting their ability to make good personal choices and business

decisions in the future. To ensure that they internalize the application of the model when they are

close to the choices, it is helpful to utilize some examples from their own sphere of experience.

Schools and review teams should consider whether there is assurance that the opportunities for

learning and practicing ethical decision making are adequate for all students.

Mana 4340 - Chapter 8—Personal and Orani!ational "thics

Learning utcome

Students !ill "e a"le to identif( "asic !hiloso!hies of proponentsregarding CS# #corporate social responsi"ilit(. $ Chapter ' $#AACSB %equirement '

Appl( the necessar( and appropriate steps to reach decisions !hich are "oth ethically and socially res!onsi"le. $ Chapter /,Chapter ' $ #AACSB %equirement '


Corporate social responsi"ilit( emphasizesa. o"ligation and accounta"ilit(.". action and activit(.c. outcomes and results.d. sociall( responsi"le investing.A7S8 A 9:S8 %;F8 )+ 7A:8 AACSB ;thics = ;thical %esponsi"ilities

4hich of the follo!ing is the most "asic assumption !e mae in discussingpersonal and managerial ethics5a. 4ith e0ort, the >right> ans!er can "e reached.

". :he o"-ect of ethical principles is to minimize harm done to others.c. :he o"-ect of ethical principles is to maximize "ene3ts to others andourselves.

d. 9eople !ant to "ehave ethicall(.A7S8 ? 9:S8 %;F8 '<' 7A:8 AACSB ;thics = ;thical%esponsi"ilities




AACSB Requirement 3

Where do students learn about their responsibilities for ethical leadership in organizations?

What assurance is there that these learning opportunities are effective?

While most students will not proceed to leadership positions immediately upon graduation, they

still must develop a basic understanding of ethical leadership. With luck they will move quickly to

supervisory positions where their abilities in this important area will first be tested. Regardless of

their progression, it is important to note that all group and organizational members are in a

position to exercise informal leadership at selected times and on selected issues. Schools and

review teams should consider whether or not there is assurance that the opportunities for learning

about ethical leadership are adequate and effective for all students.

Chapter 8—Personal and Orani!ational "thics

Learning utcome

%ecognize and explain the ma-or ethical theories that are used inthe decision maing process o+ leadershi!. $ Chapter / #AACSB%equirement )


;thical leadership is founded on t!o pillars. :hese are

a. re!ards and punishments.". the manager as a moral person and a moral manager.c. ethical climate and ethics training.d. ethics principles and ethics tests.A7S8 B 9:S8 %;F8 )' 7A:8 AACSB ;thics = @eadership 9rinciples




AACSB Requirement 4

Where do students learn about corporate governance? What assurance is there that these learningopportunities are effective?

This class teaches that “Knowing the principles and practices of sound, responsible corporate

governance can also be an important deterrent to unethical behavior.” To help reduce the

probability of corruption, students should encounter the principles of and practice compliance with

good governance in their coursework. Schools and review teams should consider whether there is

assurance that the opportunities for learning about corporate governance are adequate and

effective for all students.

Chapter 4—Corporate #o$ernance% &oundational 'ssues

Learning utcome

Identif( the principles and practices of sound, responsi"lecor!orate go$ernance as a deterrent to unethical "ehavior $Chapter #AACSB %equirement


:he primar( purpose of the Sar"anes1xle( Act is toa. provide rules regulating the relationship "et!een C;s and "oards.". limit the po!er of corporate "oards.c. restrict the 6o! of corporate mone( into politics.d. provide "etter protection for investors in pu"lic companies "( improving

the 3nancial reporting of those companies.

A7S8 ? 9:S8 %;F8 )+ 7A:8 AACSB Anal(tic = @egal %esponsi"ilities




AACSB Requirement 5

Where do students learn about specific ethical issues and guidelines relating to other contentareas? What assurance is there that these learning opportunities are effective?

There is a danger that implicit ethical issues will be ignored in the coverage of disciplinary

content. While general ethical education is important, ignoring ethical implications during the

discussion of detailed subjects sends a message that ethical conduct may be relegated to certain

areas and ignored in others. This encourages students to disregard the ethical implications of some

decisions and assume there will be no consequences. A short list of examples of ethical

components is shown below to stimulate thinking on the part of schools and review teams. They

should be concerned that there is assurance of coverage of ethical issues in the disciplinary

content.

Specific Areas: Sample Ethical Component

Learning utcome

Students !ill "e a"le to recognize the pros and cons of "oth sides of each moral dilemma. $ Chapter * $ #AACSB %equirement +

;xplain the "asic characteristics of a profession %#M'( andprovide insights to the ethical codes that mae one a professional!ithin a speci3ed 3eld $ Speci3c Chapter Belo! 1 AACSB%equirement +

AuditingCorporate Strategy

Mana4340 - Chapter (—Strateic Manae)ent and Corporate Pu*lic +,,airs


4hich of the follo!ing is not one of the steps in the strategic managementprocess5a. goal formulation". strateg( implementationc. pro"lem identi3cationd. environmental anal(sis

A7S8 C 9:S8 %;F8 2 7A:8 AACSB Anal(tic = Strateg(

Human resource management

Mana4340 - Chapter 10—"thical 'ssues in the #lo*al +rena





:he main t!o factors of concern in management and control of glo"al operationsarea. organizational structuredesign and human resource management.". tax la!s and currenc( exchange rates.c. manufacturing processes and mareting plans.d. political parties and economic s(stems.

A7S8 A 9:S8 %;F8 7A:8 AACSB Anal(tic = D%E

Specific Areas: Sample Ethical Component (Continued)

Environmental impact

Chapter 1(—The atural "n$iron)ent as Sta.eholder


Duman denial of responsi"ilit( for the misuse of the environment is re6ected "(8a. 9;7". 7IEBc. BAEAd. C@S;A7S8 B 9:S8 %;F8+<) 7A:8 AACSB Anal(tic = ;nvironmentalIn6uence

Privacy management

Censorship and privacy

Mana4340 - Chapter 18—")ployee Sta.eholders% Pri$acy/ Sa,ety/ and ealth


4hich of the follo!ing is not one of the ma-or !orplace privac( issues5a. integrit( testing". drug testingc. monitoring emplo(eesd. hourl( pa( and "ene3ts

A7S8 ? 9:S8 %;F8 2< 7A:8 AACSB Anal(tic = D%E

Fairness in selection and promotion procedures

M++ 4340 - Chapter 1—")ploy)ent 2iscri)ination and +,,ir)ati$e +ction


:he concept that preferential treatment for minorities and !omen leads to harmsto other groups is calleda. compensator( -ustice.". reverse discrimination.c. >!hat goes around comes around.>




d. legalized discrimination.

A7S8 B 9:S8 %;F8 *+< 7A:8 AACSB Anal(tic = @egal%esponsi"ilities




AACSB Requirement 6

++CSB uestion not applica*le to classroo) settin o, Mana4340

10. What proportion of the business school faculty are involved in the activities covered by

questions five through nine?

Faculty involvement is an important indicator of the salience of issues in academic environments.

Relegation of ethical issues to a small fraction of the faculty or to those perceived as having low

status vitiates the power of the educational experience. Also, in an environment where concern

over ethical issues has risen sharply, lack of business school faculty involvement may indicate a

disconnection between the academic experience and the real world. If ethics content is taught

primarily by faculty from outside the business school, questions should be raised as to what is

done to convey the relevance of ethics in business practice.

aacsb ethics learning outcome - mana4340

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