Business Ethics Concepts and Cases, 8th Edition Manuel G Velasquez Solution Manuals

Business Ethics Concepts and Cases, 8th Edition By Manuel G. Velasquez

Email: Richard@qwconsultancy.com

Table of Contents Sample Syllabus – Traditional Sample Syllabus – Revel

Instructor’s Manual Chapter 1: 1: Ethics and Business Chapter 2: Ethical Principles in Business Chapter 3: The Business System: Government, Markets, and International Trade Chapter 4: Ethics in the Marketplace Chapter 5: Ethics and the Environment Chapter 6: The Ethics of Consumer Production and Marketing Chapter 7: The Ethics of Job Discrimination Chapter 8: Ethics and the Employee

Test Bank

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Velasquez Chapter 1 Chapter Overview In chapter 1, students will encounter the basic principles of theoretical and applied ethical methodologies and approaches, and explore the contributions of a variety of philosophical thinkers. Through reading selections and exposure to specific ethical dilemmas, the learner will begin an investigation into the various elements of ethical reasoning, including the implications of ethical relativism. Through these materials and activities, students will embark on a journey of both introspection as well as social analysis, evaluating the various elements of what constitutes moral choice. In this introduction to ethical reasoning, learners will begin the process of using the tools of philosophy to determine moral outcomes in the business world.

In-and-Out of Class Activities

Reflective Response 1. Some theorists contend that the phrase business ethics creates an inherent contradiction. How would you explain the importance of adhering to ethical standards in the professional world while still maintaining the corporate and profit interests necessary to sustain businesses?

2. According to theorists such as Kant and Brandt, certain ideas of moral standards are universal and exist independently of authority or law. To what extent do you feel these transcendent ideas of morality should apply to the corporate world? Use specific examples to support your perspectives.

3. Summarize the main ideas of Kohlberg’s three levels of moral development. After evaluating the praise and criticisms of Kohlberg’s ideas, discuss your perspectives regarding the relevance, as well as potential shortcomings, of Kohlberg’s hierarchy of stages.

Group & Team Collaboration 1. Social psychology research contends that humans display anger in situations of perceived moral injustice. In the workplace, statistics reveal correlations between perceived inequity and

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lower productivity or morale. With your team, locate a specific example of a business whose practices negatively impacted employees. Each person in the team chooses a “job” in the company. Take turns discussing the specific ways the perceived injustice influenced each “employee’s” actions or opinions in the workplace.

2. Imagine your team has been asked to develop a business ethics training session for employees at a major corporation. Put together a presentation that covers the major elements of workplace morality your team feels would be most important for workers to understand.

3. In your teams, create a mock court case in which the principles of moral reasoning and responsibility you have read about in chapter one are your tools for defense and prosecution.

Craft a specific scenario to put on trial. Divide teams into three, with near-equal participants for defense, prosecution, and jury. Your instructor will act as the judge in this case, awarding victory to the most convincing side.

Intellectual Discussion 1. Lecture Point: Explicit vs. nonexplicit statements of moral reasoning Questions to Ask Students: Describe the difference between explicit and nonexplicit statements of moral reasoning. What types of explicit and nonexplicit statements do we make about morality in the workplace?

Online Alternative Describe the difference between explicit and nonexplicit statements of moral reasoning. Locate an example of an explicit as well as a nonexplicit expression related to workplace ethics.

2. Lecture Point: The efficacy of business ethics Questions to Ask Students: Should ethics or a sense of moral reasoning be a component of business operations? Discuss the support and criticisms of connecting morality with the business world.

Online Alternative: Should ethics or a sense of moral reasoning be a component of business operations? Locate an article or op-ed piece either in support of or opposition to mixing business with morality.

3. Lecture Point: Moral responsibility for wrongful actions

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Questions to Ask Students: The moral responsibility an individual bears for harmful or injurious actions depends primarily upon three factors. Describe a time in which your actions negatively impacted someone else, and apply these three factors to determine whether or not your actions would result in moral responsibility.

Online Alternative The moral responsibility an individual bears for harmful or injurious actions depends primarily upon three factors. Use Internet research to locate two specific examples of an individual’s actions causing harm to another person. In example one, source a scenario in which the individual is not found morally responsible for the harm or injury he or she causes. In example two, source a scenario in which the individual is found morally responsible for causing harm or injury.

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Velasquez Chapter 2 Chapter Overview

In chapter 2, students will explore a variety of ethical theories with broad-range social, political, and corporate implications, such as utilitarianism and virtue ethics. Through a variety of realworld scenarios and case studies, learners encounter opportunities to observe the outcomes of moral-based actions in the corporate sector, applying theoretical methodologies to tangible situations. Through the foundational ideas of philosophers and social theorists such as Immanuel Kant and John Rawls, students will explore and apply core concepts such as moral reasoning, justice, and equity to a variety of business situations including workplace regulations and human rights.

In-and-Out of Class Activities Reflective Response 1.Do you feel businesses have a responsibility to consider human rights when sourcing or manufacturing materials in other countries or regions? How might a business owner balance profit and fiscal responsibility while maintaining a commitment to global human rights?

2.Compare and contrast the ideas of virtue ethics presented by Aristotle and Thomas Aquinas.

Do you feel that an individual’s character or innate “goodness” ought to be a measure of ethical potential in the business environment? Why or why not?

3.Discuss the strategies Maiden Mills’ CEO Aaron Feuerstein took to protect his employees’ payroll needs after the devastating fire. Describe how the ethic of care approach potentially impacts employee perception and loyalty. Do you feel that Feuerstein’s concern for employees is a positive business model for other leaders to follow? Why or why not?

Group & Team Collaboration 1.Imagine that your team oversees sourcing materials and acquiring goods for a U.S.-based .

company engaging in business relationships in another country. How would you apply a utilitarian approach to your product sourcing while maintaining a commitment to human rights?

Discuss the obstacles you might encounter in this situation.

2.Imagine that you are the owner of a successful manufacturing company. As a class, divide into three teams: socialism, capitalism, and libertarianism, and create a summary and presentation of your business model/business philosophy based on your team’s category.

3.Imagine that your team has been contracted by the CEO of a local company to design a code of ethical responsibility for corporate leadership. Using the ethical theories and approaches to moral reasoning your team feels would be most beneficial, create a list of five to seven ethics rules for the business supervisors and leaders to follow.

Intellectual Discussion 1. Lecture Point: Justice and Fairness in the Workplace Questions to Ask Students: Imagine you are a worker in a local retail store, and your town is voting on a proposal to raise the minimum wage. Using John Rawls’ ideas of justice, explore the pros and cons of this situation from a variety of perspectives.

Online Alternative: Locate a news article describing activism, protests, or conflict surrounding legislation to raise the minimum wage in a specific city or state. How would you apply John Rawls’ ideas of justice to this situation?

2. Lecture Point: The implications of a utilitarian approach Questions to Ask Students: Utilitarian ethics is often described as the “greatest good for the greatest number”. Create an example of a situation in which the “greatest good” for the majority simultaneously causes enormous harm to a minority of individuals. How might you solve this ethical dilemma?

Online Alternative: Utilitarian ethics is often described as the “greatest good for the greatest number”. Locate an article or case study in which the “greatest good” for the majority simultaneously causes enormous harm to a minority of individuals. Discuss the outcomes of the situation, as well as what you might do differently.

3. Lecture Point: Unconscious vs. conscious moral decision-making

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Questions to Ask Students: To what extent do you feel sociocultural influences, such as pop culture and media phenomena, contribute to our unconscious moral decision-making? Provide specific examples of theory and phenomena to support your perspective.

Online Alternative: To what extent do you feel socio-cultural influences, such as pop culture and media phenomena, contribute to our unconscious moral decision-making?

Locate and summarize an article that supports your perspective.

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Velasquez Chapter 3 Chapter Overview

In chapter 3, students will encounter a variety of theories and methodologies aimed at exploring the ethical implications of globalization and trade. Beginning with a study of globalization’s impacts on overall business structures and methodologies, student learning will progress toward examining individual theorists and philosophical approaches to market systems. Students will evaluate the works and ideas of key individuals whose ethical theories support the existence of free trade, such as John Locke’s concepts of natural law and the arguments for utility by Adam Smith and David Ricardo. Additionally, readings and course activities will encourage students to evaluate critical arguments against free trade, such as the contributions of Karl Marx. Through team activities, individual reflections, and critical discussions, students will be exposed to a variety of perspectives on the complex relationships between economic practices and moral reasoning.

In-and-Out of Class Activities Reflective Response 1. How might you explain the benefits and risks of Ricardo’s comparative advantage methodology to an individual who is unfamiliar with philosophy or marketing theories? Be thorough and detailed in your response, and give specific examples.

2. In a utilitarian approach, policies and laws focus on the “greatest good for the greatest number.” Do you feel there are instances in which we may do what is best for the majority while harming, or at the expense of, the minority? Give a specific example that relates to the business world or social issues.

3. Do you feel that the government has an ethical responsibility to regulate access to, and distribution of, lifesaving pharmaceuticals? Use specific examples of the ideas provided by Aquinas, Keynes, or Smith to support your perspective.

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Group & Team Collaboration 1. Karl Marx evaluates market systems based on social injustice and the oppression of the working class. In teams of three, choose a specific modern technology to explore. Using the main ideas of Marxist theory, evaluate the impacts of the technology in today’s society. Consider production, marketing, corporate structure, and other traits your team feels are relevant to the discussion.

2. In teams of four, stage a mock debate to explore how John Locke and Karl Marx would disagree on the issue of intellectual property. With your instructor as the timekeeper, each team has 3 minutes to prepare and strategize between rounds. In round 1, each team gives opening statements. In round 2, each team presents counter-arguments. For round 3, provide a closing argument. At the end of the three rounds, have your classmates vote on the winning group and discuss the merits and faults of each team’s arguments.

3. Imagine that a breakthrough new medicine has just been formulated to cure a major disease epidemic. Considering the various ethical approaches to marketing and distribution of products, design a role-play scenario for teams of 5–6 students. Each person takes on the persona of a specific stakeholder (scientist, government official, physician, etc.). Characters then engage in a hypothetical meeting to discuss the factors each will face with the invention of the new drug.

Intellectual Discussion 1. Lecture Point: Philosophical perspectives of international free trade Questions to Ask Students: What types of arguments do theorists use in the justification of international free trade? Do you note any potential shortcomings of these arguments?

Why or why not?

Online Alternative: Theorists use a variety of arguments to justify perspectives regarding international free trade. Locate an online article or news story that demonstrates an example of a negative impact of international free trade.

2. Lecture Point: The ethical implications of commodity markets Questions to Ask Students: Does a utilitarian approach support or refute the commodification of human organs in the national or international market? In what ways might technology, such as 3D printing, further impact this issue?

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Online Alternative: Discuss whether or not a utilitarian approach supports the commodification of human organs in the national or international market. Locate a video clip that demonstrates a specific form of technology impacting the human organ market.

3. Lecture Point: Social Darwinism in the Free Market Approach Questions to Ask Students: Some theorists, such as Spencer, argue in support of free market systems in order to promote survival and prosperity of the strongest individuals and businesses. Do you feel that social Darwinism leads to a stronger society? What are the ethical implications of a hands-off system that provides no government intervention to those in economic need?

Online Alternative: Some theorists, such as Spencer, argue in support of free market systems in order to promote survival and prosperity of the strongest individuals and businesses. Provide an article that discusses the concept of social Darwinism, and critically discuss the benefits as well as the ethical quandaries associated with this ideology.

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Velasquez Chapter 4 Chapter Overview

In chapter 4, students will encounter and explore multifaceted perspectives regarding the ethics of market economies. Utilizing techniques of critical inquiry and investigation, learners will evaluate the ethical implications of economic practices such as competition, monopoly, and whether regulation or government intervention helps or hinders healthy economic functioning.

Students will also compare and contrast the positive and negative implications of structural methodologies such as oligopolies and the moral applications of a perfectly competitive market.

Through understanding and applying three main economic models, learners will practice applying moral principles to a variety of market scenarios.

In-and-Out of Class Activities

Reflective Response 1. Summarize the main ideas of the three primary economic models. In your perspective, describe the potential strengths and weaknesses of each approach.

2. How would you describe the phenomenon of perfect competitiveness in a market structure?

Do you feel that this state of equilibrium can be maintained in the long run? Why or why not?

Discuss the factors you feel may contribute to market instability.

3. Compare and contrast the concepts of utilitarianism and capitalist justice. Do you feel that a capitalist approach is compatible with a utilitarian view of ethics and morality? Why or why not?

Give specific examples to support your perspectives.

Group & Team Collaboration 1. With your team, research an example of a corporate monopoly (either in the United States or abroad). Discuss the impacts of the monopoly on the overall health of the market, and describe

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any legislative interventions that were taken to manage, control, or dismantle the monopoly.

2. Imagine that your team is involved in a court case in which a large tech firm has been accused of conspiring with competitors and price fixing Internet service. Divide the team into two groups.

Group one argues on behalf of the tech firm, while group two argues against the tech firm. Using your theories of market ethics, create reasonable arguments to both support and defend the actions of the company.

3. Imagine that your team comprises the leadership of a grocery store chain. Using the supply and demand chart for potatoes located in the text, explore a variety of actions you might take to increase profits while fulfilling the need for consumer accessibility to product.

Intellectual Discussion 1. Lecture Point: Bribery and business ethics Questions to Ask Students: Do you feel that bribery is an inherent or necessary part of global business endeavors? Why or why not? Create an example in which corporate bribery adheres to a utilitarian moral construct of business ethics.

Online Alternative: Do you feel that bribery is an inherent or necessary part of global business endeavors? Why or why not? Locate an article or news story that describes an example of corporate bribery, and describe the results of the situation.

2. Lecture Point: Antitrust initiatives and moral law Questions to Ask Students: Using the ethical principles of utility and capitalist justice, evaluate the moral efficacy of the Sherman Antitrust Act of 1890. Provide examples to support your perspectives.

Online Alternative: Locate a court case which relates to the Sherman Antitrust Act. Using the ethical principles of utility and capitalist justice, evaluate the moral efficacy of the case and summarize the results.

3. Lecture Point: Competitive vs. non-competitive markets Questions to Ask Students: Compare and contrast the strengths and weaknesses of a competitive versus a non-competitive market. Which system do you feel offers the most stability and fiscal health to consumers? Use specific examples to illustrate

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your points.

Online Alternative: Locate an example of both a competitive as well as a non-competitive market. Discuss which system seems to offer the most stability and fiscal health to consumers. Use specific examples to illustrate your points.

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Velasquez Chapter 5 Chapter Overview

In chapter 5, students will explore a variety of ways in which businesses and corporations impact the environment. Students will discuss and evaluate various ways in which business practices cause environmental degradation, through such means as waste production and emissions management. While encountering specific examples of pollution, conservation, and resource use, learners will explore moral theories relevant to environmental ethics, applying these ideas while investigating methods of process and policy. Through analyzing the needs of both developing as well as postindustrial nations, we will encounter the complexities of balancing environmental responsibility with the needs of production and consumption.

In-and-Out of Class Activities

Reflective Response 1. Choose one of the following issues: water pollution, airborne toxins, acid rain, or nuclear waste. Locate a news article that discusses a specific business contributing to the issue you have chosen. Summarize the situation, and discuss your perception of how the business should improve its commitment to environmental ethics.

2. Locate and review an article describing the impacts of climate change on various Pacific island nations. Do industrialized nations have an ethical responsibility to protect the environments of other geographic regions? Apply concepts of corporate responsibility and utilitarianism in your discussion.

3. Summarize the “last man” argument in ecological ethics. How does this idea of environmental responsibility relate to, or differ from, the core concepts of utilitarianism? Provide detailed examples to support your perspective.

Group & Team Collaboration 1. Imagine that a train hauling coal has derailed along its route through a scenic natural area, .

spilling raw materials dangerously close to the river that provides drinking water for a large nearby city. Divide the class into groups to represent each stakeholder. Create a collaborative statement that expresses the concerns and issues each stakeholder faces in this situation.

2. After a major spill causes environmental destruction along an estuary system, a large oil company seeks to improve community relations and restore investor confidence. Your team has been hired to create a plan of action to restore stakeholders’ trust and demonstrate corporate responsibility. Put together a presentation with your team as though you are hosting a town hall meeting with members of the impacted community.

3. With your team, write a 2–3-page short story about the experiences of a fictional family living in a small, rural town whose well water has been polluted by a nearby mining operation. Your story should be realistic fiction, with named characters and plausible scenarios.

Intellectual Discussion 1. Lecture Point: Environmental responsibility in a global economy Questions to Ask Students: Is it unethical for corporations to purchase land in nonindustrialized nations specifically for the purpose of dumping waste materials?

Apply Kant’s categorical imperative in your response.

Online Alternative: Locate a news article describing a U.S.-based company dumping waste materials in a nonindustrialized nation. Using Kant’s categorical imperative, discuss if this practice violates ethical guidelines.

2. Lecture Point: Applied sustainability Questions to Ask Students: How would you summarize the main concepts of environmental sustainability? Do you feel that your local area is moving toward utilizing sustainable practices? How might you apply the ideas of utilitarian ethics when evaluating the worth of sustainable methods?

Online Alternative: Locate and summarize an example of an environmentally sustainable practice currently being developed or utilized in a non-U.S. location. Do you feel that this method aligns with a utilitarian approach to ethics? Why or why not?

3. Lecture Point: Environmental responsibility and stakeholders

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Questions to Ask Students: Do consumers have a moral obligation to consider the environmental footprint of goods and services when selecting items to purchase or use? Incorporate ethical theories and ideas from the course readings to support your perspectives.

Online Alternative: Locate an example of a company that uses sustainably sourced ingredients or materials to produce its items, and summarize the company’s practices.

Discuss whether consumers have a moral obligation to consider the environmental footprint of goods and services when selecting items to purchase or use.

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Velasquez Chapter 6 Chapter Overview In chapter 6, students will explore a variety of issues and ethical complexities involving the marketing relationships between consumers and products. Do corporations bear a moral obligation to shield the public from dangerous goods? To what extent should product marketing encompass honest descriptions? Learners will encounter case studies and readings on critical issues of consumer privacy, as well as the ethical complications of deceptive promotional practices. Through relevant examples, students will engage in valuable evaluations of the balance between advertising and protecting the interests of consumers.

In-and-Out of Class Activities

Reflective Response 1. Discuss the relationship between the contractual versus the due-care points of view. Identify your perceptions of the strengths, as well as the weaknesses, of each approach. Support your responses with clear examples wherever possible.

2. Locate a recent news article discussing a product recall. Evaluate the recall using either the contractual, due-care, or social costs point of view. Discuss the stakeholders in this scenario, and describe how the company might respond to the interests of those key players.

3. Is all advertising inherently biased in favor of corporate interests, and does this imply coercion? Is it possible to create unbiased product marketing? To what extent should advertisers be responsible for public perception and interpretation based on ad campaigns?

Group & Team Collaboration 1. With your team, locate an example of a class-action lawsuit based upon consumer safety concerns. Prepare a presentation for the class in which you describe the case in detail, engaging in discussion with your peers regarding the ethical outcomes of the case.

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2. Choose a commercial to evaluate with your team. Discuss the strategies used by the advertisers to market the product, and describe the images/ideas/values that are being portrayed to consumers in addition to the product. What methods do advertisers use to debase consumer tastes?

3. Conduct an investigation with your team into the prolific nature of targeting advertising. Using online research, conduct 10 web searches using a specific category of interest/hobby. Then, visit social media, and other websites that include ads, and document the number of times an ad appears that matches your original search subjects. Discuss your findings with the class, and share perspectives on this method of marketing.

Intellectual Discussion 1. Lecture Point: Right to Privacy Questions to Ask Students: Do you feel that targeted ads (advertisements based upon the collected data from web searches and social media posts) are a violation of consumer privacy? Why or why not? Utilize a minimum of two ethical theories in your discussion.

Online Alternative: Locate an article that either supports or criticizes the use of targeted ads. Do you agree or disagree with the perspectives offered in the article? Why or why not? Utilize a minimum of two ethical theories to support your discussion.

2. Lecture Point: Social Costs View Pros and Cons Questions to Ask Students: Do you feel that the social costs point of view is adequately supported by the core concepts of utilitarian ethics? Why or why not?

Provide specific examples to support your perspective.

Online Alternative: Locate an article demonstrating an example of the social costs point of view in a real-life scenario. Discuss if this situation is supported by the core concepts of utilitarian ethics. Provide specific examples to support your perspective.

3. Lecture Point: Advertising and Waste: Environmental Concerns Questions to Ask Students: Do you feel that printed ad campaigns contribute to environmental degradation and depletion of resources? Why or why not? Describe

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the benefits and drawbacks of paper versus digital marketing methods. Use statistics and specific examples to support your ideas.

Online Alternative: Locate an example of a business making an intentional shift away from printed marketing for environmental reasons. Evaluate the outcomes of this action.

Describe the benefits and drawbacks of paper versus digital marketing methods, using specific examples to support your ideas.

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Velasquez Chapter 7 Chapter Overview

In chapter 7, students will explore a variety of forms of discrimination and harassment occurring in the professional world. Through critical readings and case studies, learners will encounter multiple perspectives regarding workplace behaviors as well as legislative actions to protect employees from ethical violations. Women and minority employees often face significant disadvantages in the workplace as well as economic scenarios, and students will examine multiple elements of oppression through rights-based theories, justice-based reasoning, and utilitarian approaches. Students will also explore phenomena of ageism and harassment in the workplace, investigating philosophical perspectives as well as laws governing hiring practices, compensation, and workplace rights.

In-and-Out of Class Activities

Reflective Response 1. Do you feel that socio-economic conditions for women in the U.S. workforce have improved in recent years? To what extent do you feel the wage gap will continue to impact economic stability in single-parent households? Use specific examples to support your perspectives.

2. After reviewing the details of Grutter v. Bollinger, discuss your perspective of this landmark case. Summarize the key controversies regarding the actualization of anti-discriminatory practices, particularly in education and business.

3. Discuss the similarities and differences between a rights-based argument against sexual harassment and a justice-based argument against sexual harassment. Do you feel one ethical methodology is more applicable than the other? Provide details examples to support your perspective.

Group & Team Collaboration

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1. Imagine that your team is hosting a human resource meeting to deliver key policy information to new employees. With your group, prepare a training presentation on the company’s policies regarding workplace discrimination, harassment, and equality as though you are leading a seminar for newly hired workers.

2. With your team, create a role-play scenario demonstrating a specific type of discrimination in the workplace. Assign characters to each member of your group, acting out a fictional situation to address what individuals should do if faced with discrimination in a business environment.

3. With your teams, investigate instances of discrimination against individuals with disabilities in the U.S. workforce. Through online research, locate two to four court cases or news stories describing specific instances of discrimination. Collaborate to summarize the events, as well as the outcomes, and share your findings with the class.

Intellectual Discussion 1. Lecture Point: Affirmative Action Questions to Ask Students: Discuss the benefits, as well as the disadvantages, of affirmative action as it relates to the business world. Provide specific examples and relevant ethical theories to support your ideas.

Online Alternative: Locate a case study that involves conflicts regarding affirmative action. Summarize the key points of conflict in the case, and provide your interpretations of the outcome. Provide relevant ethical theories to support your views.

2. Lecture Point: Inclusion and equality Questions to Ask Students: Discuss an example of the type of discrimination a member of the LGBT community might face in the workplace or in the classroom.

From a philosophical perspective, discuss the importance of ensuring inclusion and equality in our businesses and schools. Provide examples of relevant theories to support your ideas.

Online Alternative: Locate a recent news article describing a specific example of discrimination against a member of the LGBT community in the workplace or in an educational setting. From a philosophical perspective, discuss the importance of ensuring inclusion and equality in our businesses and schools. Provide examples of relevant theories to support your ideas.

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3. Lecture Point: Ageism in the workplace Questions to Ask Students: Discuss your perspectives on the implications of the Age Discrimination in Employment Act. Which philosopher’s ideas of moral reasoning do you feel align most closely to this piece of legislation? Use specific examples to support your thoughts.

Online Alternative: Locate and summarize the main ideas of the Age Discrimination in Employment Act. Which philosopher’s ideas of moral reasoning do you feel align most closely to this piece of legislation? Use specific examples to support your thoughts.

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Velasquez Chapter 8 Chapter Overview

In chapter 8, students will explore the three models of organization that form the essential foundations of business structure. The rational model of organization is based upon principles of hierarchy and structure, creating contractual reciprocities that mandate relationship responsibilities in the workplace. The political model of organization refers to the series of structural connections created by power, whether perceived or actual, in an environment. Lastly, the caring model of organization is the web of interpersonal relationships that form within a workplace. Throughout the chapter, students will investigate the occurrences as well as implications of these types of organization, applying principles of ethical reasoning to a variety of workplace scenarios.

In-and-Out of Class Activities

Reflective Response 1. Explore the primary qualities of the rational organization. What are the strengths and potential pitfalls of a corporate structure comprised of rigid hierarchy and contractual expectations between employers and employees? Use specific examples and philosophical theories to support your perspective.

2. Discuss the strengths and weakness of the similarity argument as it relates to the political structure of workplace organization. How does the presumed power from structural relationships impact the ways in which people relate or function in the workplace? Give specific examples to support your perspective.

3. Summarize the primary characteristics of the caring organization. Which philosophical theories do you feel most align with this type of workplace phenomenon? Use specific examples to support your perspective.

Group & Team Collaboration .

1. Imagine you are part of a team of safety inspectors at a large factory. With your team, create a detailed presentation of workplace safety issues and practices to share with the employees of the company.

2. With your assigned team, research and locate an example in the media of a specific example of whistleblowing and its consequences. Prepare a 10-minute presentation for the class in which you summarize the situation as well as discuss the philosophical (as well as legal) implications of the events and outcomes.

3. With your assigned team, create a fictional role-play scenario in which an employee is involved in a conflict of interest in the workplace. Elect one person to serve as the narrator, with the rest of the individuals acting as characters. Perform the skit for the class, engaging your classmates in a question-and-answer scenario afterward.

Intellectual Discussion 1. Lecture Point: Fair Wages Questions to Ask Students: Do you feel that employers should have an ethical obligation to pay workers a wage that corresponds to the cost of living, regardless of minimum wage laws? To what extent should employers bear the responsibility of ensuring employees earn a living wage?

Online Alternative: Locate a news article concerning the recent debate over increasing the minimum wage. Summarize the article, and discuss philosophical perspectives of the extent employers should be ethically responsible for providing a living wage for employees.

2. Lecture Point: Right to Privacy Questions to Ask Students: Do you feel that employees should have an expectation of privacy in the workplace regarding email and electronic information? Why or why not? Use philosophical evidence and theories to support your perspective.

Online Alternative: Locate an article describing an example of an individual losing his or her job due to posts on social media. Do you feel that employees should face consequences in the workplace for content posted on social media? Why or why not? Use philosophical evidence and theories to support your perspective.

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3. Lecture Point: Employee Rights to Organize Questions to Ask Students: Should employees have the right to organize labor union activity? Should employers have the right to forbid employees from organizing?

Discuss the pros and cons of union activity in the workplace. Use specific details and evidence to support your philosophical perspective.

Online Alternative: Should employees have the right to organize labor union activity?

Should employers have the right to forbid employees from organizing? Locate an example of a workplace issue involving a labor union dispute. Summarize the scenario and evaluate the pros and cons of the situation through a philosophical perspective.

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Business Ethics Spring/Fall 20XX Contact Information: Professor Name: Office Location: Office Hours: Email: Course Description and Learning Outcomes: This course is designed to provide an examination of significant ethical issues and challenges in today's professional business arena, including the manager's social and environmental responsibility to stakeholders; ethical dilemmas and decision-making frameworks and approaches to personal, organizational, and societal levels; and real-world application and analysis of issues.

Student Learning Outcomes: 1. Demonstrate an understanding of key ethical principles and philosophies and the importance of ethical behavior in the business world 2. Analyze the available literature on business ethics to broaden the understanding about ethical challenges in various sectors of business 3. Identify the obligations and responsibilities of business corporations towards the environment and society 4. Apply critical thinking skills to evaluate ethical issues and conflicts in the corporate world and arrive at measures to resolve them 5. Apply ethical theories to real-life business situations and to make rational decisions 6. Apply knowledge of ethical principles and dilemmas to the corporate world 7. Demonstrate effective oral and written communication to respond to ethical issues Required Course Material: REVEL: You are required to purchase the REVEL version Velasquez, Business Ethics: Concepts and Cases, 8e for this course. I will assign reading, writing, and other homework activities in REVEL - they are worth 35% of your grade.

While access to REVEL is required, the printed version of this text is optional - see purchasing options below. There are two ways to purchase REVEL access.

Choose the option that works best for you: Option #1: Purchase a REVEL access code from the campus bookstore.

Option #2: Online Instant Access: If you decide not to purchase REVEL from the bookstore, you can purchase REVEL access online. You will see this as an option after clicking on the course invite link listed below.

When you register (via access code or online instant access), you also have the option of adding the print upgrade for $19.95 extra (no shipping cost). .1

Follow these steps to get started or watch a short video (www.pearsonhighered.com/revel/students/registration) on how to register for REVEL: 1. Enter your Course Invite Link in your web browser. Please use a recommended browser like Google Chrome, FireFox, or Safari.

COURSE INVITE LINK: https://console.pearson.com/enrollment/XXXXXXXX 2. If you already have a Username and Password for another Pearson technology (i.e. MyMathLab), go ahead and sign in. If you do not have one, you’ll need to create one using a valid email that you check regularly, like your school email address. Once you’ve signed in or created your Pearson Account, you’ll immediately be directed to your REVEL account. Here you’ll see your course appear.

3. To access REVEL throughout the semester log onto http://console.pearson.com. Make sure to bookmark this URL and NOT the course invite link. Remember to always use the same username and password to logon.

If you encounter any issues, support materials are available at www.pearsonhighered.com/revel/students/support/index.html, including a call in number: 855-875-1801.

Access to a computer or mobile electronic device (tablet or smartphone) with internet access is required to complete your REVEL assignments. Please let me know if you need information on computers available for use on campus.

Grading and Assessments: 25 percent Exam 1 25 percent Exam 2 25 percent Exam 3 15 percent REVEL reading and quiz assignments 5 percent Participation (includes Shared Writing and Journaling in REVEL) 5 percent Attendance Exams: Exams are based on class lectures, discussions, and REVEL assignments. See class schedule below for details on which chapters will be covered on each exam.

REVEL assignments (reading and quizzes): Log into REVEL frequently and check the assignment calendar to ensure you are keeping up with the assignments. You are required to complete all REVEL assignments before the due date. Late submissions will not be accepted, so plan accordingly. *See below for tips on using REVEL to succeed in this course.

Attendance: Attendance is required. Your attendance score is calculated by the number of times you attend class, divided by total class meetings. It is your responsibility to make sure you are signed in for attendance. If you leave class early or arrive to class late, it will be reflected in your attendance score.

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Participation: Participation is required ‒ both in class as well as outside of class. Outside of class students are expected to participate in weekly writing activities within REVEL. “Shared Writing” assignments within REVEL chapters will require you to respond to a writing prompt and respond to your classmates’ responses. You will also see “Journal” opportunities within REVEL chapters. Think of journaling as a form of guided note-taking.

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*5 Tips for Using REVEL to Succeed in This Course* Quizzes can help you learn more as you read.

Track your performance in REVEL throughout the semester.

Highlighting important sections in the chapter will allow you to easily refer to them later on in the semester. Be on the lookout for any BLUE highlights, as these are highlights or notes coming from me, your instructor!

You may want to try listening to the audio while you read.

If you forget your login information, go to the Forgot Username or Password link to retrieve your username or reset your password. Then, enter your email address and click continue. Check your email account for an email with the subject, "Pearson Username/Password Request." The message will contain all of the usernames that are found for that email address. Choose one account to use with REVEL.

Class Schedule: REVEL reading and quizzes will be due before we cover the chapter in class. The following schedule is tentative; please see your REVEL assignment calendar for all assignment due dates.

Note: In addition to populating the Week, Day, and Date columns in the Class Schedule, be sure to include exam dates/chapters covered by the exam and any other scheduling considerations, such as a break from school. If you are going to have a class day dedicated to reviewing material for the exam, we recommend having the out-of-class assignment section read: Before class, review your REVEL quiz scores, notes, and highlights. Come prepared to ask questions in preparation for your exam.

Week

Day

1

.3

Date

Out-of-class Assignments (REVEL)

In-class Focus

Register for REVEL using the course invite link listed at the top of this syllabus.

Cover Syllabus REVEL Registration

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 1: Introduction: Introduction: Ethics and Business 1.1: The Nature of Business Ethics 1.2: Moral Reasoning and Moral

Chapter 1: Ethics and Business

Decision Making 1.3: Ethical Issues in International Business • Journal: Ethical Relativism 1.4: Foundations of Moral Reasoning 1.5: Moral Responsibility and Blame • Journal: Do Companies Bear Direct Responsibility?

• Shared Writing: The Place of Ethics and Moral Standards • Shared Writing: Moral Behavior and Moral Development Case Study 1.1: Slavery in the Chocolate Industry • Journal: What are Your Views on the Nature of Wrong?

Case Study 1.2: Aaron Beam and the HealthSouth Fraud • Journal: Evaluate Moral Responsibility at HealthSouth Summary: Ethics and Business • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 2: Introduction: Ethical Principles in Business 2.1: Approaches to Moral Decision Making 2.2: Utilitarianism: Weighing Social Costs and Benefits • Journal: Analyze this Argument 2.3: Rights and Duties • Journal: What is an .4

Chapter 2: Ethical Principles in Business

Uncoerced Decision?

2.4: Justice and Fairness • Journal: Evaluate the Behavior of the Oil Companies 2.5: An Ethic of Care 2.6: Integrating Utility, Rights, Justice, and Caring 2.7: An Alternative to Moral Principles: Virtue Ethics 2.8: Unconscious and Conscious Moral Decisions • Shared Writing: Utilitarianism and Distributive Justice • Shared Writing: Ethic of Caring and Ethic of Virtue Case Study 2.1: Traidos Bank and Roche’s Drug Trials in China • Journal: Think Critically About Traidos Bank and Roche’s Drug Trials in China Case Study 2.2: Testing Drugs in the Developing World • Journal: Your Thoughts on Testing Drugs in the Developing World Summary: Ethical Principles in Business • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 3: Introduction: The Business System: Government, Markets, and International Trade 3.1: Globalization and the Business System .5

Chapter 3: The Business System: Government, Markets, and International Trade

3.2: Free Markets and Rights: John Locke • Journal: Numbers and People 3.3: Free Markets and Utility: Adam Smith 3.4: Free Trade and Utility: David Ricardo 3.5: Karl Marx and Justice: A Critique of Free Markets and Free Trade • Journal: Relevance of Marx Today 3.6: The Mixed Economy, New Forms of Property, and the End of Marxism • Journal: Musical Ethics • Shared Writing: Contemporary Application • Shared Writing: Evaluate the U.S. Economic System Case Study 3.1: The GM Bailout • Journal: Think Critically about The GM Bailout Case Study 3.2: Accolade versus Sega • Journal: Think Critically about Accolade Versus Sega Summary: The Business System: Government, Markets, and International Trade • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Chapter 4: Ethics in the Before class, complete any REVEL Marketplace reading, quiz, or writing assignments for Chapter 4: Introduction: Ethics in the Marketplace 4.1: Applying Ethics to Market Competition 4.2: Perfect Competition • Journal: The Pros and Cons of .6

a Perfectly Competitive Market 4.3: Monopoly Competition • Journal: Your Views on the Drug Industry 4.4: Oligopolistic Competition • Journal: Did DRAM Makers Engage in Cartel-Like Behavior?

4.5: Oligopolies and Public Policy • Journal: Consider Market Concentration • Shared Writing: Public Policy and Business Competition • Shared Writing: Price-Fixing in a Foreign Country Case Study 4.1: Intel’s Rebates and Other Ways It Helped Customers • Journal: Market Perspective on Intel Case Study 4.2: Archer Daniels Midland and the Friendly Competitors • Journal: Analyze ADM PriceFixing Summary: Ethics in the Marketplace • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 5: Introduction: Ethics and the Environment 5.1: The Dimensions of Pollution and Resource Depletion • Journal: Evaluate Ford’s Business Ethics 5.2: The Ethics of Pollution Control • Journal: Contributing to Another Country’s .7

Chapter 5: Ethics and the Environment

Industrialization—and Pollution 5.3: Remedies as Duties of the Firm 5.4: The Ethics of Conserving Resources • Journal: Ethics of Dangerous Exports • Shared Writing: Ecological Ethics and Rights • Shared Writing: Moral Behavior and Moral Development Case Study 5.1: The Ok Tedi Copper Mine Case Study 5.2: Gas or Grouse?

• Journal: Ethics of Protecting a Species Summary: Ethics and the Environment • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 6: Introduction: The Ethics of Consumer Production and Marketing 6.1: Everyday Consumer Risks 6.2: Markets and Consumer Protection 6.3: The Contractual View of the Manufacturer’s Duties to Consumer • Journal: The Contractual View and Trump University 6.4: The Due-Care View of the Manufacturer’s Duties to Consumers • Journal: Apply Due Care to the Tobacco Industry 6.5: The Social Costs View of the Manufacturer’s Duties to Consumers .8

Chapter 6: The Ethics of Consumer Production and Marketing

•

Journal: Evaluate the Ethics of Do-It-Yourself Genetic Testing 6.6: Advertising Ethics • Journal: The Ethical Duties of Manufacturing and R.J. Reynolds 6.7: Consumer Privacy • Journal Prompt: Daily Life in a Roman Provincial Town: Graffiti from Pompeii • Shared Writing: The Ethics of Consumer Production and Marketing Case Study 6.1: Promoting Infant Formula in the Twenty-First Century • Journal: Evaluate the Ethics of Infant Formula Marketing Case Study 6.2: Reducing Debt at Credit Solutions of America • Journal: The Ethics of CSA’s Business Practices Summary: The Ethics of Consumer Production and Marketing • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 7: Introduction: The Ethics of Job Discrimination 7.1: Divided over Discrimination 7.2: The Nature of Job Discrimination • Journal: Racism and Work Environment 7.3: The Extent of Discrimination in the United States 7.4: Discrimination: Utility, Rights, and Justice .9

Chapter 7: The Ethics of Job Discrimination

•

Journal: Discrimination in Practice • Journal: Discrimination Against Transgender People 7.5: Affirmative Action Case Study 7.1: Should Kroger Pay Now for What a Ralphs’ Employee Did in the Past?

• Journal: Complexities of the Case • Shared Writing: Background and Research on Discrimination • Shared Writing: For and against Affirmative Action Case Study 7.2: Wal-Mart ’s Women • Journal: What’s in Store for Wal-Mart?

Summary: The Ethics of Job Discrimination • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

Chapter 8: Ethics and the Employee Before class, complete any REVEL reading, quiz, or writing assignments for Chapter 8: Introduction: Ethics and the Employee 8.1: The Rational Organization • Journal: Evaluate Consequences from an Ethical Perspective • Journal: Actions and Words • Journal: Is This Job Better Than None?

8.2: The Political Organization • Journal: Evaluate the Sergeant's Predicament 8.3: Informal Power Relationships in Organizations 8.4: The Caring Organization . 10

•

Shared Writing: Relate Employee Rights to Basic Rights and Justice • Shared Writing: Organizational Models and the Similarity Argument Case Study 8.1: Death at Massey Energy Company • Journal: Apply an Ethical Framework to Massey Energy Case Study 8.2: Who Should Pay? • Journal: Determine Responsibility Summary: Ethics and the Employee • Chapter Quiz See REVEL assignment calendar for specific assignment details, including due date and time.

. 11

Course Syllabus

Course # and Title Course Section Number Course Meeting Time Classroom Location

Instructor: Phone: Email: Office / Hours: Required Textbook: Manuel G. Velasquez, Business Ethics: Concepts and Cases, 8th ed.

(New York: Pearson, 2018).

Course Description This course is designed to provide an examination of significant ethical issues and challenges in today's professional business arena, including the manager's social and environmental responsibility to stakeholders; ethical dilemmas and decision-making frameworks and approaches to personal, organizational, and societal levels; and real-world application and analysis of issues.

Course Outcomes Upon successful completion of the course, students will be able to: ● Demonstrate an understanding of key ethical principles and philosophies and the importance of ethical behavior in the business world ● Analyze the available literature on business ethics to broaden the understanding about ethical challenges in various sectors of business ● Identify the obligations and responsibilities of business corporations towards the environment and society ● Apply critical thinking skills to evaluate ethical issues and conflicts in the corporate world and arrive at measures to resolve them ● Apply ethical theories to real-life business situations and to make rational decisions ● Apply knowledge of ethical principles and dilemmas to the corporate world ● Demonstrate effective oral and written communication to respond to ethical issues

Copyright © 2018 Pearson Education, Inc. All rights reserved.

Course Policies ● In a Business Ethics course, it is critical to understand that your success, as well as the success of others, is dependent upon participation in activities and assignments. As such, you are expected to attend class and actively participate in class discussions and activities. Your final grade will be lowered one full letter grade after three unexcused absences. Two late arrivals or early departures are equivalent to one absence. ● There are three written tests that cover materials from the textbook, class discussions/lectures, group activities, an individual project, and supplementary materials.

There is also a final exam given during the last week of class. ● You are required to review group work and to share your critiques. Be certain to proofread and check for grammatical errors and APA formatting. ● All written work should be turned in on the due date. Late work will result in a lowered grade.

Grading Procedure Your grade for this course will be based on your performance on the following assignments. As you receive your grades, you should record them in the third column.

Assignment

Percentage

Analysis Paper

30%

Test 1

10%

Test 2

10%

Test 3

10%

Final Exam

25%

Group Project

15%

Grade

Sixteen-Week Course Outline Week Chapter

Topic

Activities

1

1

Ethics and Business

Select activities from IM

2

2

Ethical Principles in Business, Part One Select activities from IM 2.1 Approaches to Moral Decision Making 2.2 Utilitarianism 2.3 Rights and Duties 2.4 Copyright © 2018 Pearson Education, Inc. All rights reserved.

Exams

Justice and Fairness

3

2

Ethical Principles in Business, Part Two 2.5 Select activities from IM An Ethic of Care 2.6 Integrating Utility, Rights, Justice, & Caring 2.7 An Alternative to Moral Principles: Justice Ethics 2.8 Unconscious and Conscious Moral Decisions

4

3

The Business System: Government, Markets, and International Trade

5

Select activities from IM

Exam #1

Exam #1- Ch. 1-3

6

4

Ethics in the Marketplace

Select activities from IM

7

5

Ethics and the Environment

Select activities from IM, Environmental Ethics Group Project

8

6

The Ethics of Consumer Production and Select activities from IM Marketing, Part One 6.1 Everyday Consumer Risks 6.2 Markets and Consumer Protection 6.3 The Contractual View of the Manufacturer’s Duties to Consumers

9

6

The Ethics of Consumer Production and Select activities from IM Marketing, Part Two 6.4 The Due-Care View of the Manufacturer’s Duties to Consumers 6.5 The Social Costs View of the Manufacturer’s Duties to Consumers 6.6 Advertising Ethics 6.7 Consumer Privacy Copyright © 2018 Pearson Education, Inc. All rights reserved.

10

Exam #2

Exam #2Ch. 4-6

11

7

The Ethics of Job Discrimination, Part One Select activities from IM 7.1 Divided Over Discrimination 7.2 The Nature of Job Discrimination 7.3 The Extent of Discrimination in the United States

12

7

The Ethics of Job Discrimination, Part Two Select activities from IM 7.4 Discrimination: Utility, Rights, and Justice 7.5 Affirmative Action

13

8

Ethics and the Employee

14

Exam #3

15

Cumulative Review

16

Final Exam

Select activities from IM

Exam #3 – Ch. 7-8

Analysis paper

Copyright © 2018 Pearson Education, Inc. All rights reserved.

Ten-Week Course Outline Week Chapter

Topic

Activities

Exams

1

1

Ethics and Business

Select activities from IM

2

2

Ethical Principles in Business

Select activities from IM

3

3

The Business System: Government, Markets, and International Trade

Select activities from Exam #1 IM Ch. 1–3

4

4

Ethics in the Marketplace

Select activities from IM

5

5

Ethics and the Environment

Select activities from IM; Environmental Ethics Group Project

6

6

The Ethics of Consumer Production and Marketing

Select activities from Exam #2 IM Ch. 4–6

7

7

The Ethics of Job Discrimination

Select activities from IM

8

8

Ethics and the Employee

Select activities from IM

9

Cumulative Review

Analysis Paper

10

Final Exam

Exam #3 Ch. 7–8

Copyright © 2018 Pearson Education, Inc. All rights reserved.