Business Ethics Learning

Since the bulk of the sector’s stakeholders are concerned about it, the topic of business ethics has assumed a prominent position in the majority of contemporary businesses. Rapid advancements have been made in the delivery of products and services since the Internet seized the marketplace by storm, and the majority of firms now understand that failing to comply will at most put them out of business (Arnold, Goodpaster, and Weaver, 2015). The primary goal of the introduction to the topic was to improve the learner’s capacity to understand and otherwise apply some of the ethical issues that contemporary firms face. The unit has acted as a threshold to offset the basic ideas surrounding businesses and their ethical deeds or misdeeds. Learners have identified that many of the actions presumably taken by businesses have both negative and positive impacts on any of the stakeholders concerned. The topic’s assessments were areas of application which means that business ethics is not a theoretical aspect but a real world issue affecting numerous business entities all over. The tasks associated with the topic that included, among others, identifying common unethical issues facing many businesses were grounded at enabling the students to relate the real field aspects with those available in theory. The in-class tasks that involved various assignments were also aimed at enhancing our understanding of the same issues surrounding the ethical aspects of businesses. Such tasks involved identifying, through groups, what could be the issues bedeviling businesses making them unable to realize their long-term objectives. Shaw and Barry, (2015) allude that many businesses the world over are facing challenges ranging from environmental protection to consumer safety, to competition.

Tasks aimed at widening the student understanding of the aspects surrounding ethical business practices were more appealing than those which dwelt on the theoretical aspects. The theory is more confined to raising issues that may or may not be applicable in real world hence; one ought to approach them with additional attention. This is because the topic of business ethics is real and practical touching on the various ways businesses abuse or otherwise appreciate the aspect (Michaelson et al., 2014). For instance, the introductory part of the unit touched in detail the nature of morality which typifies many businesses in today’s world.

The scope of business ethics is for the student to appreciate its real nature as well as the few or many variables underlying it. The assessment area was highly essential enabling learners to effectively distinguish between aspects such as morality, etiquette, professionalism, and codes of conduct. Also, it was in this area that a lot was discussed how morality relates to societal aspects such as religion and the social cohesion and fabric that ties people. Through the seminars, the aspect of morality and its origin was widely discussed hence enabling learners to appreciate the role, relationship and position it holds in the society. This was highly relevant given that today’s society lacks the moral fabric that once determined what was morally right and wrong. This has, unfortunately, infiltrated into many businesses leaving the stakeholders at the mercies of their implied actions (Shaw and Barry, 2015). The task of identifying ethical relativism and speculating on some of its difficulties was also highly appreciated as it gave a foundation upon which to understand in detail the aspect of morality, ethics and professional codes of conduct. The features of a sound moral reasoning were also a basic tool in widening the learner’s ability to combine the theoretical and practical aspects of the unit. Most importantly, the place of values in a person’s life was as well another task that was relevant towards understanding the topic and also enhancing the understanding of ethical practices assumed by businesses.

Above all, some of the assessments were of least important to the understanding of the unit. That despite the numerous examples offered by the unit, such aspects as morality and the law were of least importance to the understanding of the ethical aspects faced by businesses. It is also universally appreciated that morality depends on personal values hence bringing the aspect in the unit was of less importance given that most of the ethical aspects facing businesses emanate from the values held by the very people managing them. Numerous arguments held by the unit in the assessment area are also relevant towards the full understanding of the ethical approach assumed by many businesses. Understanding the content in such arguments helps in making rational business decisions since moral reasoning is laid from such foundations. However, the assessment on the basics of moral judgments was of least importance towards the full understanding of the unit.

The fact that moral reasoning is assumed to be the guiding principle of many businesses performing relatively well was widely discussed in the assessment which I appreciate should be the basis for decision-making. Therefore, the unit stressed in the assessment areas that there was a high need to develop moral principles to guide in decision-making at the individual since this would permeate itself into the practical aspect of managing a business unit. Lastly, the aspect of morality and religion is given a lot of attention in the seminar meaning that many of the moral values are presumed to emanate from religion. Hence, it means that religion as an aspect is morally upright hence many of those managing businesses should borrow more on the aspects revolving around religion (Hartman, DesJardins, and MacDonald, 2014). As a student, much was gained from both the seminars and assessments, an approach that laid effective foundation towards a full understanding of the issues revolving around businesses and their ethical approaches.

Enquiry Based Learning (EBL)

To understand the aspect of business ethics and the moral principles surrounding businesses, an inquiry-based learning approach was to be applied. Before delving into the topic, I asked myself some questions that were to be answered before completing the unit. Such questions include what is the source of morality and ethical foundations upon which businesses are anchored? What is the relationship between ethics and religion? What is the role played by ethics in managing businesses? How do personal values affect the way a business or society is managed? How should a business act ethically in the eyes of its stakeholders? All these questions were in my mind as I approached the aspect of business values since many modern-day businesses fail to appreciate the fact that acting ethically can earn one loyalty both within and outside the business. These questions were aimed at identifying some of the issues surrounding businesses which have received little or no attention in modern-day corporate world.

The knowledge gained through EBL is essential to a student since most of the aspects relating to the topic are answered as the tutor takes the learner through the topic (Fryer, 2016). EBL is also essential in enabling students to relate both the practical and theoretical aspects of a unit hence, with my list of questions towards the aspect of business ethics, I was able to appreciate its role and the genesis upon which businesses are required to act ethically. A problem-based learning is what business ethics is founded upon hence having real-life problems and finding solutions can make one appreciate the role of EBL in their everyday academic lives (DesJardins and McCall, 2014).

It should be noted that without a thorough understanding of business ethics, one cannot be in a position to solve some of the daily challenges facing businesses in this modern day and time (Floyd et al., 2013). Shaw and Barry, (2015) note that such elements as moral reasoning, professional codes of conduct, ethical values and religion permeate into the daily lives of many corporate leaders. Therefore, as an aspiring business leader, an appropriate EBL was to be formulated. Upon completion of the unit, I realized that many of the ethical concerns raised by businesses could be easily solved by applying the ethical foundations discussed in the unit. That EBL was a bridge towards my full understanding of what business values and principles of morality hold. In the end, I realized that a lot of these issues arise because of the personal values of people behind such institutions.

Upon understanding the foundations of business ethics through the EBL approach, I will be in a position to handle more ethical dilemmas faced by business across the corporate world. Additionally, Crane and Matten, (2016) as well as Chell et al.,(2016) unanimously agree that the EBL approach is a window through which further research work can be conducted at the personal or group level since the ethical problems facing businesses are numerous to the point that no lasting solution has been found. An appropriate environment to better understand the underlying aspects of business ethics is found after a student formulates a series of questions touching on the area. Through EBL, I realized that there are many resources required before one aptly understands the issues surrounding business values and ethics. These resources include time and an appropriate platform within which to conduct the series of assessments, seminars and in-class projects. Nevertheless, the issues of business values and ethics have been widened by the growing concern on the societal norms and morals governing the modern day world, a reason why no conclusive finding has been established to date.

Bibliography

Arnold, D.G., Goodpaster, K.E. and Weaver, G.R., 2015. Past trends and future directions in business ethics and corporate responsibility scholarship

Chell, E., Spence, L.J., Perrini, F. and Harris, J.D., 2016. Social entrepreneurship and business ethics: does social equal ethical?.Journal of Business Ethics, 133 (4), pp.619-625

Crane, A. and Matten, D., 2016. Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press.

Desjardins, J.R., and McCall, J.J., 2014.Contemporary issues in business ethics. Cengage Learning.

Floyd, L.A., Xu, F., Atkins, R. and Caldwell, C., 2013. Ethical outcomes and business ethics: Toward improving business ethics education.Journal of business ethics, 117 (4), pp.753-776.

Fryer, M., 2016. A role for ethics theory in speculative business ethics teaching. Journal of Business Ethics, 138 (1), pp.79-90

Hartman, L.P., Desjardins, J.R. and MacDonald, C., 2014. Business ethics: Decision making for personal integrity and social responsibility. New York: McGraw-Hill.

Michaelson, C., Pratt, M.G., Grant, A.M. and Dunn, C.P., 2014. Meaningful work: Connecting business ethics and organization studies. Journal of Business Ethics, 121 (1), pp.77-90.

Shaw, W.H. and Barry, V., 2015. Moral issues in business. Cengage Learning, Australia