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A recent special issue in the Journal of Business Ethics gathered together a variety of papers addressing the challenges of putting virtue ethics into practice :563–565, 2013). The editors prefaced their outline of the various papers with the assertion that exploring the practical dimension of virtue ethics can help business leaders discover their proper place in working for a better world, as individuals and within the family, the business community and society in general :563–565, 2013). Scholars are yet to explore (...) the role of virtuous organisational leaders in the pursuit of Eudaimonia. This paper is a qualitative study which considered company directors’ self-understandings in light of a virtue ethics conceptual framework. The aim of the study is to explore whether virtue ethics rather than deontology and consequentialism is a better vehicle for expressing directors’ self-understandings about their ideals and role. (shrink)

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Human Quality Treatment (HQT) is a theoretical approach expressing different ways of dealing with employees within an organization and is embedded in humanistic management tenants of dignity, care, and personal development, seeking to produce morally excellent employees. We build on the theoretical exposition and present a measure of HQT-Scale across several studies including cross-culturally to enhance confidence in our results. Our first study generates the 25 items for the HQT-Scale and provides initial support for the items. We then followed up (...) with a large study of managers (n = 363) from Nigeria in study 2, which confirms the theoretical properties of the five dimensions of HQT and highlights a two-factor construct: HQT Ethically Unacceptable and HQT Ethically Acceptable using a 20-item HQT-Scale. Study 3 with a large sample of New Zealand employees (n = 452) again confirms the nature of the construct and provides construct validity tests. Finally, using time-lagged data, study 4 (n = 308) focuses on New Zealand employees and job attitudes and behaviors, and a well-being outcome. That study not only confirms the theoretically implied effects but also shows the HQT Ethically Acceptable factor mediates the detrimental effects of HQT Ethically Unacceptable. Overall, our four studies provide strong support for the HQT-Scale and highlight important understandings of HQT and humanistic management in the workplace. (shrink)

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Recent work in ethical theory brings into question the ability of master-principle theories (utilitarianism, deontology, rights and duties, and social contracts) to provide guidance for normative behaviour and ethical reflection. Business ethics education and corporate ethics programmes are still heavily influenced by these theories which have been found to be deficient in adequately dealing with ethical reflection and guiding practice. There appears to be a dissonance between the fields of ethical theory and business ethics education. This paper explores this dissonance (...) by developing a business ethics pedagogical model which compliments master-principle theories with an enhanced or enlightened virtue ethics that incorporates the notions of pluralism, particularism, and intuitionism. Practical insights are provided through interviews with a sample of thirty-three directors in New Zealand. (shrink)

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Sustainability education entails transforming values and habits as well as developing skills. Much progress has been made in developing the appropriate teaching and learning strategies which not only impart knowledge but shape attitudes and behaviour. However little attention has been given to the education of the educators who often are teaching and learning at the same time. A particularly important but also challenging competency to teach is systems thinking. This paper is based on the teaching and learning experience of two (...) of the authors who teach the same sustainability paper in different semesters in a business faculty. A two-tier reflection presents their learning journey. The reflection of the first author focuses on the challenges experienced with teaching systems thinking in the first semester. The reflection of the second author is based on the next iteration of the course modified in light of the first author’s learnings including the incorporation of student-faculty partnerships. The paper outlines practices and learning associated with this intervention. (shrink)

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