5. Ethics in Business: Assumptions & Prerequisites No prerequisite courses are necessary for students. Students have some basic computer skills (ability to keyboard, use word processing programs, do simple Internet research). Students have some basic understanding of business.
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10. Ethics in Business: Student Learning Artifacts Lesson 10: Ethics in Finance and Accounting
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14. Support from Curriculum Leaders Here to help – both with content and pedagogy. Ready to hear your ideas about how to revise and improve the course. Contact information is always available on the Course Overview page of the NAF Curriculum Library. [email_address]
The process was highly collaborative, involving Ernst & Young employees, NAF Academy teachers, curriculum writers from the Pearson Charitable Foundation, and other professionals in the field. We felt we had to tie in the daily ethical issues that teenagers confront and link them to the business world. The curriculum development team considered a wide range of ethical dilemmas that students could consider, debate and address. The result was a course where students focus on the significance of ethics in both their own environment and the business environment. They consider ethical issues that involve multiple stakeholders; examine who bears responsibility for monitoring ethics; and explore ethical situations common in organizations. Students examine how ethics affects various business disciplines and consider the impacts on organizational cultures. Students also debate ethics as social responsibility, the evolution of ethics in international business, and how the free market and ethics can coexist.
Pull screen shot of Denise? Or do we have a pic of her on file somewhere?
Introduction to the course; students fold a sheet of paper in half, the first half is labeled “What Matters To Me” and the second half is labeled “Why”. They are given a few minutes to put down people, places, things that are important to them. Then, they are asked to categorize them and examine what they’ve selected most frequently. Relate this to what matters most in business.
Fold a piece of paper lengthwise into three sections. Label the left column “What Matters Most to Me,” the middle column “Why,” and leave the third column blank. Under the “What Matters” column, create a list of things (possessions and other tangible items, people, ideas, beliefs, experiences, etc.) that are important to you. List one item per line, skipping one line between items. For each item you list, briefly explain its importance to you in the “Why” column. What types of things did you list most often? Were they material items or more intangible things, such as ideas or beliefs? Why do you think this might be? What do you think would matter the most to you if all of the tangible items, such as possessions and people, were eliminated from your lists? One of the purposes of this course will be to examine what matters in the business world. Write down one intangible thing ( excluding profits, earnings, capital, resources, etc.) you think might matter to a business, and explain why.
Every course has some basic course assumptions or prerequisites, which are usually listed in the course overview or in Lesson 1. For [course], students are not expected to have completed any other [theme] courses. For other courses it is very important to take into account the course prerequisites. This is important, because the course assumes students will understand some basic vocabulary and concepts that were introduced in the prerequisite course(s). As a teacher, I need to know if my students meet the course assumptions. If they do not, I may have to build in extra class time to get the students ready for the curriculum.
These are some of the topics covered. Each unit is broken down into individual lessons. Lessons come with already created PP presentations, handouts, grading rubrics etc. In addition, the course contains several video examples and sample files that are easy to download.
The course is built around a major project in which students select a corporation they may want to work for in the future. They work in groups to investigate and create a case study about the company. As students take part in lessons on ethical working conditions, ethical vs. unethical industries, corporate social responsibility, community involvement, sustainability, and global business practices, they research and analyze the business practices of their case corporations in these areas. As students take part in lessons on ethical working conditions, ethical vs. unethical industries, corporate social responsibility, community involvement, sustainability, and global business practices, they research and analyze the business practices of their case corporation in these areas.
You can find this article on Andy’s blog, if you don’t subscribe, you should
This is a clip from student, Robert Lim, working on part of one of the minor projects, students explore motivations for compromising ethics in accounting and finance by discussing the concept of the “fraud triangle” and learning about a real-life example of fraud The students were given a type of financial mismanagement-money laundering, Ponzi schemes, check kiting, tax evasion, etc. They had to then create a flyer on each type of ethical dilemma and relate it to the fraud triangle. They did a gallery walk after completion of the project, explaining the different types of financial mismanagement.
Before class, hang four large pieces of paper labeled “Strongly Agree,” “Agree Somewhat,” “Disagree Somewhat,” and “Strongly Disagree,” respectively, in each corner of your classroom. (Alternately, you may have students participate in this activity with a show of hands from their seats.) Explain to students that you will be reading a series of statements to which they will respond, and that there are no right or wrong positions in this exercise. Have students move around the room to the positions that most accurately represent their opinions regarding the following statements, as you read them aloud. Ask one student to share his/her opinion. After activity, use next slide to hold brief discussion using questions on slide. Have students discuss the following questions with a neighbor as you read them aloud: How might you connect the statements from this activity to the consequences of unethical business practices you discussed in class? Were your responses to the two statements you had been asked before you did your research and presentations different the second time? Why or why not?
Very receptive to change; editors really heard me, implemented my suggestions, etc. Point out that you will also provide your contact info before the end of the presentation.
Explain what they’ll find in Andy’s blog Course discussion forums are actively monitored and all feedback that is shared here is passed on to the editors to assist with the constant reworking of courses. Highlight 1 or 2 useful Adobe Connect presentations from the Curriculum & Instruction section If your course has a Curriculum Spotlight video, direct participants to them (C & I Online Curriculum Library NAF-Pearson Curriculum Fellow)
![About Me ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Denise Gregor](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)