Academic capitalism, 7, 8, 74, 136
Academic training of business faculty, 4
Accreditation organizations, 8–9
Adler, Nancy, 100
Altruism, 61
Aristotelian Ethics, 61
Association to Advance Collegiate Schools of Business (AACSB), 8, 9, 38, 165–166
approach of integrating ethics, 74
of thinking, 119
Bak, John, 69
Behavior, norms of, 9
Beliefs
professionalism, 10
in self-regulation, 18
social-trustee, 11
Body of knowledge, 41
Boggs, Grace Lee, 121
Build spaces for students, 167
Bureaucratization, 19
Business, 165
failure-to-success ratio in, 5
methods, applications of, 12
organizations, management of, 103
professional ethics in, 54
purpose of, 46
in society, role of, 35
kinds of, 110
Business curriculum, 25, 27, 41, 74, 102, 166
leadership courses within, 131–132
Business education, 41
accreditation organizations, 8–9
current state of professionalism, 11–13
historical influences on, 6
importance of, 4
powerful contemporary influences on, 7–8
practical knowledge emphasis in, 4–7
Business educators, 74, 155–156
Business ethics, 66
foundational course in, 166
Business faculty, academic training of, 4
Business graduates, 137
Business professionals, 45, 137
ethical standards for, 35
accrediting agencies for, 8
curricula, 9
educational elements of, 41
inconsistent practices amongst, 9
Business schools, 12
quality of, 5
Business students, 25
civic learning outcomes in, 146–150
moral development of, 9
Business subjects, 54
Business theory, 4
Capitalism
academic, 74
influences of, 11
Categorical Imperative, 60
phase of change, 129
political/power elements of change, 158
Civic engagement
definition and purpose within institutions, 136–137
democracy and knowledge of, 136
development within business courses, 144–146
educational capital for business students, 141–144
initiatives in higher education, 137–138
learning. See civic learning
Civic learning
about communities and cultures, 139
about public action, 141
about skills, 140
outcomes in participating business students, 146–150
classroom
education, 13
learning, 94
Clients, professionals vs., 37
Cohen’s model of professional socialization, 38–39
Community
civic learning about, 139
Compensation, 12
Confucianism, 61
Conscious capitalism, 45
Contemporary influences, on business education, 7–8
Corporate business managers, 37
Courage, 65
Critical questioning, 102
Critical thinking, 28, 43–44, 107–109
Cultural elements, 164
Culture, civic learning about, 139
Curricular elements, 164
Curriculum
business. See business curriculum
Decision-making models, 42
Decision-making process, 42
Defining Issues Test (DIT), 59
Degrees of sophistication, 59
Deliberate psychological education, 92
Dependence/mutuality, 39
Desire for expertise, 26
Donations, 9
Educational institutions, 9
Education, and leadership, 122
Employment, 12
Engagement, in real contexts, 102
Environmental issues, 129
in business ethics, 92
components of, 57
by students, 91
Ethical behavior, norms of, 9
Ethical choices, 106
Ethical decision-making
discussions of, 110
for managers, 100
Ethical development, stages of, 58–66
Ethical motivation, 64–65, 74, 83–85
Ethical process model, 75
Ethical reasoning, 66
Ethical sensitivity, 74, 75, 77–79, 92–93
Ethics
foundational course of, 55–56, 66
results, desire for, 24
Exploratory Factor Analysis (EFA), 19
Faculty development funds, 158
Failure-to-success ratio in business, 5
Fink, D.
taxonomy of significant learning, 93–94
Gentile, Mary, 65
approach, 91
Global citizenship, 136
Gotsch, Susan, 155
Harvard Business School (HBS), 47
Haywood-Farmer model, 19
Higher education, 3–4, 10, 12, 40, 42, 78, 154
civic engagement initiatives in, 135–138
Humanities courses, 100
Individual education accounts (IEAs), 7–8
Industrialization, 35
Inform decision-making, 102
Informed imagination, 101
Infusing theory into curriculum, 105–106
Institutional culture, 157–158
Institutional missions, aims and aspirations for, 135
Integrating ethics, AACSB approach of, 74
Interdisciplinary collaborative approaches, 109
collaborations across disciplines, 114–116
Job description, 107
Job security, 12
Justice as Fairness, 60
Kanter, Rosabeth Moss, 156
Kidder’s Ethical Checkpoints, 64
Knowledge
body of, 41
moral custodians of, 11
Kohlberg, L.
models, 92
stages of moral development, 58
theory of moral development, 59
Leadership, 43–44, 67–68, 100, 120
cases and modules, 69
courses within business curriculum, 131–132
development of courses in, 120
examination of, 121
humanistic values and management, 130–131
impact questionnaire result, 162
management and, 103
perspectives on, 121
potentials, 121
principled and authentic, 126–127
study of, 132
Learning
civic. See civic learning
classroom, 94
liberal, 135
Liberal arts, 122
Liberal learning, 135
Lies model, 94
behavior, 103
and leadership, 103
organizational, 103
Managers, ethical decision-making for, 100
Mature practical judgment, 119
McEnaney, Laura, 66
Mental models, 108
Module assessment, 163
Moral development
stages of, 58
theory of, 59
components of ethical action, 57–58
decision-making formats, 63–64
stages of ethical development, 58–59
Multidisciplinary coursework, 100
Multi-disciplinary thinking
interdisciplinary collaborative approaches, 109–117
Multi-frame thinking, 43–44, 104–105
Narvaez model, 94
Negativity/independence, 39
Nino, Lana, 154
study, 20
Nixon, Richard, 66
case study, 65
Nurturing, 156
Organizational behavior, 103
Paired-courses assessment, 160–161
Parks, Sharon Daloz, 159
Personal mastery, 108
Pierson study, 4
Practical knowledge, emphasis in, 4–7
Practice social agency, 167
Precursors of professionalism, 22, 26
Preprofessional students, 48
Principled leadership, 126–127
Private sectors, 7
Problem solving, research vs., 44–45
Process of discovery, 108
Profession
Professional curricula, definition and type of, 153
Professional development, 35
Professional ethics in business, 54
Professional focused curriculum, 164
Professional identity, 35
categories of, 10
comprehensive model of, 10
comprehensive platform of, 12
descriptions of, 73
directions for business education, 27–30
framework of, 13
Hall model, 18
Haywood-Farmer and Stuart model, 19
institutional and environmental factors, 25–26
literature on, 154
in nursing, 41
robust education of, 10
scales of, 19
“social-trustee” facets of, 136
standards of, 48
wheel of, 42
Professionalization
of business management, 10
structural and attitudinal facets of, 19
Professional legitimacy, 46
Professional model, adoption of, 38
Professional organization, participation in, 47–48
Professional programs, 153, 168
educational elements of, 41–48
Professionals
activities of, 12
vs. clients, 37
literature in, 12
organizational structure of, 11
performance and effectiveness for, 11
precapitalist ideals of, 11
traditional characteristics of, 30
Professional socialization, 38–40
elements of, 36
Public action, civic learning about, 141
Public sectors, 7
Quality of business schools, 5
Rawls’ behavioral duties, 9
Reflection, 65
-in-action, 123
Repeat process, 70
Roosevelt, Eleanor, 121
Self-actualization, 63
Self-concept, 10–11, 13, 19–21, 26–27, 59, 62, 119, 120
impacts on, 129
Self-employment, 12
Self-regulation, 48
Senge, Peter, 107
Sensed inequity, 91
Sharing goals, 108
Skills, civic learning about, 140
Social agency, 13, 26–27, 62, 127, 154
results, 25
Social institutions, 12
Social life, 11
Social-trustee, 22
beliefs, 11
duties, 11
Sophistication, degrees of, 59
Standards in profession, 46–47
Structural (analyst) elements of organization, 126–127
Stuart model, 19
Students, 66
education, 12
ethical action by, 91
integrative learning for, 27–28
preprofessional, 48
professional calling, 46
professional concepts to, 4
professionalism, 75
sharing, 81
study, 109
Study of leadership
Systems thinking, 107–108, 127–130
Team learning, 108
Textbooks, 4
Theory development, 43, 106–107
Unfairness, 91
Unilateral dependence, 39
Utilitarianism, 60
Values, civic learning about, 140–141
Yale Medical School, 101