Article from Corporate Crime Reporter, February 5, 2007
The bad news – only 25 percent of the nation’s top business schools require a stand-alone ethics course before graduation.
The good news – that’s up from 5 percent twenty years ago.
That’s according to a recent study published in the current issue of the Journal of Business Ethics.(se e below)
The authors of the report surveyed the top 50 global MBA programs (as rated by the Financial Times).
The study’s authors questioned the deans or key officials of the 44 responding schools and found a keen interest among deans and students in the three areas surveyed – corporate social responsibility, ethics, and sustainability.
The study’s authors found that nearly one-third of the responding schools require coverage of all three topics in the MBA curriculum.
They also located “a significant presence of centers and other forms of institutional support dedicated to these topics.”
Abstract: This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the Financial Times in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that:
(1) a majority of the schools require that one or more of these topics be covered in their MBA curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum,
(2) there is a trend toward the inclusion of sustainability-related courses,
(3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and
(4) several schools are teaching these topics using experiential learning and immersion techniques.
We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics.