May You Live in Interesting Times

“May you live in interesting times.” This ironic phrase is generally meant to describe times of turmoil and change. Civilization’s current transition into the Fourth Industrial Revolution, based in artificial intelligence (AI) and robotics, presents humanity with “interesting times.” In this revolution, business leaders face challenges that will affect shifts in how business, government, and people interact and operate. Perhaps the most significant challenge will be the ability to protect the essential and unique quality of human virtue in business. As technology, specifically AI, comes to take on an increasing role in decision-making, human reasoning based on virtue ethics will become ever more critical. As a business ethics professor, I have become increasingly concerned in how best to help business students foster those unique virtue characteristics that will help them co-evolve with technology.

The first question that educators must ask and answer is “what virtue characteristics are most important for business leadership today and beyond?” A systematic review of 25 studies examined specific virtues that senior business leaders have identified as the most critical for ethical decision-making in corporate environments. Five core virtue categories emerged: integrity/honesty, transparency, justice/fairness, wisdom/prudence, and the classical cardinal virtues of courage, temperance, justice, and wisdom. The most important attribute came as no surprise – honesty, with integrity a close second. But how do you build student honesty and integrity?

There is no simple answer to this tricky question. Research indicates that instructional effectiveness depends on context, which is an important direction for business ethics curriculum developers. Educational level and disciplinary environment strongly influence pedagogical strategies for instruction. Character development requires more than mere reading and lecture. Classroom dialogue that encourages students to reason, articulate, defend, and critically examine their values is essential. The basic process of presenting students with case based ethical dilemmas allows virtue-based concepts to be evaluated against lived experience. But case base discussion is not a “one size fits all” answer. My MBA students focus of study ranges from finance to medicine to construction management. Providing case study that is student-centric is important and includes the added benefit of cross discipline learning.

Finally, instruction does not stop at case study review. Students may be accustomed to ethical analytical reasoning of rule-based utility but may be less practiced in moral self-examination. Structured reflection—whether through essays, guided discussion prompts, or facilitated group work—creates space for students to integrate virtue language into their understanding of business practice. Curriculum which provides opportunities – get students comfortable – in employing virtue ethical reasoning in speaking, writing and (yes) arguing is so especially important.

We are certainly living in “interesting times” in U.S. business schools. Our responsibility is to prepare graduates to confront the moral tensions created by AI-systems. The conflict between efficiency and moral duty and innovation and accountability will continue to grow. Business schools, educators, and curriculum developers can prepare graduates to effectively maneuver themselves through the Fourth Industrial Revolution by supporting the understanding, practice, and yes, fostering the growth of virtue characteristics.