CONTENT AND LOCATION OF BUSINESS ETHICS IN THE UNDERGRADUATE BUSINESS CURRICULUM
By Nancy Lasher, Donna Steslow, and Sue Kong
Key Words: BUSINESS ETHICS, UNDERGRADUATE BUSINESS CURRICULUM, AACSB, ETHICS EDUCATION, TEACHING ETHICS
Abstract: Business schools are viewed as the training ground for future business leaders. As part of this education, accrediting bodies such as the Association to Advance Collegiate Schools of Business International (AACSB) recommend ethics education both as a way to prevent business graduates from making ethical and legal mistakes, and also as a way to respond to public outcry when a major business ethics scandal is uncovered. Although AACSB talks about the importance of and recommends the inclusion of ethics education in business school curricula, AACSB does not mandate how this education is to happen. This article discusses research into common practices on teaching and assessing business ethics, and how ethics is integrated into undergraduate business curricula.
CASE STUDY: OH SAY CAN YOU SIT? COLIN KAEPERNICK,
FREEDOM OF SPEECH AND THE WORKPLACE
By Brian Levey
Key Words: TEACHING, PEDAGOGY, CASE STUDIES, BUSINESS LAW, BUSINESS ETHICS, FREEDOM OF SPEECH, FIRST AMENDMENT, EMPLOYMENT LAW, EMPLOYMENT AT WILL, CODES OF CONDUCT, SPORTS, COLIN KAEPERNICK, NATIONAL ANTHEM, SOCIAL ACTIVISM, RACIAL INJUSTICE, PATRIOTISM, UNDERGRADUATE BUSINESS CURRICULUM, AACSB, ETHICS EDUCATION, TEACHING ETHICS
Abstract: This article describes the use of a case study about Colin Kaepernick and his well-publicized national-anthem protest to stimulate student interest in freedom of speech, employment law and related legal and ethical issues in an undergraduate business law course. The approach is somewhat novel in that it uses a case study about topics that most students already are familiar with—namely, sports, Colin Kaepernick and national anthem protests—to interest students in legal and ethical issues they may encounter after graduation in a more traditional business. This is something of a twist on the more typical use of case studies where educators use a case study set in the business world—a new environment for many students—to address workplace dilemmas.
HOW TWITTER (UNINTENTIONALLY) SAVED MY SEMESTER
By William Murphy
Key Words: SOCIAL MEDIA, LEARNING PLATFORM, DISTANCE LEARNING, COVID-19, STUDENT ENGAGEMENT
Abstract: This paper explores dramatic increases in student engagement and performance while using social media as a learning tool both before and during the COVID-19 pandemic and demonstrates the potential of social media as either a supplement for face-to-face learning or a primary platform for intended distance learning. It examines the integration of social media into the lives of students while
discussing its immense accessibility and functionality for educational purposes. Relying upon relevant empirical data and a specific case study, the paper additionally provides adaptable strategies for producing effective content through social media’s many simple and free posting and live features to positively impact student engagement, participation, learning, and academic performance.
CASE STUDY OF THE NEW ENTREPRENEURIAL TRANSACTIONS MASTER’S DEGREE: FILLING A GAP IN BUSINESS AND LEGAL EDUCATION
By Spenser Robinson, Jeff Thomas, and Joseph Affholter
Key Words: ENTREPRENEURSHIP EDUCATION, TRANSACTIONS, LAW, LEGAL, MASTER DEGREE
Abstract:
Entrepreneurship education fills numerous vital roles in creating entrepreneurial intention and inspiring the business leaders of tomorrow. However, literature identifies a need for more practice-oriented, truly crossdiscipline education incorporating legal aspects. This paper provides a case study of a new Entrepreneurship graduate program, Master of Entrepreneurial Transactions, bridging business and law programs. The paper
first demonstrates how the new program addresses key issues including the need for more practice-oriented, cross-discipline programs designed for the start-up ready entrepreneur. The case study identifies the gaps the program fills in terms of both educational focus and instructor availability. After defining the context of the new
program in the literature, Fayolle and Gailly’s (2008) model is used to describe and analyze this new program. The Who, What, Why, How and For Which Results description framework provides pedagogical context. The case study of this cross-discipline, practice focused entrepreneurship graduate program with legal underpinnings may inspire further discussion of emerging areas at the intersection of business law and
entrepreneurship education.