Approach of implementation | Examples | Challenges or opportunities |
---|---|---|
Piggy backing |
Inclusion of visiting lectures by leading business people about CSR Curriculum content on Business Ethics devised by ethics specialists Add subject-specific financial planning knowledge to an existing module |
May be viewed as supplementary Relatively seamless integration Focus on teaching students ‘soft-skills’ ( |
Digging Deep |
No change in the existing structure required Use optional modules with a focus on financial planning |
Unlikely to be selected ( May be perceived as an add-on ( |
Mainstreaming |
Integrate financial planning into common core requirements Offering students placements within social enterprises or charities |
Approach should go along with emphasis on a broader cross-curricular perspective (‘soft skills’) ( Provides a capacity to act on this knowledge ( |
Focusing |
Set up a new programme New transdisciplinary module in all programmes |
Can be included across the whole curriculum, adding interdisciplinary perspectives (Roome, 2005) Business schools are too much focused on well-designed problems rather than ‘messy’ real-world problems ( Internships would be beneficial to counter this |
Stand alone |
Unit solely focused on ethics education |
Lack of time ( Educators unsure of their own morals Perceived completion of ethics education ( Jonson, McGuire and O’Neill (2014) showed that those completing a stand-alone course were more pragmatic and realistic than those undertaking integrated learning – attributed to its condensed nature |
Obstacles | Supporting scholars |
---|---|
Lack of time in program schedules | |
Faculty members unavailable | |
Financial resources unavailable to hire qualified instructors | |
No established curriculum to follow | |
No financial resources available to develop new courses or curriculum | |
Resistance from faculty | |
Resistance from administration | |
Resistance from third-party trustee institutions (e.g. professional association) | |
Resistance from students | |
Faculty members not qualified or confident in teaching ethics | |
Lack of educational material available to educators |
Learning outcomes | |
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1 | |
2 | Undertake research, |
3 | |
4 | |
5 | |
6 | |
7 |