Teaching Business Ethics in the Global South: Control, Resistance, and Phronesis

Autor/inn/en	Karam, Charlotte M.; Sidani, Yusuf M.; Showail, Sammy
Titel	Teaching Business Ethics in the Global South: Control, Resistance, and Phronesis
Quelle	In: Teaching in Higher Education, 20 (2015) 3, S.255-271 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.1001833
Schlagwörter	Ethical Instruction; Business Administration Education; Higher Education; Foreign Countries; Developing Nations; Curriculum Development; Literature Reviews; Cultural Context; Context Effect; Social Science Research; Instructional Improvement + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Developing country; Developing countries; Entwicklungsland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Social scientific research; Sozialwissenschaftliche Forschung; Unterrichtsqualität
Abstract	We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the "Northern-Southern" divide. The results suggest commonality but also substantive nuances. One key difference concerns a concerted effort from the South to decipher daily business experiences in relation to prevalent business ethics frameworks focused on the North. Furthermore, using notion of phronetic science, we critically discuss our findings to highlight inherent dynamics of control and resistance. The paper concludes by suggesting future directions for business ethics curriculum development that is more sensitive to these dynamics and by suggesting an adoption of notions related to practical wisdom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01