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3Business schools are the “nurseries” of the corporate world. This article offers an empirical analysis of the business student ethos on the basis of research conducted at three Dutch universities. A theoretical framework in the tradition of virtue ethics and dubbed “moral ethology” is used to identify the values business schools convey to their students. The central research question is: What types of ethos do Dutch business students have? Forty‐three undergraduate students participated in Q‐methodological research, a mixed qualitative–quantitative small‐sample method. Five different types of ethos were generated: Do‐Good Managers, Market Managers, Searching Managers, Balancing Managers, and Radical Market Managers. Some general characteristics that apply to all the types of ethos were identified, such as the search for efficiency. It is argued that business schools should pay much more attention to the values that are endorsed in both life and business and should help students to address situations in which values are neglected.
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Since 2013, mortgage advisory has become an independent profession in the Netherlands. Initially working for mortgage providers, the newly nonpartisan advisers now work for standard advisory fees, thereby reducing conflicts of interest. In this article, I provide an ethical analysis of the different types of ethos of mortgage advisers, that is, the ways they see and talk about, and relate to their work in a certain way. The central research question is: What different kinds of ethos do mortgage advisers have, and which moral dilemmas do they experience in their advisory work? The existence of moral dilemmas is controversial in ethics but nonetheless experienced in real-world business practice. An “ethological” understanding of morality is developed in this paper to understand how these dilemmas are experienced. Twenty-nine mortgage advisers have participated in Q methodological research, a mixed qualitative–quantitative small-sample method. Three different types of ethos were found: Principled Advisers, Moral Advisers, and Minimal Morality Advisers. In considering these three types, I argue that many mortgage advisers should professionalize their ethical stance and learn to address situations in which moral values are neglected. Business ethicists, in turn, need to acknowledge that something may be considered morally inappropriate but is still defensible in some other sense. In this paper, I develop a “layered” conception of business ethics that broadens the perspective from universal notions, such as “rights” and “duties,” toward a concrete ethos that people have in a certain professional practice.
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The role and ethics of professionals in business and economics have been questioned, especially after the financial crisis of 2008. Some suggest a reorientation using concepts such as craftsmanship. In this article, I will explore professional practices within the context of behavioural theory and business ethics. I suggest that scholars of behavioural theory need a strategy to deal with normative questions to meet their ambition of practical relevance. Evidence-based management (EBMgt), a recent behavioural approach, may assist business ethics scholars in understanding how professionals infer ‘evidence’ to make decisions. For a professional, ethical issues are an integral part of decision-making at critical moments. As reflective practitioners, they develop insights related to ethical concerns when collecting and assessing evidence within decision-making processes.
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This study performs a systematic content analysis to map out the landscape of eighty-seven ethical tools concerning the type of ethical principles addressed, the approach promoted (technological vs. socio-technical vs. societal), and the kind of assessment endorsed (self-assessment versus assessment by others). The findings reveal a skewed representation and emphasis of specific ethical principles across these tools. Furthermore, ethical tools primarily advocate for a technological or socio-technical approach. In contrast, only a few ethical tools emphasize the importance of a societal approach. Additionally, the research highlights a reliance on self-assessments within these tools, raising concerns about the objectivity and comprehensiveness of ethical evaluations in AI development. Our findings add empirical support to recent AI and ethics research advocating for bottom-up approaches that embrace diverse perspectives, challenging the dominance of broadly stated ethical principles, diagnostic tools, and an overreliance on self-assessments.
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This paper discusses Spengler’s cultural philosophical interpretation of ethics. Ethics is normally considered as a discipline that argues about good and bad in a manner that applies universally to all. Spengler, however, is a relativist who shows how ethical systems relate to the culture in which they emerge during a certain historical phase. This paper outlines Spengler’s key ideas on ethics and in a ‘Spenglerian way’ reveals typical Faustian traits in contemporary normative discussions with respect to Covid-19 policies, gender, capitalism and moral talk.
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A reflective practitioners'anlaysis of student responses to ethical issues encountered during a workshop on International Business. The research was conducted with 1st year students of Bedrijfsmanagement MKB. The papaer reviews the literature and makes recoomendations for the business studies curriculum.
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Moral food lab: Transforming the food system with crowd-sourced ethics
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Aim: Midwives are expected to identify and help resolve ethics problems that arise in practice, skills that are presumed to be taught in midwifery educational programs. In this study, we explore how midwives recognize ethical dilemmas in clinical practice and examine the sources of their ethics education. Methods: We conducted semi-structured, individual interviews with midwives from throughout the United States (U.S.) (n = 15). Transcripts of the interviews were analysed using an iterative process to identify themes and subthemes. Findings: Midwives described a range of professional ethical dilemmas, including challenges related to negotiating strained interprofessional relationships and protecting or promoting autonomy for women. Ethical dilemmas were identified by the theme of unease, a sense of distress that was expressed in three subthemes: uncertainty of action, compromise in action, and reflecting on action. Learning about ethics and ethical dilemmas occurred, for the most part, outside of the classroom, with the majority of participants reporting that their midwifery program did not confer the skills to identify and resolve ethical challenges. Conclusion: Midwives in this study reported a range of ethical challenges and minimal classroom education related to ethics. Midwifery educators should consider the purposeful and explicit inclusion of midwifery-specific ethics content in their curricula and in interprofessional ethics education. Reflection and self-awareness of bias were identified as key components of understanding ethical frameworks. As clinical preceptors were identified as a key source of ethics learning, midwifery educators should consider ways to support preceptors in building their skills as role models and ethics educators.
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Artificial intelligence (AI) is a technology which is increasingly being utilised in society and the economy worldwide, but there is much disquiet over problematic and dangerous implementations of AI, or indeed even AI itself deciding to do dangerous and problematic actions. These developments have led to concerns about whether and how AI systems currently adhere to and will adhere to ethical standards, stimulating a global and multistakeholder conversation on AI ethics and the production of AI governance initiatives. Such developments form the basis for this chapter, where we give an insight into what is happening in Australia, China, the European Union, India and the United States. We commence with some background to the AI ethics and regulation debates, before proceedings to give an overview of what is happening in different countries and regions, namely Australia, China, the European Union (including national level activities in Germany), India and the United States. We provide an analysis of these country profiles, with particular emphasis on the relationship between ethics and law in each location. Overall we find that AI governance and ethics initiatives are most developed in China and the European Union, but the United States has been catching up in the last eighteen months.
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