Teaching Business Ethics for Effective Learning

Teaching Business Ethics for Effective Learning

Teaching Business Ethics for Effective Learning

Teaching Business Ethics for Effective Learning


The key to teaching business ethics successfully, says Sims, is to start with clear goals and a sensible expectation of outcomes, and with a true knowledge and appreciation of how people actually learn. Proceeding with the conviction that open communications between teacher and student before, during, and after the teaching experience is vital, Sims identifies key teaching processes, gives practical advice on designing and planning the curriculum, and offers guidance on how to develop a climate conducive to effective learning. He also emphasizes learning styles and experiential learning theory as cornerstones of teaching business ethics, an approach unlike any in the literature. An important guide for those who are new to teaching this essential subject, Sims' book will also help more experienced teachers who wonder why their own methods do not always work, or do not work as well as they think they should.


I am celebrating my twentieth anniversary as a college teacher by completing this book. My intention in writing Teaching Business Ethics for Effective Learning provides one business ethics teacher’s views on how to meet the challenge of teaching business ethics. The book does not include a list of cases or other materials that the reader can use in the classroom, but instead speaks to some important process issues that must be addressed if we are to increase our effectiveness in the classroom. The importance of getting all key stakeholders to come to agreement on the goals or purposes of teaching business ethics, along with outcomes assessment, are offered as two of the critical components for any successful business ethics teaching effort. Experiential learning theory is introduced as the foundation for various steps of the process of teaching business ethics, beginning with curriculum planning and moving into the classroom to build a climate conducive to learning and teaching business ethics.

The book is intended for anyone interested in teaching business ethics and especially those who already value a classroom environment based on open dialogue and experiential learning and those who are interested in learning more about such an environment. I do hope the readers find the book worthy of being one of the many voices on how we can improve our ability to teach or help others learn about ethics.

Once again a very, very special thanks goes to Herrington Bryce, who continues to serve as a colleague, mentor, and valued friend. The administrative support of Larry Pulley, Dean of the School of Business Administration at the College of William&Mary, is also acknowledged. I am also indebted to Eric Valentine, Publisher at Quorum Books.

My thanks and appreciation as usual also goes out to my wife, Serbrenia,

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