This module is being tested by Business Ethics students at the University of Puerto Rico at Mayaguez. Biomatrix was a biotechnology company that manufactured Synvisc, a lubricant injected into the knee to take the place of natural lubricants that disappear with age. From April 1999 to August 2000, a series of messages (16,000 in all) highly critical of this company were posted on the Yahoo financial bulletin board. These postings may have led to a sharp drop in the company's stock value during this period. Three individuals were identified as the authors of these messages. When they were unable to substantiate the accusations made in the messages, they were found guilty of defamation. This module provides a time line and exercises that allow students to explore the details of this case. Research for this case was carried out in conjunction with Computing Cases, an NSF-funded project devoted to developing and displaying cases studies in computer ethics in an online format. Biomatrix along with nine other cases will be published by Jones and Bartlett as Good Computing: A Virtue Approach to Computer Ethics, a textbook in computer ethics. This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

On a good day in the business ethics classroom discussion charges forward; students have read the assigned case study, they’re engaged by the conflict and want to work through it. Then, there’s a bad day: students didn’t bother to do the reading and the hour sags listlessly. The key to going the first way is case studies that students want to read, and The Business Ethics Workshop by James Brusseau provides them with reality and engagement.

Reality: No stilted and contrived stories about Steve Smith and Jane Jones. Excerpts from blogs and newspapers bring the weight—and provocation—of the world as it’s actually happening to the classroom. Engagement: Students want to read pages touching on their own anxieties, desires and aspirations. Because the textbook responds on that level without sacrificing intellectual gravity, class gets powered by student interest while thoughtfully penetrating to the core of ethical issues.

Another key to a successful textbook is clarity in the expository sections. The Business Ethics Workshop offers: … Straight-ahead prose to help students stay with the book. … Clear sections and subsections that hold ideas and topics together. … Natural movement from one topic to the next; instead of a laundry list of definitions and concepts for rote memorization, the book strings together themes so that each chapter makes sense as a story about ethics applied to a particular a section of life in the world of jobs and money.
What separates this textbook from others is that the examples and case studies truly engage today’s college students; they do because they’re contemporary, and because they connect with real student lives. Many texts are burdened with staid discussions of problems faced by IBM executives in the 1980s and similar. These have nothing to do with your students’ experiences and interests.
James replaced those types of cases with episodes centering on: … Tom’s Shoes, the social cause juggernaut … Blogs written by young entrepreneurs in the fashion industry … The DNA testing of baseball prospects to predict future performance … The divergent career objectives of the rock band Nirvana’s members … The Miami police officer working part time as a drug dealer … The Bernie Madoff fraud … Chippendales as a career choice ‚Ä¢ Workplace ethics at youth trendsetter American Apparel ‚Ä¢ An internet message board discussion of CD pirating, both the techniques and the ethics ‚Ä¢ Eddy Lepp’s Rastafarian church and farm in California ‚Ä¢ The College Board and the economics of the SATs Because YOU are the source of excellence in the classroom, this textbook was created to fit into YOUR course plans.
Composed of stand-alone chapters, the book may be taken as originally written, or re-compiled online in any sequence the you wish. The actual published book will then fall into that new order. More, professors may do their own line editing inside the book and, again, have those changes automatically appear in the textbook version published uniquely for your class. You can try out your own customizations by clicking on the customize link on this page.
The Business Ethics Workshop by James Brusseau was designed to incite class discussion, clearly elaborate central concepts, and allow instructors to take control of their courses. The result is a smoother classroom and more student learning which translates into better student evaluations of professors and a more enjoyable—and productive—teaching day.

This module is designed to provide a template for groups working on CECO (Corporate Ethics Compliance Officers) reports. This activity is being used in classes in business ethics, business-government-society, and corporate leadership social reponsibility at the University of Puerto Rico at Mayaguez. It is designed to integrate the modules on moral ecologies, corporate social responsibility, codes of ethics, and corporate governance. This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

This course takes an interdisciplinary approach to ethics in business and provides modules in Ethical Leadership, Ethical Decision-Making, Social Responsibility, and Corporate Governance. Students will actively study ethical theory by carrying out exercises to help them build theory-based tools for encountering ethical problems in business practice. They will also work with cases in business ethics designed to give them practice in developing skills of ethical leadership, ethical decision-making, and carrying out socio-technical analyses to respond to issues of social responsibility. This course will culminate in an Ethics Bowl competition in which students will practice ethics advocacy in a variety of organizational contexts in business. This course is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.

Businesses are increasingly making explicit their commitment to dealing with ethical concerns. This unit explores the business case for an ethical approach to human resources management and examines whether a more 'human-centred' approach can bring dividends, and how an ethical approach fits within an organisation's strategy.

This module, which is still undergoing revision, presents different approaches to corporate governance. To provide a realistic context in which to practice these approaches and the associated concepts, it has students in small groups choose an actual company and develop compliance and corrective plans using the approaches and concepts of corporate governance. Designed to compliment previously published modules on the history of corporations, moral ecologies, and corporate social responsibility, it summarizes material currently being taught at the University of Puerto Rico at Mayaguez in the courses of "Corporate Leadership and Social Responsibility" and "Business, Society, and Government." This module has been developed through a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

Globalisation, mass consumer awareness and public accountability are all factors in persuading companies to adopt ethical policies. As companies become more accountable not only for their own actions but for those within their supply chain, they have to adapt to ensure success within the context of the global society they operate in.

Professor Jeremy Moon (Professor of Corporate Social Responsibility at the University of Nottingham Business School and Director of the International Centre for Corporate Social Responsibility) discusses some of the challenges faced by modern companies in responding to the various pressures driving them to focus on contributing to society as well as on business performance.
He also talks about the big challenges ahead for international business and what role The University of Nottingham Business School can provide in further developing its teaching and research to best prepare graduates for success in the current climate.

The interactions of business with the non-commercial environment are under increasing scrutiny. This unit looks at the relationships between business and social and ecological environments, often referred to under the umbrella term of Corporate Social Responsibility. The unit examines efforts to reconcile what often look to be competing demands by moving towards a more ethical environment.

Business by its very nature is a risky venture. This module will help students to become sensitive to the different areas in which risk functions, the dimensions of risk, the associated ethical issues, and how business practitioners can ethically manage and communicate risk. While financial risk is important, businesses are also developing methods to identify and assess ethical and legal risks. This module expands even this broader paradigm to include risks that threaten health and safety as well as environmental values. It is currently being tested at the University of Puerto Rico in the course, "The Environment of the Organization," and has been developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

Statisticians and researchers encounter many ethical issues in their jobs. Statistics students could benefit if they study examples of non ethical behaviors in the field of statistics. After reading different scenarios, they will describe the wrong behavior, comment on the consequences of the behavior, and suggest steps to avoid it.

The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:

1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.

2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.

3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.

4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.

The "good" in good leadership has two distinct meanings. In the first sense of the word, Hitler was a good leader. He made efficient and effective use of political power to control the behavior of his followers. But in the other sense of "good", Hitler was a bad leader; he used power and controlled the behavior of his followers for evil ends. This module will explore leadership, the use of power, and the ends to which it is deployed to distinguish between good (=effective) leadership and good (= morally exemplary) leadership. It is based on series of class presentations given by Ricardo Lopez. This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

The ten modules presented here can be immediately implemented by professional and service organizations to promptly provide a business and management development program in their locale. (This program can be adopted "as is" or modified. Guidelines are included herein for carrying out the program.) As a free, self-paced program for entrepreneurs, leaders and managers. As a free, self-paced program for trainers and developers to better understand basic systems and concepts in business. (In conjunction with this program, trainers and developers would also benefit from understanding the competencies needed to effectively consult to businesses, including by working from preferred business-oriented outcomes.

This nonprofit organization development program consists of 13 modules and can help you accomplish a great deal for your nonprofit -- and for you. This program can be implemented by service organizations to promptly provide a nonprofit and management development program in their locale -- this program can be adopted "as is" or modified.

Subject enhances students' ability to take effective action in complex organizational settings by providing the analytic tools needed to analyze, manage, and lead the organizations of the future. Emphasis on the importance of the organizational context in influencing which individual styles and skills are effective. Employs a wide variety of learning tools, from experiential learning to the more conventional discussion of written cases. Subject centers on three complementary perspectives on organizations: the strategic design, political, and cultural "lenses" on organizations. Restricted to first-year Sloan master's students.

This module explores the history of business corporations. It provides background information useful for a unit or course on business government and society, business ethics, and corporate governance. The corporation is presented as the practical solution to a series of related historical problems such as providing for orderly transfer of property, pooling capital, and spreading financial risk. This module has been developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.

This module explores different models of CSR (corporate social responsibility) including a shareholder model (based on the arguments of Milton Friedman), the stakeholder model (based on the work of Evan and Freeman), and an alliance model advocated by Patricia Werhane. Students will develop a framework based on an exercise to determine a social contract between society and business. They will use this social contract to assess each CSR approaches. Then they will develop a CSR program for the hypothetical corporation, Burger Man. (Based on an exercise developed by Paul Thompson.) This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779. It is currently being used in the courses "Business, Society and Government" and "Corporate Leadership and Social Responsibility" being taught at the University of Puerto Rico at Mayaguez

Toysmart, a dot-com that sold educational toys for children, went bankrupt June 2000. The ethical issues surrounding e-business come into sharp focus as one reviews the creation, operation, and dissolution of this corporation. Student exercises in business and computer ethics form the content of this module which links to the Toysmart case narrative displayed at the Computing Cases Website (http://computingcases.com). Computing Cases is an NSF-funded project devoted to developing and displaying cases studies in computer ethics in an online format. Toysmart along with nine other cases will be published by Jones and Bartlett as Good Computing: A Virtue Approach to Computer Ethics, a textbook in computer ethics. Exercises in this module will provide students with frameworks that allow them to identify key facts, separate relevant from irrelevant materials, and draw from comprehensive historical case descriptions matters to inform decision-making and problem solving. Making use of an analogy between ethics and design in problem-solving, students will (1) specify problems using socio-technical analysis, (2) design solutions to these problems, (3) employ ethics tests to compare, rank, and evaluate solutions, and (4) use a feasibility test to anticipate obstacles to solution implementation. This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.