THE CHALLENGE FOR ACADEMICS: ETHICAL BEHAVIOR AS A LEARNING OUTCOME

 Panayiotis Laghos. Strategy and Management, MBA program, European cceia Cyprus

cceia professors are presented with the challenge of teaching ethics to their MBA  students at a time that businesses around the globe provide abundant examples of poor and ineffective management, the pursuit of self interest by senior management, the maximization of financial returns for the organization, while paying lip service to ethical decision making and social responsibility

 

 

Much has been done during the last couple of decades to create the European Higher Education Area. One outcome of this effort, a most important one I would say, is to move the emphasis away from what we, as teachers, plan to teach, towards what our students must learn. And thus, ‘Learning Outcomes’ has come to play a major role on how we teach and how we assess student performance. It is standard practice among cceia instructors to prepare and share with their students a ‘Course Outline’ which, in essence, is a contract between the students and the instructor. It contains information pertinent to a particular course, it describes what the student is expected to get out of the course by the end of the semester, and how his/her performance will be assessed.

 

Our focus in this article is Learning Outcomes and in particular that component which deals with ethical decision making in business. Here are examples of how these learning outcomes are stated by some, randomly selected, US and UK universities for their courses in business education programs:

 

        ‘Apply ethical values to situations and choices’

        ‘Demonstrate ethical, legal, and responsible behavior’

        ‘Incorporate ethical considerations in decision-making’