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One way in which business ethics educators can introduce business ethics to their students is through the so-called “Friedman vs. Freeman debate”. However, a growing body of literature challenges the juxtaposition of the views of Friedman and Freeman—two authors commonly seen as archetypal proponents of the “shareholder model” and the “stakeholder model” of the firm, respectively. This article argues that it can still be valuable to introduce students to the doctrines of Friedman and Freeman—provided that it is done in a (...) way that neither overemphasizes the differences between these doctrines nor suggests that they exhaust the variety of viewpoints that exist on business ethics. We offer a pedagogical tool, in the form of a two-dimensional matrix, that can help educators do this, and discuss how the matrix can be used in the classroom to make students aware of the diversity of existing positions in business ethics. (shrink)

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Le milieu universitaire, précisément le monde des enseignants-chercheurs, se trouve dans la nécessité absolue de s’approprier les nouvelles technologies de l’information ; en même temps, il est l’héritier d’habitudes épistémologiques séculaires. Cet article pose la question des pratiques présentes et émergentes dans les processus de documentation scientifique. Il s’agit d’une part de constater les éventuelles carences dénoncées par les chercheurs en matière d’accès à l’information, d’autre part de faire émerger tout un système de représentations sociales participant d’une culture informationnelle spécifique (...) influençant nécessairement les pratiques. Sur la base d’une analyse qualitative, nous mettons en évidence la nécessité, pour les chercheurs, quelle que soit leur discipline, de maintenir une relation « papier » avec les supports d’information. Cette relation traditionnelle permet de mieux appréhender l’innovation technique et de faire face aux potentialités offertes par les nouvelles sources d’accès à l’information. En outre, nous montrons que la définition même du métier de chercheur et son comportement face au traitement de l’information dépend de sa culture disciplinaire, selon qu’il appartient aux sciences humaines et sociales ou aux « sciences dures ».The university environment, where scholars and professors work, is faced with an imperative need to appropriate the new information technologies, but it has also inherited the epistemological habits of centuries. This article raises the question of current and emerging practices in the scientific documentation process. It seeks on the one hand to observe the failings exposed by researchers regarding access to information, and on the other hand to draw out the contours of a whole system of social representations relating to a specific information culture that necessarily influences practice. Based on a qualitative analysis, we show the need for researchers in any discipline to maintain « print » relationships with information media. This traditional relationship helps to gain a better grasp of technical innovation and to cope with the potential of new ways of accessing information. We also show that the very definition of the research profession, as well as researchers’ attitudes to information processing, depend on their disciplinary culture and whether they belong to the humanities and social sciences or to the « hard sciences ». (shrink)

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