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This text argues that separation consciousness has kept a collective demand for corporate social responsibility at bay, even providing justification for business to neglect society. Yet there are signs that separation consciousness is being replaced with the expectation that businesses engage in symbiotic relationships with stakeholders that yield triple bottom line benefits.

"Embedding CSR into Corporate Culture" demonstrates that a new frontier for corporate social responsibility is possible in theory and practice. The key idea - discovery leadership - enables corporate managers to deal effectively with problems, issues, and value clashes occurring at the corporation-society interface. Amoral leadership and executive myopia are replaced by normative receptivity and value attunement that embed value awareness in corporate culture. The discovery executive leverages this awareness by activating the values that facilitate constructive relationships with the firm's stakeholders. As a practical result, employee engagement in corporate social responsibility is strengthened while the need for social control of business is lessened. Both business and society benefit from discovery leadership because value-attuned decision making yields better economic, social, and environmental performance than is possible when myopic executives are at the helm. Therefore, discovery leadership should serve as the organizing principle for reshaping management practice, reforming management education, and restoring the public's confidence in business

In this article I describe a crisis of legitimacy in business schools due to a longstanding habit of sidestepping ethics education. The accrediting agency helps perpetuate this dilemma by failing to require stand-alone ethics coursework, despite pressure from some constituents to do so in the wake of an earthquake of corporate scandals. This crisis could easily be resolved if business schools adopted a three-pronged approach to ethics education based on foundational coursework. Specifically, business schools should require at least one ethics course as a fulcrum for integrating ethics across the curriculum. As a third tactic, this effort should be augmented by other initiatives, such as hosting guest speakers, offering service-learning projects, and establishing endowed chairs in ethics.

This manuscript examines neoclassical economic theory's egoistic, hedonistic, and autonomous kind of individualism and argues that this theoretical perspective on self can be congruent with executive power and control behavior. Using ideal-types of models, it proposes how this kind of executive behavior can arise from ego-insecurity to stifle the potential for shared meaning and social integration in organizations.

Assessing business ethics education : starting the conversation in earnest / Diane L. Swanson and Dann G. Fisher -- The principles for responsible management education : implications for implementation and assessment / Sandra Waddock ... [et al.] -- Assessing business education in relation to an ethic of service / Rogene A. Buchholz -- Assessing business ethics education : assessment from where and for what? / Lisa A. Stewart and R. Edward Freeman -- Assessing MBA attitudes about business and society : implications for business education / Nancy McGaw -- Assessing a virtuous circle for socially responsible business schools / Janette Martell and Ángel Castiñeira -- Assessing what it takes to earn a beyond grey pinstripes ranking / Janette Martell and Ángel Castiñeira -- Assessing business ethics coverage at top U.S. business schools / Barrie E. Litzky and Tammy L. MacLean -- Assessing corporate social responsibility education in Europe : trends and comparisons / Marc Orlitzky and Jeremy Moon -- Assessing the integration of ethics across two business schools' curricula : a longitudinal assessment / James Weber -- An integrative approach to teaching and assessing ethics / Richard P. Mandel and Diane C. Chase -- Lessons learned as chair of a college assessment committee : implications for assessing ethical reasoning / Brian P. Niehoff -- Planning and personalizing course assessment / Steve Payne -- A holistic method for assessing student performance in a business ethics and society course / Denis Collins -- Assessing ethics education in a business, government, and society course context / Archie Carroll and Ann Buchholtz -- The case for assessing ethics in a standalone course and results from a pilot study / Diane L. Swanson, Dann G. Fisher, and Brian Niehoff -- Core knowledge learning objectives for accounting ethics education based on bloom's taxonomy / Linda Kidwell, Dann Fisher, Bob Braun, and Diane Swanson -- The measured impact of the transtheoretical model of educational change on advancing business ethics education / Joseph A. Petrick -- Character assessment in business ethics education / Thomas A. Wright -- The character journal : an assessment tool for advancing character learning / Martin Stuebs

Intro -- Dedication -- CONTENTS -- FOREWORD -- ASSESSING BUSINESS ETHICS EDUCATION -- THE PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION -- ASSESSING BUSINESS EDUCATION IN RELATION TO AN ETHIC OF SERVICE -- ASSESSING BUSINESS ETHICS EDUCATION -- ASSESSING MBA ATTITUDES ABOUT BUSINESS AND SOCIETY -- ASSESSING A VIRTUOUS CIRCLE FOR SOCIALLY RESPONSIBLE BUSINESS SCHOOLS -- ASSESSING WHAT IT TAKES TO EARN A BEYOND GREY PINSTRIPES RANKING -- ASSESSING BUSINESS ETHICS COVERAGE AT TOP U. S. BUSINESS SCHOOLS -- ASSESSING CORPORATE SOCIAL RESPONSIBILITY EDUCATION IN EUROPE -- ASSESSING THE INTEGRATION OF ETHICS ACROSS TWO BUSINESS SCHOOLS' CURRICULA -- AN INTEGRATIVE APPROACH TO TEACHING AND ASSESSING ETHICS -- LESSONS LEARNED AS CHAIR OF A COLLEGE ASSESSMENT COMMITTEE -- PLANNING AND PERSONALIZING COURSE ASSESSMENT -- A HOLISTIC METHOD FOR ASSESSING STUDENT PERFORMANCE IN A BUSINESS ETHICS AND SOCIETY COURSE -- ASSESSING ETHICS EDUCATION IN A BUSINESS, GOVERNMENT, AND SOCIETY COURSE CONTEXT -- THE CASE FOR ASSESSING ETHICS IN A STANDALONE COURSE AND RESULTS FROM A PILOT STUDY -- CORE KNOWLEDGE LEARNING OBJECTIVES FOR ACCOUNTING ETHICS EDUCATION BASED ON BLOOM'S TAXONOMY -- THE MEASURED IMPACT OF THE TRANSTHEORETICAL MODEL OF EDUCATIONAL CHANGE ON ADVANCING BUSINESS ETHICS EDUCATION -- CHARACTER ASSESSMENT IN BUSINESS ETHICS EDUCATION -- THE CHARACTER JOURNAL -- ABOUT THE AUTHORS.

Cover -- Contents -- Foreword -- CHChapter 1. Business Ethics Education: If We Don't Know Where We're Going, Any Road Will Take Us There -- CHChapter 2. The Business Schools' Moral Dilemma -- CHChapter 3. Views on the Importance of Ethics in Business Education: Survey Results From AACSB Deans,CEOs, and Faculty -- CHChapter 4. Architectures of Excellence: Building Business School Reputation by Meeting the Ethics Challenge -- CHChapter 5. A Blueprint for Designing an Ethics Program in an Academic Setting -- CHChapter 6. Using the Business Integrity Capacity Model to Advance Business Ethics Education -- CHChapter 7. Considering the Emotional Side of Business Ethics -- CHChapter 8. Learning to Teach Ethics From the Heart: A Journey of Discovery From the Inside Out -- CHChapter 9. Moral Imagining: Toward Using Cognitive Science in Teaching Business Ethics -- CHChapter 10. Toward an Ethical Sense of Self for Business Education -- CHChapter 11. A Decision Making Framework for Business Ethics Education -- CHChapter 12. Creating Enviromental Change Through Business Ethics and Society Courses -- CHChapter 13. Educating Managers for Global Business Citizenship -- CHChapter 14. Educating Students in Corporate Governance and Ethics -- CHChapter 15. Beyond Agency Theory: Common Values for Accounting Ethics Education -- CHChapter 16. Business Ethics and Social Responsibility in the Huamn Resource Management Curriculum.

Personally held values play a fundamental role in business. As such, it is critical that students understand the nature of values pertaining to the workplace. Using an innovative classroom exercise, laddering, business students interview individuals to identify values that influence choices. Objectives are to help students understand the role of personal values in decision making, develop the ability to respond effectively to workplace demands, respect diverse perspectives, and achieve a better understanding of their own values. Measures used to assess these learning objectives revealed that many students gained valuable insights. After participating in the exercise, students wrote passages in which they articulated how their values affected their decision-making behavior, described in detail how the exercise improved their improvisational skills, and helped them gain respect for others' viewpoints. Furthermore, a quantitative survey provided evidence that students may have experienced a greater understanding of their own values after participating in the exercise.