I love the study of business ethics. Even more, I truly enjoy teaching MBA students about the unique decision-making challenges of business. One area of business ethics that has proved to be a major roadblock for me is how to effectively teach business ethics in a global economy. The problem stems from three major hurdles. The first is reliance of U.S. institutions in grounding the subject of business ethics in Western ethos which do not accommodate other ethical standards (Ward, 2020). The second challenge is educator awareness of global issues and the need for the instructor to adopt a global perspective in the classroom. Finally, the third challenge is student lack of enthusiasm for understanding nuances of cultural differences in ethical decision making (El Baradei, 2020). The good news is that these problems are not unsurmountable.
Western Decision Making in a Non-Western Business Environment
Much of the angst of instructor teaching and student learning in a global arena begins with how business ethics is taught. In Western institutions, ethics curriculum begins with Western philosophy of ethics that include Aristotle, Plato, and Kant (Bourdeau, 2017). Educators need to work harder at teaching competencies in non-Western ethical standards (Stein, 2019). The challenge is to build understanding without compromising personal ethical ideals. The message is to provide a platform for learning that fosters dialogue, observation, and consideration of a wide range of standards.
Educators need to be globally aware. Ethics in international business is complex and requires curriculum and instructors that are informed on current global issues Leclair (2000). Business educators must be well informed on diverse cultures perspectives. Education which combines conversations on diverse cultural perspectives and practical case scenarios, can effectively support instructor skills.
Generating Student Desire to Understand
Business ethics curriculum has historically relied on case studies when teaching global issues. Case studies are a beginning, but only part of the answer. This brings us to the second problem: how to build student enthusiasm. Understanding of our role in building ethical organizations in a global society is difficult when the student audience’s goal is to live and work in a somewhat insular Western business environment. Building understanding of a diverse range of cultural norms that impact business decision-making that intrigues and inspires student interest is not easy. But we, as educators have an obligation to develop student understanding and the first step to begin may be case studies. The most effective way is to deliver methods of conversations that incorporate non-Western perspectives in the form of genuine dialogue. How to achieve true dialogue on a global scale is the question.
The Global Classroom
Teaching global business ethics requires the appreciation of two perspectives. First and foremost is the perspective of the international student. The need for the instructor to be competent in understanding and explaining multiple perspectives so that the student learns to consider an ethical issue in relation to the host culture. Second, is curriculum that effectively builds student knowledge in multicultural ethical standards. Meeting the needs of the multinational student perspective as well as preparing the Western student to be global business leaders requires good teachers and valid curriculum. Global interconnectivity in business education calls for instructors and curriculum that delivers global understanding while preserving nationalism (Rizvi, 2019).
Communication Technology
Technology can unite two worlds. The use of virtual experiences and dialogue in global ethics instruction play a vital role preparing the student to be an ethical global leader. The time-honored method of face-to-face instruction will always demonstrate value in education (Sekerka, 1997). However, teaching global business ethics may be an example of how online instruction may foster better understanding through technology. Conversations that are real time between business students from two different worlds has the potential to build enthusiasm as well as understanding. Make no mistake, there are challenges in generating conversations between regions with an 8–12-hour time differences. However, curriculum that builds real conversations may be the first step to help students appreciate nuances of global business – time and space as well as cultural differences. (Glass and Bonnici, 1997).
Western business schools that take a leading role in preparing business graduates to operate effectively in a global business environment require a digital healthy society. Moving beyond Western business ethics taught in the classroom is fresh territory and begs the question of who will be responsible for designing the rules and guidelines for technology driven global education. The message is simple, we Western educators need expand our instructional horizons if we are to prepare business students to be leaders in sustainable global economy.
References
Budden, C. B., & Budden, M. C. (2011). It is a small world after all: Teaching business ethics in a global environment. American Journal of Business Education (AJBE), 4(1). https://doi.org/10.19030/ajbe.v4i1.1276
El Baradei, L. (2021) Ethics education in public affairs programs: What do faculty around the globe have to say?, Journal of Public Affairs Education, 27:2, 198-217, DOI: 10.1080/15236803.2020.1818023
Glass, R.S., Bonnici, J., An experiential approach for teaching business ethics. Teaching Business Ethics, 1, 183–195 (1997). https://doi.org/10.1023/A:1009793422982
LeClair, D. T., & Ferrell, L. (2000). Innovation in experiential business ethics training. Journal of Business Ethics, 23(3), 313–322. http://www.jstor.org/stable/25074247
Rizvi, F. (2019), Global interconnectivity and its ethical challenges in education. Asia Pacific Education Review. 20, 315–326 (2019). https://doi.org/10.1007/s12564-019-09596-y
Martha Wilcoxson, EdD, Colorado NDR
Positive Behavior, Productivity, Passion 
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