Photo: Benjamin LackeyJohn J. McCall, Ph.D., John McShain Chair in Ethics and Director of the Arrupe Center; Vivian Castillo, Administrative Assistant; David S. Steingard, Ph.D., Associate Director

Photo: Benjamin LackeyJohn J. McCall, Ph.D., John McShain Chair in Ethics and Director of the Arrupe Center; Vivian Castillo, Administrative Assistant; David S. Steingard, Ph.D., Associate Director

Providing Transformative Ethics Education to Haub Students

Engage with Us in Promoting Business Ethics

The Arrupe Center continues to impact the ethics education of students in the Haub School. In this issue, we tell the stories of faculty and students who benefit from our programs.

Research Fellowships

Regina Robson and Ed Balotsky are two of the faculty whose scholarship has been supported by Arrupe Center Research Fellowships. Each faculty’s work is detailed in this issue.

Dr. Robson’s article, “Crime and Punishment: Rehabilitating Retribution as a Justification for Organizational Criminal Liability,” published in American Business Law Journal is her second publication completed with the assistance of an Arrupe grant.

Ed Balotsky’s scholarship has also benefitted from multiple Arrupe Fellowships. He has developed an on-going stream of scholarship focusing on the effect of ethics education on the beliefs and attitudes of students. Dr. Balotsky, in conjunction with Dr. David Steingard, Associate Director of the Arrupe Center, developed a model of ethical learning that can be used as an assessment tool for improving both the delivery of ethics instruction and student outcomes from that instruction.

Ethics Curriculum

Specific examples of ethics education in the Haub School curriculum can be found in the courses of Brent Smith and David Steingard. Their work is described in this issue.

Dr. Smith participated in the Arrupe sponsored Ethics Across the Curriculum Seminar for faculty and has received support from Arrupe Teaching Fellowships. His course, “Ethics in Marketing,” was an early example of how ethics instruction began to penetrate the HSB curriculum. The innovative course is wholly focused on questions of ethics in marketing. Smith’s goal is to get students to think critically and systematically about their practices. He believes students should habitually consider ethics as an aspect of every business decision they make. Judging from the incredible popularity of Dr. Smith’s courses, it is clear that he is having an impact on our students’ development.

David Steingard’s capstone course for the new Leadership, Ethics, and Organizational Sustainability (LEO) major is another innovative course where students are pushed to evaluate the practice of business from analytical and ethical perspectives. Dr. Steingard, the Arrupe Center’s Associate Director, structured the senior class by having students work in teams to evaluate actual businesses. The students used a methodology from B Lab, an organization that certifies companies as exhibiting social and environmental responsibility. The course links the goals of the new LEO major with those of the Arrupe Center in assuring students receive substantive and repeated exposure to ethics in business.

Student Engagement

Perhaps the most gratifying examples of Arrupe Center programs are the instances where students become directly involved in their own ethics education. No instance has been more successful than the student run Net Impact chapter. Net Impact is an international organization dedicated to promoting business as a resource for addressing social and environmental problems. This new Saint Joseph’s University chapter is an energized and engaged group of students who, with the support of the Arrupe Center, and under the mentorship of the Arrupe Center’s assistant, Vivian Castillo, organized an admirable list of public events for their fellow Saint Joseph’s University students.

Students’ engagement in their own ethics education is also evident in the annual Arrupe Center Graduate Student Ethics Paper Competition. Again this year, a strong group of students competed for prizes by submitting papers that evaluated a specific business ethics case. To evaluate the cases, students employed tools of ethical analysis learned in their coursework. They generated decision alternatives for the cases and systematically argued for the most ethical business decisions.

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