The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Defining Integrity for Individuals and Organizations: A Cognitive-Linguistic Modeling Approach
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.
Related Content
|
Muhammad Abrar, Iqra, Rizwan Shabbir.
© 2025.
24 pages.
|
|
Neelam Yadav, Sidharth S. Raju.
© 2025.
32 pages.
|
|
Bassam Samir Al-Romeedy.
© 2025.
26 pages.
|
|
Tarun Kumar Vashishth, Vikas Sharma, Mukesh Kumar Sharma, Rajeev Sharma.
© 2025.
32 pages.
|
|
Manjeet Singh, Amrik Singh.
© 2025.
18 pages.
|
|
Neha Nazneen Siddiqui, Abhay Kumar Srivastava.
© 2025.
48 pages.
|
|
Zahid Hussain, Asif Ali Safeer, Muhammed Junaid Ahmed.
© 2025.
24 pages.
|
|
|