Preliminary results of a series of interviews canvassing what ethical content is taught and how it is taught, either explictly or implicitly within the undergraduate business degrees.
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This course provides an introduction to business concepts including the business environment, managing organizations using management functions, and global business issues. Upon completing the course, students are expected to have knowledge and insight into business, management, and the factors affecting the business world. Key topics covered include business ethics, entrepreneurship, managing organizations, operations, marketing, information technology, and finance. Students will be assessed through exams, assignments analyzing case studies, and class participation. The goal is for students to understand core business concepts and strategies for managing different organizational functions.
Legal Research Proposal on corporate governance on directors' training.final ...Siti Azhar
This document outlines a research proposal on corporate governance implementation for private companies in Malaysia. It discusses selecting the research area of corporate governance and identifying the problem of whether directors' training should be compulsory or voluntary. The proposal covers reviewing literature, developing a theoretical framework, selecting a methodology, and outlines chapters for the research. It provides details on the research problem formulation process, including defining the theme, dissecting it into sub-areas, raising research questions, and formulating objectives. The goal is to analyze if making directors' corporate governance training compulsory can help increase awareness and proper implementation in private companies.
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Building a responsibility model including accountability capability and commi...christophefeltus
The document presents a responsibility model that includes accountability, capability, and commitment. It aims to help organizations verify their structure and detect policy problems. The model provides a literature review on responsibility concepts in access control models and engineering methods. It then proposes a formal representation of the responsibility model using UML and a formal logic system. The analysis shows that an important variable is whether responsibility is perceived at the user or company level.
This document contains complete course outline of Professional Practices. Most of the topics are for computer science students. This document covers course of 32 lectures 1.5 hours each for professional practice course also known as Professional Ethics.
This document discusses whether ethics can be taught. It notes that psychologists generally agree with Socrates' view that ethics consists of knowing what we ought to do, and such knowledge can be taught. Studies have found that education, particularly college, is linked to changes in moral reasoning. Kohlberg's research on moral development identified three stages and found that ethics courses can stimulate growth to higher stages involving universal ethical principles. While some innate moral sense may exist, most ethical beliefs are learned through family, society, and education.
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This course provides an introduction to business concepts including the business environment, managing organizations using management functions, and global business issues. Upon completing the course, students are expected to have knowledge and insight into business, management, and the factors affecting the business world. Key topics covered include business ethics, entrepreneurship, managing organizations, operations, marketing, information technology, and finance. Students will be assessed through exams, assignments analyzing case studies, and class participation. The goal is for students to understand core business concepts and strategies for managing different organizational functions.
Legal Research Proposal on corporate governance on directors' training.final ...Siti Azhar
This document outlines a research proposal on corporate governance implementation for private companies in Malaysia. It discusses selecting the research area of corporate governance and identifying the problem of whether directors' training should be compulsory or voluntary. The proposal covers reviewing literature, developing a theoretical framework, selecting a methodology, and outlines chapters for the research. It provides details on the research problem formulation process, including defining the theme, dissecting it into sub-areas, raising research questions, and formulating objectives. The goal is to analyze if making directors' corporate governance training compulsory can help increase awareness and proper implementation in private companies.
The document presents a responsibility model that includes accountability, capability, and commitment. The objectives of the model are to help organizations verify their structure and detect policy problems. It also provides a conceptual framework to define corporate, security, and access control policies. The paper reviews previous research and proposes a UML model of responsibility integrating its main concepts and relationships. It also selects a formal system to formally represent the model.
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The document presents a responsibility model that includes accountability, capability, and commitment. It aims to help organizations verify their structure and detect policy problems. The model provides a literature review on responsibility concepts in access control models and engineering methods. It then proposes a formal representation of the responsibility model using UML and a formal logic system. The analysis shows that an important variable is whether responsibility is perceived at the user or company level.
This document contains complete course outline of Professional Practices. Most of the topics are for computer science students. This document covers course of 32 lectures 1.5 hours each for professional practice course also known as Professional Ethics.
This document summarizes teaching methods that can effectively teach engineering concepts. It discusses the need to establish clear instructional objectives that specify what students should be able to do, including both technical skills and soft skills. It also recommends establishing the relevance of course material by relating it to real-world examples and teaching inductively from specific cases to general principles. Additionally, it suggests balancing concrete information like examples and data with abstract concepts, theories, and mathematics. Providing this balance of concrete and abstract information grounded in context can help motivate students and improve learning retention.
This document provides an introduction and overview to a course on business ethics. It discusses the course aims, format, assessment, and topics that will be covered. These include major ethical theories like deontology, utilitarianism and virtue ethics. It also provides background on the history and development of business ethics as a field of study, noting it emerged in the 1970s in response to criticism of corporate social responsibility. The role of business ethics today is to help students and professionals evaluate complex ethical issues that arise in business but may not be addressed by other areas of study or work experience.
John Casey discusses managing intellectual property rights in networked e-learning environments/digital repositories .Delivered at the SLIC FE Conference in Edinburgh on 28 Nov 2008.
Professor Paul Maharg presented on assessment in legal education at a workshop of the Law Society of Ireland. The presentation included:
1. A taxonomy of task analysis for assessments in simulations, ranging from discrete tasks to assessments involving an entire case file and performative skills.
2. Results from a study on using simulated clients for interviewing assessments, which found it to be more reliable and valid than traditional assessment methods.
3. Ways that problem-based learning can be designed to ensure both breadth and depth of learning, and forms of assessment that align with problem-based learning methods like exams involving analysis of new or previously seen case studies.
This document summarizes a presentation on seminar issues in management. It discusses 1) problems, issues, and challenges in management, 2) the significance of seminar issues in management studies, and 3) working methodologies for seminar issues. Some key points include: seminar issues help understand practical organizations and shape ideas for academic research; they serve to make academic learning more evidence-based; and allow future managers to understand the governing environment of businesses.
1. The document discusses key concepts in engineering ethics including types of ethical inquiry, moral dilemmas, and moral autonomy. It outlines two approaches to engineering ethics: micro-ethics which focuses on everyday problems, and macro-ethics which addresses societal problems.
2. Moral issues in engineering are classified into three categories: resource crunch due to time/budget pressures, opportunities for double standards or prioritizing gains, and employee attitudes due to lack of recognition/promotion.
3. There are three types of ethical inquiry: normative inquiries which identify moral standards, conceptual inquiries which clarify ethical concepts, and factual inquiries which provide information relevant to ethical issues. Solving moral dilemmas involves identifying relevant
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The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Disciplinary Policy and Procedure ".
This document provides an overview of the topics covered in the unit on engineering ethics. It discusses the different senses of engineering ethics as normative and descriptive. It also covers the variety of moral issues that can arise from resource crunch, opportunity, and attitude. The types of inquiries in solving ethical problems are described as normative, conceptual, and factual/descriptive. Moral dilemmas are defined as situations where moral reasons conflict, and the steps to solve dilemmas are outlined as identifying moral factors, collecting relevant information, and ranking moral options.
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The engineer as an assistant to serve the society and
employer.
Technician: The engineer as a technician to solve technical
problems.
Manager: The engineer as a manager to achieve organizational
goals.
Citizen: The engineer as a responsible citizen to protect public
interest.
Entrepreneur: The engineer as an entrepreneur to earn profit.
Scholar: The engineer as a scholar to advance knowledge.
Whistleblower: The engineer as a whistleblower to expose
wrongdoings.
Judge: The engineer as a judge to make fair decisions.
Mediator: The engineer as a mediator to resolve conflicts.
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HUT200 PE Module II zjxjsufjdu udifuzyskxyshammafath1010
This document discusses several key concepts in engineering ethics including:
1. Engineering ethics involves understanding moral values that should guide the profession, resolving moral issues, and justifying moral judgments in engineering.
2. There are two senses of engineering ethics - the normative sense focuses on justified moral principles while the descriptive sense refers to what engineers actually believe and do.
3. Moral issues in engineering can arise from resource constraints, opportunities for unethical behavior, and attitudes within an organization. Understanding the variety of moral issues is important for resolving dilemmas in engineering ethics.
Associate Professor Regine Wagner's workshop slides. Workshop to support the FLI, CSU (Aus) & Massey (NZ) research project “Fostering institutional change through distributive leadership approaches: Engaging academics and teaching support staff in blended and flexible learning”is being conducted as a partnership between CSU and Massey Universities.
The research methodology includes a force field analysis as a mechanism for analysing and describing the driving and constraining forces that shape the project at international, national, and local institutional levels.
Distributive Leadership and Transformative Institutional Change – Blended and...Charles Sturt University
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Also see http://www.youtube.com/watch?v=WECwGe9RgZA
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1. Teaching ethics in the Faculty of Business Kay Plummer, Oliver Burmeister, Donata Muntean, Dianne McGrath, Danny Murphy, Robert Macklin 25/11/2009 1
2. Aim To find out how ethics is taught within the Faculty examining Content taught Ways of teaching The assessment procedures used To identify a range of ways through which ethics can best be taught using a lens of constructive alignment 25/11/2009 2
3.
4. Interview sample of teaching staff who teach subjects in which there is no ethics content as identified in the CASIMS subject profile.
5. 20 Interviews recorded, in accounting, management, marketing, law, finance, human resource management, mathematics and statistics, computingand information technology
8. Models of teaching Ethics as a prime subject component, e.g. MGT230 Business and Professional Ethics, ITC331 Security, Privacy and Ethics. Ethics as a topic in the subject, e.g. ACC341 Accounting Theory Ethics as context for the subject matter 25/11/2009 4
9. Ethics as a prime component of subject MGT230 Business and Professional Ethics, ITC331 Security, Privacy and Ethics. Range of ethical theories taught including teleological and deontological theories, virtue ethics, etc. A range of ethical issues covered such as conflicts of interest, capitalism, privacy, justice, duties to employees, customers, employers, etc. Range of teaching methods including lecture, general discussion, student presentations, case studies, role plays/hypotheticals. Methods used depended upon the lecturer. 25/11/2009 5
10. Ethics as a topic ITC332 Site Operations for Webmasters – responsibility for ethical storage of data – ethical and legal implications – use of cases and topical examples for in class discussion. ACC100 Accounting 1 – issues such as truth in reporting taught through case study discussions and decision models. STA382 Research Methods and Statistics – issues such as confidentiality approached through cases and readings Generally at least some part of the ethics related topic assessed through MCQ (though at least one lecturer did not think that ethics questions could be adequately assessed through MCQ), essay or case study. 25/11/2009 6
11. Ethics as context for subject matter Fin211 Financial Management – ethics as a variable in decision making, evidence of the profitability of ‘ethical companies’. MKT110 – ethics and the practice of marketing e.g. responsibility of advertising agency for childhood obesity. Awareness issue – generally not assessed. Often discussed in relationship with discipline issues in the news and news analysis programs such as Insight (SBS) 25/11/2009 7
12. The lecturer At least 3 lecturers had studied ethics at a postgraduate level. Many had developed an understanding of ethics from their own life experiences. Many saw ethics as an extension of their own professional role, e.g. as manager, lawyer or accountant and developed an understanding from reading within their discipline. A number of subjects where ethics not in subject profile but included in the content because lecturer identified the importance of ethics to the content, e.g. MKT310, MKT220. Some lecturers not comfortable with teaching ethics -may not recognise opportunities for including ethics as part of the context ofthe subject. Way in which content taught driven by lecturer. 25/11/2009 8
13. Where ethics not taught at all Generally totally technical subjects such as Maths, Stats, IT Response that ethics not necessary as ‘there are specialised subjects that they actually do have in certain courses that they do.’ 25/11/2009 9