An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of .
Concept of business ethics, the importance of ethics in business, myths about business ethics, morale reasoning, the morality of profit motive, ethics and philosophy, ethics and morality, benefits of business ethics, code of conducts; meaning and importance of social responsibility, the evolution of CSR, a morale argument of CSR, increasing relevancy of CSR, social responsibility and ethics, CSR domains.
The document provides an overview of business ethics. It discusses how business ethics examines ethical principles and problems that arise in a business environment. It applies to all aspects of business conduct for both individuals and entire organizations. The document also summarizes several key aspects of business ethics including defining morality and ethics, the history of business ethics, how an individual's ethics are formed, functional business areas like finance and human resources, implementing ethics programs, the role of ethics officers, codes of ethics, objectives of codes of ethics, the relationship between ethics and law, principles of social and ethical accounting, and conclusions.
The document discusses business ethics and issues. It defines ethics as a branch of philosophy concerned with concepts like good, bad, right, and wrong. Business ethics strives to determine if specific practices are morally acceptable. Following ethics is important for companies' reputations and avoiding fines. Some key ethical issues in business include employee rights, marketing practices, and ensuring fairness and justice. Adhering to ethical guidelines helps companies avoid losing sight of values like fairness.
JM Chapter 3 Ethics and International Business (I).pptxJesilin James
Corporate social responsibility (C S R): the set of obligations a corporation undertakes to protect and enhance the society in which it functions
The Triple Bottom Line:
The Economic Mission
The Natural Environment
General Social Welfare
This document discusses organizational ethics and the steps companies can take to promote ethics. It covers how a company's culture and ethical climate can influence employee behavior and notes that ethical situations arise across business functions. Professional associations in areas like accounting and finance have sought to provide ethical guidance. The document examines two cases of unethical behavior at large companies and how a company's culture can enable ongoing misconduct if issues are not addressed. It describes the components of ethical climates within organizations and some of the specific ethics challenges that can occur in functions like accounting, finance, and other business areas.
The document discusses business ethics and corporate social responsibility, outlining key concepts such as moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the importance of business ethics for developing employees' critical thinking skills and preparing them for ethical issues in their careers. Stakeholders are identified as important considerations for businesses in ensuring ethical and socially responsible practices.
The document discusses business ethics and corporate social responsibility, outlining important concepts like moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the stakeholders involved in business ethics, including customers, employees, shareholders, and the community, as well as approaches to resolving ethical dilemmas through deontology and utilitarianism. The overall topic of the document is an introduction to business ethics and social responsibility.
The document discusses business ethics and corporate social responsibility, outlining important concepts like moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the stakeholders involved in business ethics, including customers, employees, shareholders, and the community, as well as approaches to resolving ethical dilemmas through deontology and utilitarianism. The overall topic of the document is an introduction to business ethics and social responsibility.
Concept of business ethics, the importance of ethics in business, myths about business ethics, morale reasoning, the morality of profit motive, ethics and philosophy, ethics and morality, benefits of business ethics, code of conducts; meaning and importance of social responsibility, the evolution of CSR, a morale argument of CSR, increasing relevancy of CSR, social responsibility and ethics, CSR domains.
The document provides an overview of business ethics. It discusses how business ethics examines ethical principles and problems that arise in a business environment. It applies to all aspects of business conduct for both individuals and entire organizations. The document also summarizes several key aspects of business ethics including defining morality and ethics, the history of business ethics, how an individual's ethics are formed, functional business areas like finance and human resources, implementing ethics programs, the role of ethics officers, codes of ethics, objectives of codes of ethics, the relationship between ethics and law, principles of social and ethical accounting, and conclusions.
The document discusses business ethics and issues. It defines ethics as a branch of philosophy concerned with concepts like good, bad, right, and wrong. Business ethics strives to determine if specific practices are morally acceptable. Following ethics is important for companies' reputations and avoiding fines. Some key ethical issues in business include employee rights, marketing practices, and ensuring fairness and justice. Adhering to ethical guidelines helps companies avoid losing sight of values like fairness.
JM Chapter 3 Ethics and International Business (I).pptxJesilin James
Corporate social responsibility (C S R): the set of obligations a corporation undertakes to protect and enhance the society in which it functions
The Triple Bottom Line:
The Economic Mission
The Natural Environment
General Social Welfare
This document discusses organizational ethics and the steps companies can take to promote ethics. It covers how a company's culture and ethical climate can influence employee behavior and notes that ethical situations arise across business functions. Professional associations in areas like accounting and finance have sought to provide ethical guidance. The document examines two cases of unethical behavior at large companies and how a company's culture can enable ongoing misconduct if issues are not addressed. It describes the components of ethical climates within organizations and some of the specific ethics challenges that can occur in functions like accounting, finance, and other business areas.
The document discusses business ethics and corporate social responsibility, outlining key concepts such as moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the importance of business ethics for developing employees' critical thinking skills and preparing them for ethical issues in their careers. Stakeholders are identified as important considerations for businesses in ensuring ethical and socially responsible practices.
The document discusses business ethics and corporate social responsibility, outlining important concepts like moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the stakeholders involved in business ethics, including customers, employees, shareholders, and the community, as well as approaches to resolving ethical dilemmas through deontology and utilitarianism. The overall topic of the document is an introduction to business ethics and social responsibility.
The document discusses business ethics and corporate social responsibility, outlining important concepts like moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the stakeholders involved in business ethics, including customers, employees, shareholders, and the community, as well as approaches to resolving ethical dilemmas through deontology and utilitarianism. The overall topic of the document is an introduction to business ethics and social responsibility.
The document discusses business ethics and corporate social responsibility, outlining key concepts such as moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the importance of business ethics for developing employees' critical thinking skills and preparing them for ethical issues in their careers. Stakeholders are identified as important considerations for businesses in ensuring ethical and socially responsible practices.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docxmary772
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
The document discusses the concepts of business ethics and social responsibility, noting that business ethics comprises principles that guide behavior in business regarding what is right and wrong, and that social responsibility represents the duties of a business to be accountable for its decisions and maximize positive influence on society. Key stakeholders, ethical dilemmas, and approaches to ethical reasoning like deontology and utilitarianism are also examined.
This document discusses the effects of moral responsibility on organizational behavior. It reviews literature on how ethics impact employee actions within organizations. Unethical company cultures can socialize employees to engage in unethical or illegal acts. However, establishing clear ethical guidelines and training can promote positive behaviors. The role of human resource development professionals is to address ethics issues, define responsible actions, and encourage ethical decision-making, though some employees may act ethically despite pressures to conform.
Explains how a needs assessment is conducted using an assessment m.docxSANSKAR20
Explains how a needs assessment is conducted using an assessment mechanism, and identifies when it is not a good idea to use the assessment mechanism. Explains an evaluation mechanism used to plan and evaluate the effectiveness of a sport intervention, and explains when not to use the evaluation mechanism. Explains stakeholder relationships with individuals who will be impacted by the sport intervention, and identifies how to resolve conflicts that may occur between stakeholders and sport individuals. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communication is concise, balanced, logically organized, and free of grammatical and mechanical errors, and provides support to topic through relevant examples. Analyzes stakeholder relationships that are both directly and indirectly impacted, and explains the differences between being directly and indirectly impacted. Describes ethical considerations that are relevant to a sport intervention, and explains how to overcome ethical violations. Describes how to proactively manage ethical concerns that may arise, and how to manage them if they do occur.
Management Information Systems
1.What are the business costs or risks of poof data quality?
2.What is data mining?
3. What is text mining?
4.What is an IP address?
5.What are bandwidth and broadband?
INFORMATION SYSTEMS SECURITY
Discussion Question
Your boss mentions that recently a number of employees have received calls from individuals who didn’t identify themselves and asked a lot of questions about the company and its computer infrastructure. At first, he thought this was just a computer vendor who was trying to sell your company some new product, but no vendor has approached the company. He also says several strange e-mails requesting personal information have been sent to employees, and quite a few people have been seen searching your company’s trash dumpsters for recyclable containers.
Your boss asks what you think about all of these strange incidents. Respond and be sure to provide a recommendation on what should be done about the various incidents.
Discussion Question
Perform a search on the Web for articles and stories about social engineering attacks or reverse social engineering attacks. Find an attack that was successful and describe how it could have been prevented.
Discussion Question
Discuss why your company or organization needs more user education about security.
Discussion Question
Discuss why sensitive information should not be sent over the Wireless Application Protocol.
Discussion Question
Describe the best practice to employ to mitigate malware effects on a machine.
Discussion Question
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet?
Discussion Question
Describe and discuss at least two backup strategies.
Discussion Question
D ...
Values, morals, and ethics provide rules for determining right and wrong in decision-making. [1] Values are more individual assessments while morals tend to be more socially accepted judgments of good and bad. [2] Ethics are formalized rules and standards that govern professional conduct, such as medical or business ethics. [3] Business ethics examines the ethical principles and problems that arise in business environments and applies to both individual and corporate actions and decisions.
Why a Code of Conduct is Important for the Entrepeneur (Dingman Center of Ent...Wonderjunior
An entrepreneur should implement an effective code of ethics for their business for several reasons. A code of ethics signals that the business takes ethics seriously and wants to combat unethical behavior, which is important for the business's reputation. It also clearly defines acceptable and unacceptable behavior for employees. An effective code of ethics should be supported by leadership, communicated to all stakeholders, include training and enforcement of sanctions for violations, and be updated regularly.
1 P a g e A System Approach to Implementing Business.docxhoney725342
1 | P a g e
A System Approach to Implementing Business Ethics in
the Corporate Workplace
Clifton Clarke Department
of Finance and Business Management, Brooklyn College, City University of New York
[email protected]
Abstract
The current vitriolic discourse over the financial scandals implicating Wall Street and its satellite institutions
dictates a fresh look at strategies intended to eradicate or prevent unethical practices in business activities.
The spate of recently published unethical behavior among business executives in the United States confirms,
unequivocally, that past and current strategies have failed. This paper reviews and evaluates the impact of
some of these strategies. It found that the strategies focus on legislation, written corporate codes of ethics and
assorted activities in business schools. It found that these strategies are largely isolated and missed the fact
that unethical business conduct is systemic, reflecting the ethical lapses of two systems: a public system
(consisting of governmental bodies, business schools, and the general citizenry) and a corporate system
(consisting of boards of directors, executives, managers and employees). It found that there is a significant
gap between the rhetoric of corporate executives and their attention to unethical conduct in the workplace. It
concludes that isolated legislative actions, apathetic business schools’ policies, complacent and complicit
corporate boards, contribute to the failure. It also concludes that, the implementation of business ethics in the
workplace requires a transformation of attitude within and between these systems and posits that a system
approach is the only strategy that can successfully transform these systems and that business schools are
uniquely capable of leading this transformation.
Keywords
Ethics, corporate workplace, transformation, culture, business schools, legislations
Introduction
Hearings held by a subcommittee of the Banking and Finance Committee of the United States Senate on
certain practices of financial institutions, particularly those practices that might have contributed to the
economic collapse in 2008, revealed the disconnect between the public’s and corporations’ perceptions of
ethical conduct (Hauser 2010). Several of the questions posed to the Chief Executive Officer, and the
Executive Director of Structure Products Group Trading of Goldman Sachs Group, Inc., focused on the
company’s ethics. For example, the senators wanted to know whether it was ethical for the company to sell
investments that its own trading team knew were “worthless”. In their defense, this and other questionable
practices were an integral part of their company’s business model. Similarly, Morganton (2011), of the New
York Times reported t ...
This document discusses business ethics and ethical decision making. It defines ethics and ethical principles, and lists sources of ethics like religion, family, and education. It discusses ethical relativism and key reasons for businesses to act ethically, like meeting stakeholder demands, enhancing performance, complying with laws, preventing harm, and promoting personal morality. Common causes of unethical behavior are also outlined. The document then discusses core elements of ethical character in business like managers' values and stages of moral development. It concludes by analyzing ethical dilemmas using four methods: virtues, utilitarian, rights, and justice.
The document discusses business ethics from several perspectives. It provides definitions of business ethics from various scholars, focusing on establishing ethical standards and norms to guide right and wrong behavior in business. It also discusses frameworks for ethical decision making, the complex and dynamic nature of business ethics, and the importance of developing virtues and moral character. Both arguments for and against business ethics are presented. The role of spirituality in business ethics is explored, distinguishing between morality and ethics.
The document provides an introduction to the concept of ethics. It states that ethical statements can make judgements about actions, characters, principles, and that they express degrees of ethical views. It notes that ethics involves determining what is right and wrong, and doing what is right, though determining right and wrong is complex with many ethical dilemmas having no clear answers. It concludes by citing Mackie's definition of ethics as the "Science of Conduct."
A Study On Ethical Dilemmas Of Managers At Workplace.PdfDeja Lewis
This document reports on a study about the ethical dilemmas faced by managers in the workplace. It begins with an abstract summarizing the importance of business ethics and transparency for organizations. The introduction discusses the concept of ethical dilemmas for managers and how business ethics policies can communicate organizational priorities.
The study objectives were to identify areas where managers encounter ethical dilemmas, analyze managerial attitudes toward ethics, evaluate how managers overcome dilemmas, and understand how company strategies like codes of ethics support managers. The methodology involved surveying managers from various industries in India. Results found managers were generally ethical but did face dilemmas. Company strategies were meant to help managers navigate dilemmas and maintain ethics.
BUSINESS
IN
ETHICAL FOCUS
nd
edition2
A n A n t hol o g y
Fritz Allhoff, Alexander Sager,
and Anand J. Vaidya
EDITED BY
broadview press
BV136 Business in Ethical Focus R6.indd 3 11/15/16 12:26 PM
Review Copy
1
Unit 1
PRELIMINARIES
Introduction: Why Study Business Ethics?
Anand J. Vaidya and Fritz Allhoff
THE WHAT AND WHY OF
BUSINESS ETHICS
What is business ethics, and why study it?
One good way to get an answer to this question is
by taking note of what business is, what ethics is,
and then tying the two together.
Business as will be understood here is the
sum total of the relationships and activities that
surround the trading of goods or services. In most
cases, businesses seek to profit from their activities,
though it is increasingly common for businesses
such as social enterprises to operate as non-profits.
As a category, business includes everything from
the selling of handmade products between two
neighboring villages in India to large-scale multi-
national corporations such as Nike and Microsoft
engaged in global trade. Both the relationships
between individuals involved in any aspect of
business and the relationships between groups—
corporations, divisions of them, unions, etc.—are
important to understanding business as a whole.
Business ethics is important because it is
involved centrally in most people’s lives. Almost
all people are consumers of commercial goods.
Businesses also employ many people, giving them
not only a wage, but in many cases an identity and
an opportunity to express creativity.
Ethics, in its broadest sense, is an investigation
into how humans should live. Ethics is distinct
from law since laws themselves can be objects of
ethical criticism. Within the confines of a moral
investigation, one can inquire as to whether a
legal statute is consistent with morality.¹ For
example, slavery was once considered to be both
morally permissible and legally permissible. Later
many people disputed its morality even though it
remained legally permissible.
Many ethicists divide their discipline into
three branches: meta-ethics, normative ethics, and
applied ethics. Meta-ethics explores conceptual
and foundational questions in morality. Some of
the questions are the following: Are there moral
facts? Is morality objective? How do we come to
know moral truths? Are moral claims the kinds of
things that can be true or false, or are they sim-
ply expressions of emotion? What is the primary
object of moral evaluation?
Normative ethics is the study of which prin-
ciples determine the moral permissibility and
impermissibility of an action, or, more simply,
what constitutes right and wrong. One approach
to this, deontology, holds that morality is consti-
tuted by rights and duties, and that those features
take priority over the consequences of actions. An
alternative approach, consequentialism, maintains
that it is only the consequences of actions (often
mea.
This document discusses ethical decision making in business. It outlines several models that guide ethical decision making, including rights theory, justice theory, and utilitarianism. It also discusses influences on ethical decision making like personal moral standards, workplace ethics and culture, and the nature of ethical issues. Key factors in ethical decision making are developing trustworthiness, respect, responsibility, fairness, caring, and good citizenship. Managers must balance different stakeholder interests and address complex issues with human-centered solutions.
Managing ethics in the workplace has several benefits beyond just being the morally right thing to do. It can help organizations maintain their moral compass during times of change, cultivate strong teamwork and productivity by aligning employee behaviors with core values, and act as an insurance policy by helping to ensure policies and procedures are legal and ethical. Overall, ethics programs promote a strong public image, strengthen organizational culture, and improve trust within the organization.
Practices In Social Responsibility And Ethics In International OperationsHarmony Gosher
This document discusses ethics and social responsibility in international business. It defines ethics and social responsibility, and explains how companies try to manage ethical behavior through codes of ethics, training, and establishing an ethical corporate culture. A multinational company must decide whether to have one overarching code or country-specific codes. Training is also used to address ethical issues, along with leading ethically and addressing violations. The document examines stakeholders and decision-making approaches to ensure ethical and social aspects are considered in international business.
Business Ethics: CHAPTER 1: INTRODUCTION TO BUSINESS ETHICSMAYURI LONDHE
Here are short notes on the requested topics:
a) Ethical Decision Making:
- Ethical decision making involves identifying the problem, generating alternatives, deciding on a course of action, and implementing it. It is important to consider all stakeholders and evaluate options based on ethical principles.
b) Ethics in Contemporary Business:
- Key aspects of ethics in modern business include integrity, loyalty, trustworthiness, honesty, respect, fairness, leadership, transparency, and cultivating an ethical organizational climate. Ethical values guide decision making and relationships with all stakeholders.
CM 1010, Professional Communication 1 Course Learning.docxShiraPrater50
CM 1010, Professional Communication 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Identify legal and ethical considerations in a global work environment.
2.1 Explain a code of conduct—its intentions and expectations.
2.2 Describe legal and ethical implications within a code of conduct.
7. Develop communication techniques that enhance employment opportunities.
7.1 Explain employee communication requirements for knowledge of harassment, discrimination,
and other infractions.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can gender-fair language reduce gender stereotyping
and discrimination? Frontiers in Psychology, 7, 1-11. Retrieved from
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran9510
8&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access the Ethical
Communication video.
Click here to access the Ethical Communication video transcript.
Click here to access Unit IV Lesson 1.
Click here to access the Lesson 1 transcript.
UNIT IV STUDY GUIDE
Ethics and Legal Considerations
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
https://online.columbiasouthern.edu/bbcswebdav/xid-76252792_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078350_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76096207_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098209_1
CM 1010, Professional Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit IV Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit IV Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit IV Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
This article provides a look at how discrimination can occur.
Beck, C. (2016, February 2). Former Yahoo worker alleges anti-male discrimination. Christian Science
Monitor. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=112704049&site=ehost-live&scope=site
The following webpage goes over several guidelines for creating a code of conduct and provides useful
examples.
HR Council for the Nonprofit Sector. (n.d.). Po ...
Module 2 Methods of Ethical AnalysisApplication of Ethical Theo.docxraju957290
Module 2: Methods of Ethical Analysis
Application of Ethical Theories
In module 1, we acquired a foundation in classical ethical theories. In this module, we will learn how to apply this knowledge to ethical challenges in today's business world and, more specifically, to the area of information technology.
As we learned in module 1, the main traditional ethical theories tend to be either rule-based (deontological) or consequentialist (teleological). Both types of theories provide a framework for deciding whether actions are right, depending upon the consequences that result from the action (consequentialist) or whether the action follows the relevant rules for ethical behavior (deontological). Traditional ethical theories were intended to apply universally to ethical dilemmas and obviously didn't factor in issues such as marketplace competition, stockholders, and today's ever-changing world of information technology. Today's IT manager needs to be able to address ethical issues and to find resolutions in concrete business terms rather than engage in a philosophical ethical debate. However, we can use those theories to guide our ethical decision-making process.
In addition to the ethical theories already presented, business ethics attempts to take traditional ethics and apply them practically to a business context. The normative theories of business ethics (NTBE), introduced to the information systems community in large part by Smith and Hasnas, provide three basic approaches to ethical problems: stockholder, stakeholder, and social contract theories (Smith, 2002). In this section, we will introduce those theories as well as make connections to classical theory.
Normative Theories of Business Ethics
As its name indicates, the stockholder theory of NTBE focuses on making ethical decisions that benefit stockholders. According to this theory, because stockholders have invested in the company for their own profit, actions taken by the company should be focused on benefiting the bottom line. A manager or employee has a responsibility to use corporate resources in ways that do not take away from the stockholders' benefits. Stockholder theory instructs managers to act within legal constraints. It does not instruct or encourage managers to ignore ethical constraints.
Stakeholder theory expands a manager's responsibility beyond the stockholders to include anyone with an interest in the firm. This could include employees, customers, stockholders, and potentially even competitors. Given that there is a potential conflict among the interests of the various stakeholders, the manager's challenge is to balance those interests and to provide the best possible solution that does not substantially infringe on any individual stakeholder group.
According to social contract theory, businesses have ethical obligations to benefit society by fulfilling customer and employee interests within the generally accepted rules or codes. If there were a hypothetical contract ...
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
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The document discusses business ethics and corporate social responsibility, outlining key concepts such as moral values, norms, judgments, and the differences between right and wrong, good and bad. It also examines the importance of business ethics for developing employees' critical thinking skills and preparing them for ethical issues in their careers. Stakeholders are identified as important considerations for businesses in ensuring ethical and socially responsible practices.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docxmary772
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
The document discusses the concepts of business ethics and social responsibility, noting that business ethics comprises principles that guide behavior in business regarding what is right and wrong, and that social responsibility represents the duties of a business to be accountable for its decisions and maximize positive influence on society. Key stakeholders, ethical dilemmas, and approaches to ethical reasoning like deontology and utilitarianism are also examined.
This document discusses the effects of moral responsibility on organizational behavior. It reviews literature on how ethics impact employee actions within organizations. Unethical company cultures can socialize employees to engage in unethical or illegal acts. However, establishing clear ethical guidelines and training can promote positive behaviors. The role of human resource development professionals is to address ethics issues, define responsible actions, and encourage ethical decision-making, though some employees may act ethically despite pressures to conform.
Explains how a needs assessment is conducted using an assessment m.docxSANSKAR20
Explains how a needs assessment is conducted using an assessment mechanism, and identifies when it is not a good idea to use the assessment mechanism. Explains an evaluation mechanism used to plan and evaluate the effectiveness of a sport intervention, and explains when not to use the evaluation mechanism. Explains stakeholder relationships with individuals who will be impacted by the sport intervention, and identifies how to resolve conflicts that may occur between stakeholders and sport individuals. Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions. Communication is concise, balanced, logically organized, and free of grammatical and mechanical errors, and provides support to topic through relevant examples. Analyzes stakeholder relationships that are both directly and indirectly impacted, and explains the differences between being directly and indirectly impacted. Describes ethical considerations that are relevant to a sport intervention, and explains how to overcome ethical violations. Describes how to proactively manage ethical concerns that may arise, and how to manage them if they do occur.
Management Information Systems
1.What are the business costs or risks of poof data quality?
2.What is data mining?
3. What is text mining?
4.What is an IP address?
5.What are bandwidth and broadband?
INFORMATION SYSTEMS SECURITY
Discussion Question
Your boss mentions that recently a number of employees have received calls from individuals who didn’t identify themselves and asked a lot of questions about the company and its computer infrastructure. At first, he thought this was just a computer vendor who was trying to sell your company some new product, but no vendor has approached the company. He also says several strange e-mails requesting personal information have been sent to employees, and quite a few people have been seen searching your company’s trash dumpsters for recyclable containers.
Your boss asks what you think about all of these strange incidents. Respond and be sure to provide a recommendation on what should be done about the various incidents.
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Perform a search on the Web for articles and stories about social engineering attacks or reverse social engineering attacks. Find an attack that was successful and describe how it could have been prevented.
Discussion Question
Discuss why your company or organization needs more user education about security.
Discussion Question
Discuss why sensitive information should not be sent over the Wireless Application Protocol.
Discussion Question
Describe the best practice to employ to mitigate malware effects on a machine.
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Describe and discuss at least two backup strategies.
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Values, morals, and ethics provide rules for determining right and wrong in decision-making. [1] Values are more individual assessments while morals tend to be more socially accepted judgments of good and bad. [2] Ethics are formalized rules and standards that govern professional conduct, such as medical or business ethics. [3] Business ethics examines the ethical principles and problems that arise in business environments and applies to both individual and corporate actions and decisions.
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1 P a g e A System Approach to Implementing Business.docxhoney725342
1 | P a g e
A System Approach to Implementing Business Ethics in
the Corporate Workplace
Clifton Clarke Department
of Finance and Business Management, Brooklyn College, City University of New York
[email protected]
Abstract
The current vitriolic discourse over the financial scandals implicating Wall Street and its satellite institutions
dictates a fresh look at strategies intended to eradicate or prevent unethical practices in business activities.
The spate of recently published unethical behavior among business executives in the United States confirms,
unequivocally, that past and current strategies have failed. This paper reviews and evaluates the impact of
some of these strategies. It found that the strategies focus on legislation, written corporate codes of ethics and
assorted activities in business schools. It found that these strategies are largely isolated and missed the fact
that unethical business conduct is systemic, reflecting the ethical lapses of two systems: a public system
(consisting of governmental bodies, business schools, and the general citizenry) and a corporate system
(consisting of boards of directors, executives, managers and employees). It found that there is a significant
gap between the rhetoric of corporate executives and their attention to unethical conduct in the workplace. It
concludes that isolated legislative actions, apathetic business schools’ policies, complacent and complicit
corporate boards, contribute to the failure. It also concludes that, the implementation of business ethics in the
workplace requires a transformation of attitude within and between these systems and posits that a system
approach is the only strategy that can successfully transform these systems and that business schools are
uniquely capable of leading this transformation.
Keywords
Ethics, corporate workplace, transformation, culture, business schools, legislations
Introduction
Hearings held by a subcommittee of the Banking and Finance Committee of the United States Senate on
certain practices of financial institutions, particularly those practices that might have contributed to the
economic collapse in 2008, revealed the disconnect between the public’s and corporations’ perceptions of
ethical conduct (Hauser 2010). Several of the questions posed to the Chief Executive Officer, and the
Executive Director of Structure Products Group Trading of Goldman Sachs Group, Inc., focused on the
company’s ethics. For example, the senators wanted to know whether it was ethical for the company to sell
investments that its own trading team knew were “worthless”. In their defense, this and other questionable
practices were an integral part of their company’s business model. Similarly, Morganton (2011), of the New
York Times reported t ...
This document discusses business ethics and ethical decision making. It defines ethics and ethical principles, and lists sources of ethics like religion, family, and education. It discusses ethical relativism and key reasons for businesses to act ethically, like meeting stakeholder demands, enhancing performance, complying with laws, preventing harm, and promoting personal morality. Common causes of unethical behavior are also outlined. The document then discusses core elements of ethical character in business like managers' values and stages of moral development. It concludes by analyzing ethical dilemmas using four methods: virtues, utilitarian, rights, and justice.
The document discusses business ethics from several perspectives. It provides definitions of business ethics from various scholars, focusing on establishing ethical standards and norms to guide right and wrong behavior in business. It also discusses frameworks for ethical decision making, the complex and dynamic nature of business ethics, and the importance of developing virtues and moral character. Both arguments for and against business ethics are presented. The role of spirituality in business ethics is explored, distinguishing between morality and ethics.
The document provides an introduction to the concept of ethics. It states that ethical statements can make judgements about actions, characters, principles, and that they express degrees of ethical views. It notes that ethics involves determining what is right and wrong, and doing what is right, though determining right and wrong is complex with many ethical dilemmas having no clear answers. It concludes by citing Mackie's definition of ethics as the "Science of Conduct."
A Study On Ethical Dilemmas Of Managers At Workplace.PdfDeja Lewis
This document reports on a study about the ethical dilemmas faced by managers in the workplace. It begins with an abstract summarizing the importance of business ethics and transparency for organizations. The introduction discusses the concept of ethical dilemmas for managers and how business ethics policies can communicate organizational priorities.
The study objectives were to identify areas where managers encounter ethical dilemmas, analyze managerial attitudes toward ethics, evaluate how managers overcome dilemmas, and understand how company strategies like codes of ethics support managers. The methodology involved surveying managers from various industries in India. Results found managers were generally ethical but did face dilemmas. Company strategies were meant to help managers navigate dilemmas and maintain ethics.
BUSINESS
IN
ETHICAL FOCUS
nd
edition2
A n A n t hol o g y
Fritz Allhoff, Alexander Sager,
and Anand J. Vaidya
EDITED BY
broadview press
BV136 Business in Ethical Focus R6.indd 3 11/15/16 12:26 PM
Review Copy
1
Unit 1
PRELIMINARIES
Introduction: Why Study Business Ethics?
Anand J. Vaidya and Fritz Allhoff
THE WHAT AND WHY OF
BUSINESS ETHICS
What is business ethics, and why study it?
One good way to get an answer to this question is
by taking note of what business is, what ethics is,
and then tying the two together.
Business as will be understood here is the
sum total of the relationships and activities that
surround the trading of goods or services. In most
cases, businesses seek to profit from their activities,
though it is increasingly common for businesses
such as social enterprises to operate as non-profits.
As a category, business includes everything from
the selling of handmade products between two
neighboring villages in India to large-scale multi-
national corporations such as Nike and Microsoft
engaged in global trade. Both the relationships
between individuals involved in any aspect of
business and the relationships between groups—
corporations, divisions of them, unions, etc.—are
important to understanding business as a whole.
Business ethics is important because it is
involved centrally in most people’s lives. Almost
all people are consumers of commercial goods.
Businesses also employ many people, giving them
not only a wage, but in many cases an identity and
an opportunity to express creativity.
Ethics, in its broadest sense, is an investigation
into how humans should live. Ethics is distinct
from law since laws themselves can be objects of
ethical criticism. Within the confines of a moral
investigation, one can inquire as to whether a
legal statute is consistent with morality.¹ For
example, slavery was once considered to be both
morally permissible and legally permissible. Later
many people disputed its morality even though it
remained legally permissible.
Many ethicists divide their discipline into
three branches: meta-ethics, normative ethics, and
applied ethics. Meta-ethics explores conceptual
and foundational questions in morality. Some of
the questions are the following: Are there moral
facts? Is morality objective? How do we come to
know moral truths? Are moral claims the kinds of
things that can be true or false, or are they sim-
ply expressions of emotion? What is the primary
object of moral evaluation?
Normative ethics is the study of which prin-
ciples determine the moral permissibility and
impermissibility of an action, or, more simply,
what constitutes right and wrong. One approach
to this, deontology, holds that morality is consti-
tuted by rights and duties, and that those features
take priority over the consequences of actions. An
alternative approach, consequentialism, maintains
that it is only the consequences of actions (often
mea.
This document discusses ethical decision making in business. It outlines several models that guide ethical decision making, including rights theory, justice theory, and utilitarianism. It also discusses influences on ethical decision making like personal moral standards, workplace ethics and culture, and the nature of ethical issues. Key factors in ethical decision making are developing trustworthiness, respect, responsibility, fairness, caring, and good citizenship. Managers must balance different stakeholder interests and address complex issues with human-centered solutions.
Managing ethics in the workplace has several benefits beyond just being the morally right thing to do. It can help organizations maintain their moral compass during times of change, cultivate strong teamwork and productivity by aligning employee behaviors with core values, and act as an insurance policy by helping to ensure policies and procedures are legal and ethical. Overall, ethics programs promote a strong public image, strengthen organizational culture, and improve trust within the organization.
Practices In Social Responsibility And Ethics In International OperationsHarmony Gosher
This document discusses ethics and social responsibility in international business. It defines ethics and social responsibility, and explains how companies try to manage ethical behavior through codes of ethics, training, and establishing an ethical corporate culture. A multinational company must decide whether to have one overarching code or country-specific codes. Training is also used to address ethical issues, along with leading ethically and addressing violations. The document examines stakeholders and decision-making approaches to ensure ethical and social aspects are considered in international business.
Business Ethics: CHAPTER 1: INTRODUCTION TO BUSINESS ETHICSMAYURI LONDHE
Here are short notes on the requested topics:
a) Ethical Decision Making:
- Ethical decision making involves identifying the problem, generating alternatives, deciding on a course of action, and implementing it. It is important to consider all stakeholders and evaluate options based on ethical principles.
b) Ethics in Contemporary Business:
- Key aspects of ethics in modern business include integrity, loyalty, trustworthiness, honesty, respect, fairness, leadership, transparency, and cultivating an ethical organizational climate. Ethical values guide decision making and relationships with all stakeholders.
CM 1010, Professional Communication 1 Course Learning.docxShiraPrater50
CM 1010, Professional Communication 1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
2. Identify legal and ethical considerations in a global work environment.
2.1 Explain a code of conduct—its intentions and expectations.
2.2 Describe legal and ethical implications within a code of conduct.
7. Develop communication techniques that enhance employment opportunities.
7.1 Explain employee communication requirements for knowledge of harassment, discrimination,
and other infractions.
Reading Assignment
In order to access the following resource(s), click the link(s) below:
Sczesny, S., Formanowicz, M., & Moser, F. (2016). Can gender-fair language reduce gender stereotyping
and discrimination? Frontiers in Psychology, 7, 1-11. Retrieved from
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran9510
8&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
Unit Lesson
Please be sure to maximize your Internet browser so that you can view each individual lesson on a full
screen, ensuring that all content is made visible.
Click here to access the Ethical
Communication video.
Click here to access the Ethical Communication video transcript.
Click here to access Unit IV Lesson 1.
Click here to access the Lesson 1 transcript.
UNIT IV STUDY GUIDE
Ethics and Legal Considerations
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
http://go.galegroup.com.libraryresources.columbiasouthern.edu/ps/i.do?p=AONE&sw=w&u=oran95108&v=2.1&it=r&id=GALE%7CA442088246&asid=1ec0b283aace2f9b6b9c768871fa6e64
https://online.columbiasouthern.edu/bbcswebdav/xid-76252792_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76078350_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76096207_1
https://online.columbiasouthern.edu/bbcswebdav/xid-76098209_1
CM 1010, Professional Communication 2
UNIT x STUDY GUIDE
Title
Click here to access Unit IV Lesson 2.
Click here to access the Lesson 2 transcript.
Click here to access Unit IV Lesson 3.
Click here to access the Lesson 3 transcript.
Click here to access Unit IV Lesson 4.
Click here to access the Lesson 4 transcript.
Suggested Reading
In order to access the following resource(s), click the link(s) below:
This article provides a look at how discrimination can occur.
Beck, C. (2016, February 2). Former Yahoo worker alleges anti-male discrimination. Christian Science
Monitor. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=112704049&site=ehost-live&scope=site
The following webpage goes over several guidelines for creating a code of conduct and provides useful
examples.
HR Council for the Nonprofit Sector. (n.d.). Po ...
Module 2 Methods of Ethical AnalysisApplication of Ethical Theo.docxraju957290
Module 2: Methods of Ethical Analysis
Application of Ethical Theories
In module 1, we acquired a foundation in classical ethical theories. In this module, we will learn how to apply this knowledge to ethical challenges in today's business world and, more specifically, to the area of information technology.
As we learned in module 1, the main traditional ethical theories tend to be either rule-based (deontological) or consequentialist (teleological). Both types of theories provide a framework for deciding whether actions are right, depending upon the consequences that result from the action (consequentialist) or whether the action follows the relevant rules for ethical behavior (deontological). Traditional ethical theories were intended to apply universally to ethical dilemmas and obviously didn't factor in issues such as marketplace competition, stockholders, and today's ever-changing world of information technology. Today's IT manager needs to be able to address ethical issues and to find resolutions in concrete business terms rather than engage in a philosophical ethical debate. However, we can use those theories to guide our ethical decision-making process.
In addition to the ethical theories already presented, business ethics attempts to take traditional ethics and apply them practically to a business context. The normative theories of business ethics (NTBE), introduced to the information systems community in large part by Smith and Hasnas, provide three basic approaches to ethical problems: stockholder, stakeholder, and social contract theories (Smith, 2002). In this section, we will introduce those theories as well as make connections to classical theory.
Normative Theories of Business Ethics
As its name indicates, the stockholder theory of NTBE focuses on making ethical decisions that benefit stockholders. According to this theory, because stockholders have invested in the company for their own profit, actions taken by the company should be focused on benefiting the bottom line. A manager or employee has a responsibility to use corporate resources in ways that do not take away from the stockholders' benefits. Stockholder theory instructs managers to act within legal constraints. It does not instruct or encourage managers to ignore ethical constraints.
Stakeholder theory expands a manager's responsibility beyond the stockholders to include anyone with an interest in the firm. This could include employees, customers, stockholders, and potentially even competitors. Given that there is a potential conflict among the interests of the various stakeholders, the manager's challenge is to balance those interests and to provide the best possible solution that does not substantially infringe on any individual stakeholder group.
According to social contract theory, businesses have ethical obligations to benefit society by fulfilling customer and employee interests within the generally accepted rules or codes. If there were a hypothetical contract ...
Similar to An Analysis of the Ethical Codesof Corporations and Busine.docx (20)
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This document provides instructions for Assessment 4 which requires students to:
1. Create a PowerPoint presentation with audio narration to present their hypothetical health promotion plan from Assessment 1 to a selected audience.
2. In their narration, students must evaluate the session outcomes and goals, suggest revisions to improve future sessions, and align the session with Healthy People 2020 goals.
3. Students must tailor their presentation to their selected audience and support it with at least three references published within the last 5 years.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
- The document provides instructions for Assessment 3, which requires students to write a letter to the editor of an academic or professional journal advocating for a health policy developed in Assessment 2.
- The letter must evaluate current quality of care/outcomes for the issue/population, analyze how this necessitates policy development, justify how the proposed policy will improve care/outcomes, and advocate for similar policies in other settings.
- Students must choose an appropriate nursing journal, follow its submission guidelines, and integrate sources using APA style to support their letter.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docxgalerussel59292
This document contains the script for a nurse-patient interaction as part of a health assessment. The nurse, Sarah, conducts an assessment of a patient, David Flores, who has come in for a checkup due to joint pain. Sarah takes David's medical history and vital signs, discusses his general health, diet, social activities and sun protection habits. She notes he is overweight and advises changes to his diet and alcohol intake. Sarah also schedules a skin check and refers David to resources on heart health. They discuss his joint pain symptoms to help determine the cause.
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
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Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
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Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
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uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
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eprints.bbk.ac.uk
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"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
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espace.library.uq.edu.au
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Submitted to Marist College
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openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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tigerprints.clemson.edu
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www.livestrong.com
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Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
This document provides guidelines for Assessment 2 which requires students to critically analyze one or two key issues, concepts, or themes from the module materials. Students must apply the concept to a factual television format example, such as a news broadcast, documentary, or reality show. The essay should principally focus on one concept and one television example. Higher grades will be given to those who can apply analytical frameworks from one area to a different example. The essay must be 2500 words with proper citations and referencing of academic sources to support the critical analysis.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
An Analysis of the Ethical Codesof Corporations and Busine.docx
1. An Analysis of the Ethical Codes
of Corporations and Business Schools
Harrison McCraw
Kathy S. Moffeit
John R. O’Malley Jr.
ABSTRACT. Reports of ethical lapses in the business
world have been numerous and widespread. Ethical
awareness in business education has received a great deal
of attention because of the number and severity of busi-
ness scandals. Given Sarbanes-Oxley legislation and re-
cent Association to Advance Collegiate Schools of
Business International’s (AACSBI) recommendations, this
study examined respective websites of Securities and
Exchange Commission (SEC) regulated public companies
and AACSBI-accredited business schools for ethical pol-
icy statement content. The analysis was accomplished by
classifying ethical expressions into a framework consisting
2. of the attributes of thematic content and focus/themes
partially based on the 2004 research of Gaumnitz and
Lere. Findings indicate that public companies have been
diligent in presenting website ethical content that closely
follows authoritative recommendations. Business schools
appear not to have prioritized such disclosure to the
extent done so by public companies. Although there was
improvement between two samples taken in 2005 and
2007, this study provides evidence that many accredited
business schools have little or no disclosed ethical
expectations in their mission, vision, goals, or other
similar types of statements on their websites. Additional
findings provide several opportunities for future research.
KEY WORDS: AACSBI, corporate ethical codes, eth-
ical codes, content of ethical codes, Sarbanes-Oxley, SEC
Ethical lapses in the business world were numerous
and widespread during the late 1990s and into the
early part of the new century. Business conduct that
3. at best was questionable, if not criminal, permeated
the business news. Jennings (1999) provides several
examples of firms implicated and fined for such
conduct including Archer Daniels Midland (price-
fixing), Long-Term Capital (unusually high-risk
investments), Cendant (creative earnings), Bankers
Trust (leveraged derivatives), Rite-Aid and Wal-
Mart (charge back policies with suppliers, which
caused temporary or permanent underpayments),
and Sears (disregard for bankruptcy laws and creditor
rights). Other firms implicated for corporate mal-
feasance include Enron, WorldCom, Sunbeam,
Arthur Andersen, and HealthSouth (Russell and
Smith, 2003). Management of these firms appear to
have been swept away by opportunities to reap
extraordinary gains for their firms and/or them-
selves. Managers made decisions that caused great
harm to their careers, their companies, their stake-
4. holders, and society. Ethical misconduct by business
managers as cited above has triggered regulatory
reform designed to protect stakeholder interest.
The American system of higher education sup-
plies the majority of business leaders in the United
States. Given the number and severity of past busi-
ness scandals, the ethical content of business educa-
tion across the country has drawn notice. The ethical
culture of business organizations can be influenced
by the college graduates they hire. Given that our
market-based system ultimately revolves around trust
(Levitt and Breeden, 2003), the teaching of ethical
principles is as important as the teaching of other
skill sets and critical analysis (Bligh et al., 2000).
However, prior to 2003, students received at most
the equivalent of a one-half semester course devoted
to ethics (Sankaran, 2003).
Purpose of research
5. Business leaders, both present and future, should
understand the linkage between the precepts of a
stated ethical code and their professional behav-
ior. The purpose of this research is to investigate
Journal of Business Ethics (2009) 87:1–13 � Springer 2008
DOI 10.1007/s10551-008-9865-2
compliance by business firms with federal regulations
concerning disclosure of written ethical codes and
business school compliance with the Association to
Advance Collegiate Schools of Business International
(AACSBI) recommendations concerning ethical expec-
tations. Specifically, this study will investigate the
content of both corporate and business school codes of
ethics.
Ethical systems
The word ‘‘ethics’’ in Greek means ethos or char-
acter. Ethics is defined by Webster as ‘‘(1) A system
6. of moral principles and (2) Dealing with right and
wrong of certain actions and with the good and bad
of such action’’ (Webster, 1990, p. 307). People
often define ethical behavior as what a person does
when no one is looking. In an institutional setting
(business or educational), Wood (2002, p. 2) likens
ethics as ‘‘a set of formal and informal standards or
conduct that people use to guide their behavior.’’
Kaptein and Schwartz (2007) believe that ‘‘the
adjective ‘ethics’ underscores the fact that an ethical
code is not just an instrument that serves the interests
of the company, but that it has – or should have – a
broader normative claim’’ (p. 7).
Ethical behavior often originates from values such
as honesty, integrity, and respect. These expectations
should be stated in mission, conduct, or values policy
statements. Universities and colleges should
emphasize ethics education so that graduates can
7. effectively confront difficult situations that they will
encounter in their professional lives. Ethical deci-
sions often involve the conflict managers find when
weighing client or customer interests against their
own interests (Sankaran, 2003). Students should be
made aware that the so-called ‘‘rational behavior’’
that follows the neoclassical economic model should
be avoided (Dobson, 2003). This model focuses on a
narrow view of self-interest and revolves around the
idea that the rationality behind individual behavior
can only be found in the pursuit of personal material
wealth. Dobson (2003) suggests that students should
be taught that integrity and honesty in today’s
organizational culture is neither irrational nor in
conflict with their self-interest. Ethical policy state-
ments should define the boundaries of self-interest
within the parameters of the organization.
A value or ethical system can be developed by a
8. group of individuals whether professionally or occu-
pationally based. Ethical or behavioral statements are
often developed because individuals or organizations
have the resources and/or skills to either benefit or
harm society. If individual or occupational lapses
generate fear or mistrust, society will impose (and has
imposed) restraints through regulation. In order to
avoid such action, affiliated individuals attempt self
regulation through monitoring and enforcement
mechanisms often backed by law (Shaver, 2003).
Ethical decision making focuses on the individual as
a moral agent. The individual is responsible for his or
her actions, which inevitably stem from a learned
value system. The system may arise from unreflected
sources such as the family or culture, or from sophis-
ticated frameworks requiring critical analysis. The
actions of others may influence an individual’s views
of acceptable and unacceptable behavior. Although
9. many organizations have an ethics statement, accept-
able behavior is often the result of the internalization
of values displayed by others. Appropriate behavior
sets an example that can influence suitable choices on
the part of all organizational employees. A formalized
statement of conduct announces to all personnel the
level of expected behavior. However, the actions of
top management often define what is actually deemed
acceptable regardless of the values expressed in a
written statement.
The application of professional or occupational
ethics, which emphasizes the relationship between a
group and society, may be at odds with preferred
personal choices. Shaver says, ‘‘when the individual
group member is faced with ethical choices – at least
within his or her occupational context – group
values must trump personal/philosophical values’’
(Shaver, 2003, p. 292). Consequently, the content of
10. ethical or behavioral statements deserves close
examination.
Response of business practice
Given the adverse public response to what appeared
to be continuous ethical lapses on the part of some
major U.S. corporations, the United States Congress
enacted the Sarbanes-Oxley Act of 2002 (107th
Congress, 2002) on July 29, 2002. Section 406 of
this Act required the Securities and Exchange
2 Harrison McCraw et al.
Commission (SEC) to issue rules to implement its
provisions requiring a company to disclose whether
it has adopted a code of ethics that applies to its
principal executive officer, the principal financial
officer, and the principal accounting officer. The Act
further directed the SEC to require companies who
have not adopted such a code to explain why they
11. have not. These directives were accomplished when
the SEC issued Final Rule 33-8177 (SEC, 2003).
Amendments to a company’s code of ethics or a
waiver of a provision within a code is required by
the SEC to be disclosed in a company’s Form 8-K.
In Rule 33-8177, the SEC defined the term
‘‘code of ethics’’ to be written standards that are
designed to deter wrongdoing and to promote:
• Honest and ethical conduct, including the
ethical handling of actual or apparent con-
flicts of interest between personal and profes-
sional relationships;
• Full, fair, accurate, timely, and understand-
able disclosure in reports and documents that
a public company files with the SEC or in-
cludes in other public communications;
• Compliance with applicable governmental
laws, rules, and regulations;
• Prompt internal reporting of violations to an
appropriate person identified in the code of
12. ethics; and
• Accountability for adherence to the code.
Companies may choose among three methods in
their annual report to make their codes publicly
available: (1) file as an exhibit; (2) give the website
address where it is posted; or (3) include a statement
that the company will provide a copy of its code to
any person upon request without charge.
The above standards do not specify every detail
that must be addressed in a corporate ethical code
nor does it prescribe specific language that must be
included (SEC, p. 19). The SEC believes that spe-
cific code provisions and compliance procedures are
best left to individual firms.
The U.S. Sentencing Commission, an indepen-
dent agency in the judicial branch of the federal
government, also responded to recent corporate
failures. Organized in 1985, the Commission’s goal
13. was to develop a national sentencing policy for the
federal courts to ensure that similar offenses receive
similar sentences. At its public meeting on April 8,
2004, the Commission voted to amend its organi-
zational guidelines as a result of the findings of the
Ad Hoc Advisory Group on Organizational Sen-
tencing Guidelines and the passage of the Sarbanes-
Oxley Act. Incentives were offered to organizations
having a corporate governance system that included
an effective compliance and ethics program.
The New York Stock Exchange (NYSE) took
action against corporate corruption in November
2003 by requiring its members to adopt and disclose
a code of business conduct and ethics for directors,
officers, and employees and to promptly disclose any
waivers of the code for directors or executive offi-
cers. The Exchange allows each company to deter-
mine its own policies, but all listed companies should
14. address certain criteria to include:
• Conflicts of interest;
• Corporate opportunities;
• Confidentiality;
• Fair dealing;
• Protection and proper use of company assets;
• Compliance with laws, rules, and regulations
(including insider trading laws); and
• Encouraging the reporting of any illegal or
unethical behavior.
Unethical behavior by CEOs, CFOs, and other
top managers in many large firms such as Enron,
WorldCom, and HealthSouth has forced regulators
to look for the root cause of recent corporate ethical
failures. Regulators focused, in part, on the fact that
the lack of an ethical compass played a large part in
most of these company failures. Sarbanes-Oxley
legislation, SEC/NYSE regulations, and the Federal
Sentencing Commission developed ethical guide-
lines and enforcement processes that placed corpo-
rate America on notice that overt behavior
15. detrimental to the welfare of stakeholders would not
be tolerated. The above standards and processes were
developed in an attempt to prevent a repeat of the
ethical meltdown experienced in the United States.
Response of business education
The AACSBI is the foremost accrediting body of
business schools. In response to ethical lapses in the
3An Analysis of the Ethical Codes of Corporations and Business
Schools
business world, the AACSBI has encouraged mem-
ber schools to renew and reinvigorate their com-
mitment to ethics education. In its 2004 report to
AACSBI’s Board of Directors, the Ethics Education
Task Force (EETF) stated that ethical behavior is
essential to the delivery of quality business educa-
tion. Member schools were encouraged to develop a
code of ethics, a code of conduct, an honor code, or
some similarly titled statement.
16. Criterion E from the current AACSBI standards
(AACSBI, 2004) states that business schools must
establish expectations for ethical behavior for
administrators, faculty, and students. The EETF
identified four broad program-based themes for
possible inclusion in ethical codes for business
schools:
• The responsibility of business to society;
• Ethical decision making;
• Ethical leadership; and
• Corporate governance.
The particular ethical characteristics to be included
within these four areas were left to the discretion of
the institutions.
The development of ethical codes or statements
can be a long and laborious process that generally
requires committee formation. Committee members
should include alumni, faculty, staff, and students
who are enthusiastic about the project, and if pos-
17. sible, are opinion leaders. The committee should
hold forums for discussion, both inside and outside
the college, inviting all interested parties including
supporting corporate and community constituents.
A committee has several options to begin the
process of code development. A first step would
logically be to look at existing AACSBI standards.
Given the direction from AACSBI, committee
members may also look for ethical content in policy
statements developed at other accredited schools of
business. They also may go to sources such as the
Institute of Business Ethics, which offers guidance in
the development of ethical statements.
An example of the code development process at
the institutional level can be found on the University
of South Carolina website (see Appendix). In the
spring of 1989, a committee of faculty, staff, and
students began developing what was to become
18. the Carolinian Creed. The committee represented
diverse groups of the campus population. They
decided that the end product should include the
following: (1) what characterizes relationships on
campus; (2) a concise statement of standards that
should be reflected in these relationships; and (3)
how these standards should be communicated. The
key was to develop a statement specific enough to
cover most situations but not so specific to become
prescriptive in nature. The Carolinian Creed was
endorsed and approved in October 1990 by the
University Board of Trustees, the Faculty Senate,
and the Student Senate.
Given the AACSBI’s revised mandates concern-
ing ethical policy statements, the Richards College
of Business (RCOB) at the University of West
Georgia formed a committee of students, staff, fac-
ulty, and representatives from the surrounding
19. community to develop such a statement. The
committee initiated the process by using input from
constituent groups and considering AACSBI’s four
broad-based perspectives. The process included
vigorous discussion and analyses of specific ethical
terms and their meanings. Compromises were
reached among committee members, culminating in
the ‘‘Statement of Ethical Expectations’’ for the
RCOB. The statement was enthusiastically ap-
proved by various constituent parties and can be
found on the College’s website (See Appendix).
A formal statement of ethical behavior has both
internal and external benefits. Internally, it identifies
and promotes organizational beliefs and values. It
also serves as a continuous reminder to students,
faculty, staff, and administrators that ethical behavior
is important and is expected. Externally, it serves as a
signal to outside constituents that the college is
20. committed to appropriate behavior.
Ethical code content analysis – representative
research
Individual organizations (e.g., businesses, health service
organizations, and educational institutions) and pro-
fessional groups (e.g., medical, legal, and accounting)
appear to generate the majority of ethical codes. Within
a given group or profession, differences in codes can
often be attributed to different constituencies served
and different entity goals. Jamal and Bowie (1995)
believe that the public expects the ‘‘professions’’ to
4 Harrison McCraw et al.
exhibit higher behavioral standards than other types of
business enterprises. Even if entity goals differ, society
must trust that their interests will be protected. Both
society in general and constituent groups are audiences
for ethical codes.
21. Researchers have established general methodolo-
gies to systematically compare the content of ethical
codes for similarities and differences, to facilitate
discussion, and to advance understanding. Catego-
rizations and descriptions have been used for analysis
purposes by numerous researchers such as Hite et al.
(1988), Lefebvre and Singh (1992), Jamal and Bowie
(1995), Gaumnitz and Lere (2002), Kaptein (2004),
and Gaumnitz and Lere (2004).
Hite et al. (1988) studied the frequency and types
of topics (content) covered in the ethics statements
of 67 large U.S. corporations. The topics most often
covered by the sampled companies were (1) misuse
of funds and improper accounting (66%); (2) con-
flicts of interest (64%); (3) dealing with public
officials (61%); (4) confidential information (54%);
(5) foreign payments (bribes) (48%); and (6) gifts
accepted and given (both 46%). The authors noted
22. that the misuse of funds and improper accounting,
which is both illegal and unethical, was mentioned
most often in ethical policy statements.
Lefebvre and Singh (1992) used a sample from the
Financial Post 500 companies to examine whether
each had established an ethical code, what issues
were addressed, and the similarities and dissimilarities
that existed between the companies’ codes. The
analysis was patterned closely after the Cressey and
Moore (1983) and Matthews (1987) methodologies.
Codes were analyzed along four broad categories
including (1) general information; (2) types of con-
duct addressed; (3) enforcement and compliance;
and (4) penalties for illegal behavior. Specific code
content analysis of responding companies was based
on 66 criteria depending on whether a criterion was
(1) not discussed; (2) discussed; (3) discussed in
depth; or (4) emphasized.
23. In an attempt to create a logical framework for
analyzing and drafting ethical codes, Jamal and
Bowie (1995) developed three areas of ethical code
provisions. These areas included (1) addressing moral
hazard; (2) providing norms of professional courtesy;
and (3) statements relating to the public interest.
Using these three categories, two coders indepen-
dently classified the rules, principles, and obligations
of the ethical codes of the American Institute of
Certified Public Accountants, the National Society
of Professional Engineers, and the American Bar
Association. A third coder resolved categorization
disagreements. After classification, the researchers
analyzed the data to determine term meanings
within the three categories and the professional,
client, and societal advantages and disadvantages
within the context of information asymmetry
(imbalance of information between professional and
24. client). The ultimate conclusion drawn from this
research is that information asymmetry within the
professional–client relationship that can impact the
public at large should not be exploited by the pro-
fessional. Therefore, provisions within a code should
be developed consistent with this conclusion.
Gaumnitz and Lere (2002) analyzed the content
of ethical codes for 15 major professional business
organizations in the United States that represented
the business disciplines of accounting and auditing,
appraisal, finance, human resources, information
technology, insurance, management, marketing,
production and inventory control, and real estate.
The authors used an iterative process to categorize
groups of statements that reflected different ethical
ideas. They identified nine ethical themes that all
professionals should follow:
1. Confidentiality;
25. 2. Honesty and integrity;
3. Responsibilities to employers/clients;
4. Obligations to the profession;
5. Independence and/or objectivity;
6. Legal and/or technical compliance;
7. Discreditable or harmful acts;
8. Social values; and
9. Ethical conflict resolution.
They found that the first five themes were in-
cluded in 80% of the codes and seven of the nine
themes appeared in 67% of the codes (p. 37). Each
theme contained specific ethical statements, includ-
ing the obligation to: (1) be honest (80%); (2) not
disclose confidential information (73%); (3) avoid
conflict of interest (73%); (4) faithfully execute
responsibilities (60%); (5) obey the law (60%); and
(6) not misrepresent (53%) (p. 41).
Kaptein (2004) collected data concerning the
26. existence, frequency, and content of ethical codes
5An Analysis of the Ethical Codes of Corporations and Business
Schools
for the 200 largest companies in the world according
to the Scope Core Company list as determined by
Van Tulder et al. (2001). The investigative meth-
odology used was based on the corporate integrity
model of Kaptein and Wempe (2002). This analysis
reviewed ethical codes according to company
responsibilities toward (1) stakeholders; (2) principles
relating to stakeholder relationships; (3) corporate
values; and (4) employee responsibilities. Codes
were analyzed as to implementation, compliance,
and monitoring along with length and tone. The
study also analyzed the prevalence of code titles and
internal conduct of employees.
Gaumnitz and Lere (2004) developed an analytical
framework for ethical codes using a numerical
27. format to capture six vital attributes. These attributes
revolve around (1) topical emphasis and (2) struc-
tural form. Topical emphasis refers to the attri-
butes of focus (themes), thematic content, and
tone. Structural emphasis is represented by the
attributes of length, level of detail, and shape. Their
numerical format requires researchers and users to
have a solid understanding of nine concepts. These
concepts, as defined by Gaumnitz and Lere (p. 334),
include:
• Statement – Each statement represents a sepa-
rate idea or requirement in a code. The
number of statements is not necessarily the
same as the number of sentences. Two major
difficulties occur when a statement relates to
a sentence that contains more than one idea
(a sentence that contains more than one eth-
ical obligation is counted as more than one
28. statement) and sentences that do not include
an obligation or requirement (in which case
it is not considered to be a statement).
• Length – The number of statements included
in a code.
• Theme – One or more statements that ad-
dress a particular topic or idea. The number
of statements must always be greater than or
equal to the number of themes.
• Focus/Breadth – Codes with few themes are
considered to be focused, while codes with
many themes are considered broad.
• Tone – Ethics codes can be classified along a
tone continuum ranging from inspirational/
aspirational to legal/regulatory.
• Detail – Noted by the average number of
statements per theme. A higher (lower) aver-
age corresponds to a greater (lesser) level of
detail.
• Emphasis – A characteristic of individual
themes defined as the number of statements
29. that address a particular idea.
• Shape – The distribution of statements across
themes is considered a code’s shape.
• (a) Pure Horizontal – An extreme example
of shape when there is one statement per
theme.
• (b) Pure Vertical – An extreme example of
shape when a single theme is presented with
all statements focused on the one theme.
• Thematic Content – The aspect common to
the statements that comprise a theme charac-
terizes the thematic content (honesty, confi-
dentiality, integrity, etc.).
The number of themes and the number of state-
ments per theme form the shape of a given code with
thematic content and tone noted by a descriptive
term. The number of columns in the numerical
coding represents the number of themes. The number
of statements per theme is noted by a count of com-
mon statements. For example, according to Gaumnitz
30. and Lere, a ‘‘11111111’’ numerical coding has eight
themes with only one statement per theme and would
be considered broad, with little detail, and a pure
horizontal shape. On the other hand, a ‘‘5112-hon-
esty, character, aspirational’’ coding is more focused,
has greater detail, and in comparison, a more vertical
shape. Such a code would have nine statements and
four themes with honesty supported by five state-
ments, character supported by two statements, and
two other themes with an aspirational tone.
Research characteristics
Based in part on the Gaumnitz and Lere (2004)
topical emphasis classifications of thematic content
and focus/themes and the previously stated criteria
established by the SEC and NYSE for business
entities and the AACSBI for business schools, a
categorical classification scheme of ethical charac-
teristics or expressions was developed. The partial
31. Gaumnitz and Lere format is appropriate for the
6 Harrison McCraw et al.
classification of ethical expressions and the mea-
surement system used in this research for analysis
purposes. SEC/NYSE regulations and AACSBI
recommendations were classified into (1) thematic
content and (2) focus/themes.
For business entities, the thematic content of
honesty and all focus/themes can be traced to the
SEC’s Rule 33-8177 and/or NYSE regulations,
while integrity is included in thematic content be-
cause it is a broad characteristic of ethical conduct.
All focus/themes are self-explanatory, except for fair
dealings, fair/timely disclosure to the SEC, and
corporate opportunities. Fair dealings include the
treatment of suppliers, colleagues, and customers
with dignity, respect, fairness, honesty, and without
32. seeking an undue advantage. Fair and timely dis-
closure is regarded as full and accurate financial
reporting to the SEC of required periodic reports.
Corporate opportunities prohibit employees from
exploiting information obtained at work for their
own personal gain. The following 11 ethical
expressions of thematic content and focus/themes
for corporate ethical statements were used for anal-
ysis purposes:
Thematic content Focus/themes
Honesty Compliance with laws
Integrity Avoid conflicts of interest
Fair dealings
Confidentiality
Accountability
Protection of company assets
Reporting illegal activity
Fair/timely disclosure to SEC
33. Corporate opportunities
The AACSBI has suggested business schools
base an ethical code or statement on four broad-
based themes as opposed to specific themes, as
required by SEC and NYSE. The authors of this
article specified two ethical expressions that would
generally be considered thematic content and five
characteristics that would generally be considered
focus/themes in a collegiate setting. These seven
items, which are self-explanatory, were matched
with the four suggested AACSBI broad-based
themes:
Thematic
content
Focus/themes AACSBI program-
based themes
Honesty Ethical decision-making
Integrity Ethical decision-making
34. Diversity Ethical leadership
Respect
for others
Ethical decision-making
Obey laws Governance
Meet societal
obligations
Responsibility of
business to society
Accountability Ethical leadership
The study
We have defined a business code of ethics as a policy
statement that describes the responsibilities of cor-
porate management and employees as stated in the
SEC Final Rule and the NYSE corporate gover-
nance rules. For business schools, we have defined a
code of ethics as any policy statement with a title that
implies ethical or behavioral content.
35. The specific purpose of this research is to inves-
tigate the website existence of ethical statements as
defined above and at least the mention of the above-
specified ethical expressions. Given the far-reaching
capabilities of the internet, websites are generally
used by both business firms and educational insti-
tutions to convey selected information to both
external and internal parties.
In its Final Rule, the SEC recognized the flexi-
bility of website disclosure as a communications
medium. Business schools, on the other hand, use
their websites for a variety of purposes to convey
information to students, faculty, administrators, and
external parties about programs, processes, and goals.
We believe that business schools in general would
strongly consider a policy statement concern-
ing ethics or behavior to be worthy of website
disclosure.
36. Business schools’ websites present a variety of
educational policy statements (e.g., mission, vision,
goals, values, and conduct) that might identify eth-
ical expectations. Our analysis explored any state-
ment on business schools’ websites for identification
of ethical expressions as defined by this research.
7An Analysis of the Ethical Codes of Corporations and Business
Schools
Alternatively stated, our research includes the iden-
tification and analysis of specified ethical terms
regardless of the statement title or location on a
business school website.
Research questions
Public companies
The following questions formed the basis of our
analysis of corporate websites:
1. Have sampled business firms presented an
ethical policy statement?
37. 2. Have sampled business firms mentioned the
recommended SEC/NYSE themes?
Business schools
The following questions formed the basis of our
analysis of business schools’ websites:
1. Have sampled business schools presented an
ethical policy statement?
2. Have sampled business schools mentioned
specified ethical expressions?
We have no expectations that business enterprises
or business schools will present an ethical policy
statement or if the specified ethical expressions will
be noted on their websites.
Methodology
In order to conduct the analysis, three samples were
selected – one from Fortune 400 companies and two
from U.S. AACSBI-accredited doctoral-granting
business schools. A stratified sample of 50 companies
38. was drawn from the 2004 listing of the Fortune 500.
The sample included 20 companies from the top
100, 15 companies from the next 100, 10 companies
from the next 100, and finally, five companies in the
last 100, therefore, representing the top 400 com-
panies. Codes of ethics or similar statements for
business firms were generally found in the Corporate
Governance section of a company’s website. For
every company, relevant statements were printed for
the December 2004–January 2005 time period.
The 91 doctoral-granting business schools listed in
the 2004–2005 and 2006–2007 Accounting Faculty
Directories (Hasselback, 2004, 2006) comprised the
other samples. All sampled institutions hold AACSBI
accreditation and are thus subject to Criterion E of
current AACSBI standards. These standards are
primarily concerned with the ethical education of
students; however, it should be noted that ethical
39. expressions in Criterion E includes the expectation
of appropriate behavior by administration, faculty,
staff, as well as students. Each of the 91 business
schools’ websites were examined thoroughly and
relevant information was printed for analysis pur-
poses. Data were collected for the first business
schools’ sample in the December 2004–January 2005
time period (hereafter referred to as the 2005 sam-
ple), and in the March 2007–April 2007 time period
(to be referred to as the 2007 sample). While busi-
ness enterprises linked their codes of ethics so they
could be easily found on their websites, policy
statements by business schools (with or without
ethical implications) were often difficult to find.
The initial sample suggested that business enter-
prises were, for the most part, attempting to comply
with federal law. It was therefore believed that a
second sample was not needed to draw conclusions
40. given research objectives. We did not draw the same
conclusion regarding the initial sample of business
schools. It was therefore decided that a second
sample of business schools should be drawn.
For business firms, two researchers analyzed the
sample of corporate codes as to the presence and/or
discussion of specified topical content. A copy was
printed once a code and supporting information was
located on the website. Elaborate examples often
delineated what did and did not constitute ethical
behavior. These copies were independently read by
two of the three authors and then were discussed. If
the two researchers agreed that a specified thematic
or focus/theme content was present, data was
recorded as a binomial measure.
For business schools, the researchers examined all
policy statements appearing on the sampled websites.
Relevant information was printed to facilitate analysis.
41. If the two researchers agreed that specified thematic
or focus/theme content or other expressions were
present, the data was recorded. The presence of a
8 Harrison McCraw et al.
specified ethical expression in a policy statement was
coded as 1, while its absence was coded as 0.
Given that one sample was drawn from business
firms, our analysis of 2005 corporate data consisted
of a frequency count and a chi-square test of char-
acteristic mean proportions. A frequency count and
a chi-square test for the difference of overall mean
proportions between the two business school sam-
ples of policy statements containing ethical expres-
sions were performed. In addition, a frequency
count and a chi-square test for the difference of
overall mean proportions of specified ethical
expressions between the two business school samples
42. were conducted.
Results
Business practice
With respect to research question 1, all 50 compa-
nies sampled had online accessible ethics statements.
In general, the beginning of the codes disclosed
ethical principles (thematic content), followed by
SEC and NYSE focus/themes of compliance with
laws, fair dealings, conflicts of interest, confidenti-
ality, accountability for adherence to the code,
protection of assets, reporting illegal activities,
timely disclosure to the SEC, and corporate oppor-
tunities.
The titles of the sampled codes varied consider-
ably, including ‘‘Winning with Integrity,’’ ‘‘Spirit
and the Letter Integrity Policy,’’ ‘‘Principles of
Business Integrity,’’ and ‘‘Corporate Principles and
Standards of Conduct.’’ Statements ranged from
43. over 100 pages to 5 pages in length and varied
considerably in format. Some took a question and
answer framework, while others were organized into
categorical sections and subsections. Most state-
ments presented extensive examples of unacceptable
conduct.
Research question 2 findings are detailed in
Table I. The thematic contents of honesty and
integrity were mentioned or discussed by 26 and 39
firms, respectively. The measured frequency of
focus/themes mentioned or discussed by all 50
companies were compliance with laws, conflicts of
interest, and confidentiality. The other focus/themes
noted or discussed ranged in frequency from 24 to
48 companies, with fair and timely disclosure
measured only 24 times. The mean value of all 11
characteristics was 42.
A chi-square analysis was performed to determine
44. if the proportions of the recommended SEC/NYSE
thematic content and focus/themes were the same.
The chi-square value of 22.8095 with 10 degrees of
freedom has a p-value of 0.011. This indicates that
some of the counts of the specified ethical expres-
sions are statistically different from the mean value
of 42.
Characteristics with lower counts included fair
and timely disclosure to the SEC, corporate oppor-
tunities, and honesty.
Education
With respect to the 2005 sample (research question
1), only 52 of the 91 business school websites (57%)
contained either/and a mission, vision, values, goals,
or some similar statement that might include ethical
expressions. There were 34 mission statements, five
vision statements (with some colleges having both),
and 18 other various titles including values state-
45. ment, core values/credo, promise statement, com-
munity standards, statement of purpose, and shared
principles. Only 23 out of the 52 business schools
mentioned the characteristics of thematic content
TABLE I
2005 Business firm thematic content and focus/theme
frequency and chi-square analysis*
Item Item description Count %
1 Compliance with laws 50 100
2 Fair dealings 46 92
3 Conflict of interest 50 100
4 Confidentiality 50 100
5 Accountability for adherence to code 47 94
6 Protection and use of corporate assets 48 96
7 Reporting illegal activities 48 96
8 Fair/Timely disclosure to SEC 24 48
9 Corporate opportunities 34 68
10 Honesty 26 52
46. 11 Integrity 39 78
Mean value 42 84
*Chi-square value: 22.8095, p-value: 0.011.
9An Analysis of the Ethical Codes of Corporations and Business
Schools
(honesty and integrity) or focus/themes (diversity,
respect for others, obey laws, meet societal obliga-
tions, and accountability) in one or more policy
statements. No sampled doctoral-granting AACSBI-
accredited business schools had a specific policy
statement using the words ‘‘ethics’’ or ‘‘ethical’’ in its
title (Table II).
Of the 91 business school websites in the 2007
sample (research question 1), 70 (77%) contained a
mission, vision, goals, and/or other similar type of
statement. When considering all types of statements,
there were 65 mission statements, 31 vision state-
47. ments (with some colleges having both), and 37
statements that included ethical expressions in their
titles such as values, credo, promise, or other similar
descriptions. Statements specifying thematic content
or focus/themes were found in 47 of the 70 state-
ments. The term ‘‘ethics’’ or ‘‘ethical’’ appeared in
one statement title (Table II).
Data comparison for the 2005 and 2007 business
school samples detailed in Table II revealed a signif-
icant increase in the percentage of business schools
that had (1) a policy statement of any kind on their
websites (p-value = 0.005); (2) policy statement titles
implying ethical expectations (p-value = 0.002); and
(3) policy statements containing specified thematic
content or focus/themes (p-value = 0.000). No sig-
nificant difference in the number of statements whose
title included the term ‘‘ethics’’ or ‘‘ethical’’ was
found.
48. In the 2005 sample for research question 2, six
business schools mentioned honesty and ten men-
tioned integrity with respect to thematic content
(Table III). Of the focus/themes, nine business
schools noted diversity and respect for others, five
mentioned accountability, and one identified meeting
societal obligations. None of the schools sampled
mentioned obeying laws. Other themes or expressions
TABLE II
Business school policy statements with ethical characteristics
frequency and chi-square analysis
Item 2005
Sample
% of 91
Business
schools
2007
Sample
% of 91
49. Business
schools
p-Value of
change from
2005/2007
Have a policy statement of any kind 52 57 70 77 0.005
(8.0557)*
Policy statement titles implying ethical expectations 18 20 37
41 0.002 (9.4062)*
Statements containing one or
more specified thematic content or focus/themes
23 25 47 52 0.000 (13.3714)*
‘‘Ethics’’ or ‘‘Ethical’’ in statement title 0 0 1 1 0.316
(1.0055)*
*Chi-square statistic is in parenthesis.
TABLE III
Business school specified characteristics frequency and chi-
square analysis
Ethical attribute Item 2005
Sample
51. *Chi-square statistic is in parenthesis.
10 Harrison McCraw et al.
mentioned were collegiality, compassion, trust, pro-
fessionalism, fairness, principled, sincerity, openness,
and conscience.
The 2007 sample (research question 2) revealed
that the thematic content term of honesty was cited
17 times and integrity was mentioned 35 times
(Table III). Focus/theme characteristics of diversity
were referred to 26 times, respect for others was
noted 27 times, while accountability was mentioned
19 times in the sample. Meeting societal obligations
and obeying laws, mentioned five and three times,
respectively, completed the focus/theme counts.
Other characteristics mentioned in the sample in-
cluded trust, ethics/ethical behavior (but not in the
statement title), dignity, fairness, collegiality, civility,
52. openness, sincerity, and professionalism.
The ethical characteristic comparison for business
schools between the 2005 and 2007 samples is
shown in Table III. A chi-square analysis of the
differences in proportions for each of the seven
ethical characteristics between the samples indicated
that five of the seven items (honesty, integrity,
diversity, respect, and accountability) were signifi-
cantly different at the 0.05 level. For the remaining
two items (societal obligation and obeying laws), no
statistical difference was found between the two
samples at the 0.05 level.
Discussion
Business practice
The SEC released ethical disclosure recommenda-
tions for publicly traded firms in Rule 33-8177 on
January 23, 2003. The completion of the drawing of
the 50-firm sample of business enterprises was in
53. January 2005. Within this 2-year time period, all
enterprises sampled had developed and posted codes
of ethics or similar statements on their respective
websites. Most firms elaborated to great extent on
the attributes or characteristics of behavior discussed
in this research.
The chi-square analysis indicated that there was a
significant difference from the mean for some the-
matic content and focus/themes characteristics. The
characteristic with the lowest frequency count (24)
was fair/timely disclosure to the SEC. This is likely
due to the fact that the management of some firms
believe that it is a matter of law, not ethics, to report
to the SEC as required on a timely basis. Honesty, as
an ethical corporate goal, was noted in only 26
codes. This might be because honesty may be con-
sidered a mainstay of ethical behavior and a foun-
dation for all ethical characteristics. Corporate
54. opportunities, noted 34 times, and conflict of
interest, counted 50 times, could be interpreted to
have the same meaning. Since corporate opportu-
nities specifically address employees using informa-
tion obtained in the workplace for their own
benefit, it is logical to assume that some corporate
management would consider that conflict of interest
provisions would encompass corporate opportuni-
ties. We believe that the sampled business enterprises
have complied with those rules and regulations
established by Sarbanes-Oxley and the SEC. It is
evident from our findings that business enterprises
have followed ethical area recommendations.
Business school findings
In June 2004, the AACSBI released its four broad-
based themes of (1) ethical decision making; (2) ethical
leadership; (3) corporate governance; and (4)
responsibility of business to society. This coincides
55. closely with the time period of our first sample. We
believe there was little time for sample schools to re-
spond to the AACSBI recommendations as shown by
the number of policy statements of any kind in the
2005 and 2007 samples. In the 2005 sample of 91
business schools, only 23 mentioned specified topical
content, although other themes were developed. The
2007 sample of business schools revealed a marked
improvement with topical content expressed on 47
websites. In the 2005 sample, only 18 policy statement
titles implied ethical expectations. In the 2007 sample,
38 websites, which included one statement with
‘‘ethics’’ in its title, had policy statements implying
ethical expectations. However, it would be difficult to
conclude that ethical disclosure within the 2007
sample is adequate given honesty and integrity were
mentioned only 17 and 35 times, respectively.
The AACSBI is encouraging business schools to
56. emphasize both personal and professional ethical
behavior. Even though an educational institution
might have a university-wide code of ethics/con-
duct or institutional ethical standards, sampled
11An Analysis of the Ethical Codes of Corporations and
Business Schools
business school website focus appears not to priori-
tize expectations of ethical behavior with other sta-
ted goals. Instead, the ‘‘successful’’ student and the
reputation of the college/school of business appear
to be the focus. The following statement from a
college of business vision statement exemplifies this
mind-set, ‘‘to be increasingly recognized for
advancing the interests of our stakeholders through
instruction, research and service that … prepares our
students to think strategically and become effective
leaders.’’ Other statements appeared to be more self-
serving: ‘‘To direct resources to activities that will
57. produce the highest return in terms of enhancing
our reputation’’ and ‘‘to be a nationally ranked
business school.’’ While such statements may be
appropriate for business school websites, the relative
absence of ethical expressions in business school’s
mission, vision, stated goals, or other policy state-
ments is a concern. AACSBI has revised its visitation
standards to now require a 5-year review rather than
the previous 10-year cycle. Accredited business
schools might be waiting until their impending
accreditation visit to make changes in policy state-
ments disclosing ethical expectations.
Conclusions
During the past decade, many corporations have
incurred substantial penalties due to the violation of
federal laws and regulations. Often violations were
considered to be ethical breaches of trust with
shareholders and the public. New laws and regula-
58. tions were adopted to emphasize ethical behavior on
the part of business management. At the same time,
business schools have been encouraged by AACSBI
to reinvigorate ethical expectations among their
students. Our findings indicate that corporate man-
agement has made a substantial effort to follow new
ethically-related laws and regulations. Our research
also indicates that business schools have not estab-
lished ethical expectations to the same degree as that
of business firms.
All 50 firms sampled displayed a corporate code of
ethics on their respective websites. The frequency of
focus/themes mentioned or discussed by all 50
companies included compliance with laws, conflicts
of interest, and confidentiality. The mean score of all
measured characteristics was 42.
Criterion E from the current AACSBI standards
states that accredited business schools must establish
59. expectations for ethical behavior. The results of our
initial sample (2005) indicated a low adherence to
this accreditation standard. Our 2007 sample indi-
cated improvement. However, based on a total
sample of 91 business schools, Table II indicates that
many business schools are simply not following
Criterion E of the current AACSBI accreditation
standards. This may be due to (1) business schools
not using website disclosure for developed ethical
expectations; (2) unfamiliarity with the current
AACSBI recommendations; (3) familiarity with the
recommendations, but have not revised their state-
ments given the current 5-year accreditation review
cycle; and/or (4) relying on the fact that their uni-
versity’s mission, vision, and/or ethical statements
adequately cover AACSBI mandates.
It has taken legislation and regulation to state the
ethical objectives that should be followed in business
60. practice. Compliance, in terms of this research, only
means businesses have stated expected employee
behavior. Stated objectives do not always equal
actual behavior. Based on a review of curricula of
sampled websites, business schools in the United
States are prioritizing the teaching of ethics. How-
ever, they should consider, if they have not already
done so, including ethical themes or other forms of
ethical awareness on their websites as a continuous
reminder of this educational goal. Future research
might determine whether business schools have
moved from the position in this study to one more
in line with AACSBI recommendations. Addition-
ally, any discernable disconnect between academic
emphasis and business policy might be explored.
Appendix
University of South Carolina (www.sa.sc.edu/creed/
itsorigin.htm)
61. Richards College of Business, University of West
Georgia (www.westga.edu/�busn/)
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13An Analysis of the Ethical Codes of Corporations and
Business Schools
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For this discussion, please go to the electronic reserves and
access the article titled: "An Analysis of the Ethical Codes of
Corporations and Business Schools."
The business ethics movement, like business ethics itself, has
become a topic of much recent debate and discussion and the
concern for ethics in business continues. Business ethics as it
relates to academic training contributes to various discussions,
research and teaching that inform both ethics in business and
the business ethics movement. In this article, you read all about
ethic standards set for the worlds elite business schools.
With this said, given the push for more ethical teaching in
today's AACSB accredited colleges, do you see the ethics in the
corporate business world changing as new graduates are more
and more focused on ethics in business? In response to this
question, please state your position and back up your answer
with examples, data or research to support your position