Of Fallacies and Curricula: A Case of Business Ethics
One of the main objectives of the undergraduate business school curriculum is to develop the students' critical thinking and decisionmaking skills. Official documents such as the school's objectives usually state this as part of its social contract. However, university processes sometimes...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer Science + Business Media B. V
2001
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| In: |
Teaching business ethics
Year: 2001, Volume: 5, Issue: 2, Pages: 157-170 |
| Further subjects: | B
Decision Making
B Critical Thinking B Business schools B curriculum planning B Business Ethics B Problem solving B Logic B university processes B undergraduate curriculum B Business Education |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | One of the main objectives of the undergraduate business school curriculum is to develop the students' critical thinking and decisionmaking skills. Official documents such as the school's objectives usually state this as part of its social contract. However, university processes sometimes break the most elementary rules of logical reasoning which, in turn, may lead to questionable decisions. This paper discusses the specific case of the mandatory stand-alone business ethics course as an instance of flawed reasoning in curricular processes. Educational institutions model the students' decision making patterns, not only by formal courses but by the example their own decision making processes set. Academicians should be aware of these processes' underlying values and vices. This should lead to better decisions and set a proper example for our students. |
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| ISSN: | 1573-1944 |
| Contains: | Enthalten in: Teaching business ethics
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| Persistent identifiers: | DOI: 10.1023/A:1011493530061 |