Pub Date : 2016-07-01DOI: 10.4018/IJCEE.2016070101
C. Grant, K. Grant
The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field-Positive Psychology --provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: 1 examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; 2 describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; 3 discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 DIT2 and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.
{"title":"Improving Moral Behaviour in the Business Use of ICT: The Potential of Positive Psychology","authors":"C. Grant, K. Grant","doi":"10.4018/IJCEE.2016070101","DOIUrl":"https://doi.org/10.4018/IJCEE.2016070101","url":null,"abstract":"The 21st century has seen a much-increased focus on the importance of ethical behaviour in business, driven by major scandals, calls for stricter regulation and increased demands for improved governance and reporting. In parallel, there are calls for the incorporation of moral and ethical elements in business education and university accreditation bodies and schools are responding. In particular, the explosion of technology change, particularly Internet, social media and beyond have raised many challenges for individuals, organizations and legislators. However, educational responses are varied and little has been done to determine the effectiveness of what has been done. Most responses to this need to provide ethical education follow a cognitive, rule-based approach, often using case-based techniques. This can improve knowledge and understanding of ethical issues, but it may have limited influence on actual behaviour. A relatively new field-Positive Psychology --provides an alternate perspective, focusing on what is good rather than what is poor behaviour. One Positive Psychology approach, that of Appreciative Inquiry, which has not previously been used in ICT ethics education, offers a promising technique to develop improved moral attitudes and behaviour. This paper reports on a large-scale pedagogical research project that: 1 examines ethical perspectives from philosophy, psychology and pedagogy in the context of ICT professional education; 2 describes the development and multistage implementation of an ethics course in an undergraduate business ICT program delivered to more than 1,200 students; 3 discusses the formal evaluation of changes in moral attitude following a Positive Psychology intervention in the education of some 300 Business ICT students using the Defining Issues Test, Version 2 DIT2 and the IMIS Survey developed at the Centre for Computing and Social Responsibility. The project results demonstrate that a well-designed applied ICT ethics course produces measureable positive changes in the ethical stances of participants and that the use of Appreciative Inquiry increases the impact of these changes. In addition to the relevance of the findings for educators they can provide guidance to those in organisations responsible for the ethical behaviour of their ICT employees.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114348731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.4018/IJCEE.2016070102
J. Njoroge, D. Reed, Inchul Suh, Troy J. Strader
In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.
{"title":"Acceptability of Social Media Use in Out-of-Class Faculty-Student Engagement","authors":"J. Njoroge, D. Reed, Inchul Suh, Troy J. Strader","doi":"10.4018/IJCEE.2016070102","DOIUrl":"https://doi.org/10.4018/IJCEE.2016070102","url":null,"abstract":"In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124866874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.4018/IJCEE.2016070103
Richelle L. Oakley, Rahul Singh
E-learning is emerging as a way of using technology to re-create a one-on-one learning environment for numerous participants at a time and has become prevalent in the higher education arena. In addition to traditional forms of cheating, many universities currently deal with issues of students in traditional classrooms who engage in technology-facilitated cheating. The propensity for behaving unethically may be significantly greater in an e-learning system due to the lack of authority figures. Research states that when placed in a moral situation, individual behavior can be influenced by factors that are specific to the individual and factors that vary by situation. The focus of this paper is to understand the complex combination of individual and situational factors that can affect an individual’s behavioral inclinations and provide deeper insight into how ethical decision-making behaviors differ in a technology-based environment as compared to an in-person environment.
{"title":"Examining Ethical Decision Making Behavior in E-Learning Systems: A Socio-technical Analysis","authors":"Richelle L. Oakley, Rahul Singh","doi":"10.4018/IJCEE.2016070103","DOIUrl":"https://doi.org/10.4018/IJCEE.2016070103","url":null,"abstract":"E-learning is emerging as a way of using technology to re-create a one-on-one learning environment for numerous participants at a time and has become prevalent in the higher education arena. In addition to traditional forms of cheating, many universities currently deal with issues of students in traditional classrooms who engage in technology-facilitated cheating. The propensity for behaving unethically may be significantly greater in an e-learning system due to the lack of authority figures. Research states that when placed in a moral situation, individual behavior can be influenced by factors that are specific to the individual and factors that vary by situation. The focus of this paper is to understand the complex combination of individual and situational factors that can affect an individual’s behavioral inclinations and provide deeper insight into how ethical decision-making behaviors differ in a technology-based environment as compared to an in-person environment.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115573005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.4018/ijcee.2014040101
Jillian Downing
As universities expand so too does the diversity of students. Widening participation requires higher education providers to be responsive to the needs of all students by ensuring an accessible and engaging learning environment. Today's cohort includes an increased number of students with autism, a spectrum condition that has the potential to be either beneficial or detrimental to their success in higher education. This article reports on a mature-age student with autism who publicly announced his struggle with the eLearning environment, somewhat ironically, in the asynchronous discussion board. While eLearning offers designers and teaching staff an opportunity to adopt an applied and collaborative approach to the learning environment, for this student it created a challenging landscape dominated by steep mountains and roadblocks. What the student revealed has implications for course designers, teaching staff, and university administrators as they undertake to provide an eLearning environment that is suitable for all students, including those with autism.
{"title":"Applied or Denied?: The eLearning Experience of an Autistic, Mature-Aged University Student","authors":"Jillian Downing","doi":"10.4018/ijcee.2014040101","DOIUrl":"https://doi.org/10.4018/ijcee.2014040101","url":null,"abstract":"As universities expand so too does the diversity of students. Widening participation requires higher education providers to be responsive to the needs of all students by ensuring an accessible and engaging learning environment. Today's cohort includes an increased number of students with autism, a spectrum condition that has the potential to be either beneficial or detrimental to their success in higher education. This article reports on a mature-age student with autism who publicly announced his struggle with the eLearning environment, somewhat ironically, in the asynchronous discussion board. While eLearning offers designers and teaching staff an opportunity to adopt an applied and collaborative approach to the learning environment, for this student it created a challenging landscape dominated by steep mountains and roadblocks. What the student revealed has implications for course designers, teaching staff, and university administrators as they undertake to provide an eLearning environment that is suitable for all students, including those with autism.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131214517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.4018/ijcee.2014040103
S. Dinmore
This article examines the intersection of two drivers in the contemporary higher education environment. First, the increase in blended learning, propelled by advances in computing technology and the drive towards student-centred, active learning pedagogies influenced by social constructivism. Second, the need for university curriculum to become more inclusive as the sector continues to respond to the social justice and business aspects of the widening participation agenda. In response to this need for effectively designed blended pedagogies in technology-rich physical and online environments and the need to design for inclusion, this article argues for the adoption of the principles of Universal Design for Learning to be used in curriculum design and development. Not only is an implementation of Universal Design for Learning easier in a technology-rich learning environment, it is the ethical responsibility of universities to provide accessible curriculum as they seek to attract and retain more students through pathways and equity programs.
{"title":"The Case for Universal Design for Learning in Technology Enhanced Environments","authors":"S. Dinmore","doi":"10.4018/ijcee.2014040103","DOIUrl":"https://doi.org/10.4018/ijcee.2014040103","url":null,"abstract":"This article examines the intersection of two drivers in the contemporary higher education environment. First, the increase in blended learning, propelled by advances in computing technology and the drive towards student-centred, active learning pedagogies influenced by social constructivism. Second, the need for university curriculum to become more inclusive as the sector continues to respond to the social justice and business aspects of the widening participation agenda. In response to this need for effectively designed blended pedagogies in technology-rich physical and online environments and the need to design for inclusion, this article argues for the adoption of the principles of Universal Design for Learning to be used in curriculum design and development. Not only is an implementation of Universal Design for Learning easier in a technology-rich learning environment, it is the ethical responsibility of universities to provide accessible curriculum as they seek to attract and retain more students through pathways and equity programs.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115118081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.4018/ijcee.2014040104
Bryan A. Mann, Nikolaus J. Barkauskas
Cyber charter schools are online schools that deliver educational content to students in Kindergarten through 12th grade. These programs provide the entire schooling experience through remote access to a virtual learning environment. Since cyber charters are a new educational platform, there is limited scholarly research discerning if they promote or detract from social justice in education. In mainstream dialogue, supporters hail cyber charters as providers of a quality education to students dissatisfied by their traditional school settings. For opponents, the schools are framed as providers of inadequate academic outcomes with a lack of social opportunity. To synthesize these disparate arguments, the authors examine Pennsylvania cyber charter website content and news stories in the popular press. The authors then discuss how these arguments relate to a social justice framework, considering potential implications for both Pennsylvania and outside entities who may wish to implement cyber charter schools in their local context.
{"title":"Connecting Learners or Isolating Individuals?: The Social Justice Frames in the Cyber Charter Schools in Pennsylvania","authors":"Bryan A. Mann, Nikolaus J. Barkauskas","doi":"10.4018/ijcee.2014040104","DOIUrl":"https://doi.org/10.4018/ijcee.2014040104","url":null,"abstract":"Cyber charter schools are online schools that deliver educational content to students in Kindergarten through 12th grade. These programs provide the entire schooling experience through remote access to a virtual learning environment. Since cyber charters are a new educational platform, there is limited scholarly research discerning if they promote or detract from social justice in education. In mainstream dialogue, supporters hail cyber charters as providers of a quality education to students dissatisfied by their traditional school settings. For opponents, the schools are framed as providers of inadequate academic outcomes with a lack of social opportunity. To synthesize these disparate arguments, the authors examine Pennsylvania cyber charter website content and news stories in the popular press. The authors then discuss how these arguments relate to a social justice framework, considering potential implications for both Pennsylvania and outside entities who may wish to implement cyber charter schools in their local context.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122522319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-04-01DOI: 10.4018/ijcee.2014040102
S. Archard
A sense of belonging is an integral feature of an online community of learners OCL. This article explores the ways in which digital technologies in an online teacher education programme can facilitate social presence and in turn nurture a sense of belonging in an OCL. A sense of belonging can lower attrition rates in distance programmes that attract learners who are marginalised from on campus education. This can help address issues of social justice by supporting equitable access and participation in higher education. Findings from a qualitative case study indicate the power that digital technologies can have in facilitating social presence and a sense of belonging in an OCL. This study identifies the importance of several factors in this. Firstly, the importance of pedagogical understandings that digital technologies have different affordances in nurturing an OCL, and secondly, that each participant had a different perspective on the affordances of each digital technology in their usefulness for fostering social presence and a sense of belonging.
{"title":"Feeling Connected: A Sense of Belonging and Social Presence in an Online Community of Learners","authors":"S. Archard","doi":"10.4018/ijcee.2014040102","DOIUrl":"https://doi.org/10.4018/ijcee.2014040102","url":null,"abstract":"A sense of belonging is an integral feature of an online community of learners OCL. This article explores the ways in which digital technologies in an online teacher education programme can facilitate social presence and in turn nurture a sense of belonging in an OCL. A sense of belonging can lower attrition rates in distance programmes that attract learners who are marginalised from on campus education. This can help address issues of social justice by supporting equitable access and participation in higher education. Findings from a qualitative case study indicate the power that digital technologies can have in facilitating social presence and a sense of belonging in an OCL. This study identifies the importance of several factors in this. Firstly, the importance of pedagogical understandings that digital technologies have different affordances in nurturing an OCL, and secondly, that each participant had a different perspective on the affordances of each digital technology in their usefulness for fostering social presence and a sense of belonging.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116267919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-01DOI: 10.4018/ijcee.2012100103
Molly B. Pepper, Adriane Leithauser, Peggy Sue Loroz, B. Steverson
In the Spring of 2012, fans of the Gonzaga University basketball team used hate speech on social media site Twitter to express their frustration at losing a game to the Brigham Young University team. In response, the students in the Hate Studies in Business course started a student-led movement to "Take the Hate Out of Hoops." The students applied their lessons in virtue ethics and leveraged the experiential structure of the course to create a positive response to a negative event. It was through the unique study of hate, the recognition that membership in a community implies responsibility for harms perpetuated by that community, and the action-oriented nature of this class that students were moved to respond to this instance of injustice. This paper describes the course, the incident of hate speech, the students' response, and the lessons learned by the four instructors of the course.
{"title":"Responding to Hate Speech on Social Media: A Class Leads a Student Movement","authors":"Molly B. Pepper, Adriane Leithauser, Peggy Sue Loroz, B. Steverson","doi":"10.4018/ijcee.2012100103","DOIUrl":"https://doi.org/10.4018/ijcee.2012100103","url":null,"abstract":"In the Spring of 2012, fans of the Gonzaga University basketball team used hate speech on social media site Twitter to express their frustration at losing a game to the Brigham Young University team. In response, the students in the Hate Studies in Business course started a student-led movement to \"Take the Hate Out of Hoops.\" The students applied their lessons in virtue ethics and leveraged the experiential structure of the course to create a positive response to a negative event. It was through the unique study of hate, the recognition that membership in a community implies responsibility for harms perpetuated by that community, and the action-oriented nature of this class that students were moved to respond to this instance of injustice. This paper describes the course, the incident of hate speech, the students' response, and the lessons learned by the four instructors of the course.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131125078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-01DOI: 10.4018/ijcee.2012100101
R. McDaniel, S. Fiore
This article builds upon earlier research McDaniel & Fiore, 2010 in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.
{"title":"Best Practices for the Design and Development of Ethical Learning Video Games","authors":"R. McDaniel, S. Fiore","doi":"10.4018/ijcee.2012100101","DOIUrl":"https://doi.org/10.4018/ijcee.2012100101","url":null,"abstract":"This article builds upon earlier research McDaniel & Fiore, 2010 in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132672182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-01DOI: 10.4018/ijcee.2012100104
M. Tavanti
What are the principles and practices that academic management programs need to educate Millennials on social responsibility and sustainability? What can universities do to instruct managers to solve complex ethical problems such as world poverty? The article suggests theoretical and practical insights for higher education management programs based on the principles and practices of developing socially responsible leaders. Through a review of The Principles of Responsible Management Education PRME, the research invites academics and institutions to commit toward business ethics and poverty alleviation. The author suggests how the process of adopting the principles and developing appropriate educational opportunities in line with these principles provides a space for ethical education for current generations. Participating academic institutions enter into a network of scholars and programs acting as positive agents for world benefit. The current world challenges of poverty, ethics and sustainability require committed academic institutions and rooted in the principles and practices of social and global responsibility for the 21st century.
{"title":"Eradicating World Poverty Requires More than Facebook Likes: The Academic Commitment to Educate Socially Responsible Leaders","authors":"M. Tavanti","doi":"10.4018/ijcee.2012100104","DOIUrl":"https://doi.org/10.4018/ijcee.2012100104","url":null,"abstract":"What are the principles and practices that academic management programs need to educate Millennials on social responsibility and sustainability? What can universities do to instruct managers to solve complex ethical problems such as world poverty? The article suggests theoretical and practical insights for higher education management programs based on the principles and practices of developing socially responsible leaders. Through a review of The Principles of Responsible Management Education PRME, the research invites academics and institutions to commit toward business ethics and poverty alleviation. The author suggests how the process of adopting the principles and developing appropriate educational opportunities in line with these principles provides a space for ethical education for current generations. Participating academic institutions enter into a network of scholars and programs acting as positive agents for world benefit. The current world challenges of poverty, ethics and sustainability require committed academic institutions and rooted in the principles and practices of social and global responsibility for the 21st century.","PeriodicalId":257543,"journal":{"name":"Int. J. Cyber Ethics Educ.","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131447333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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