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Defining Integrity for Individuals and Organizations: A Cognitive-Linguistic Modeling Approach

Defining Integrity for Individuals and Organizations: A Cognitive-Linguistic Modeling Approach
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Author(s): Jane Robbins (University of Arizona, USA)
Copyright: 2012
Pages: 20
Source title: Handbook of Research on Teaching Ethics in Business and Management Education
Source Author(s)/Editor(s): Charles Wankel (St. John's University, USA) and Agata Stachowicz-Stanusch (Silesian University of Technology, Poland)
DOI: 10.4018/978-1-61350-510-6.ch008

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Abstract

Business schools thus have an obligation to teach students to engage with ethical complexity as part of preparing them for their future roles as decision makers in complex environments. The recommended approach in this chapter is the development by each student of a Personal Reflective Ethical Perspective (PREP), a definitional and visual model of the student’s conception of the relationships among ethics, morals, beliefs, integrity, and the law. This provides students with a clear, chosen concretization of their own views to take with them into the corporate world, where their own perspective will, invariably, come into conflict with other personal, professional, and organizational perspectives. Supported by explicit training in identifying, reasoning, challenging, and defending ethical stances, the exercise has an overarching goal to help students develop the following attributes: ethical alertness, ethical ear, ethical credibility, ethical voice, ethical clarity, and ethical confidence. Students find the exercise difficult but useful.

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