23rd Australian Association for Professional & Applied ...unisabusinessschool.edu.au/contentassets/a1dc942c23474cefadb3… · different perspectives, we can learn together about the

23rd Australian Association for

Professional & Applied Ethics (AAPAE) Annual

Conference 15 – 17 June 2016

Hosted by University of South Australia Business School, Adelaide, South Australia

Responsible Leadership and Ethical Decision-Making

2

23rd Australian Association for Professional & Applied Ethics (AAPAE) Annual Conference

Welcome Welcome one and all to the AAPAE’s 23rd Annual Conference!

The Australian Association for Professional & Applied Ethics (AAPAE) aims to encourage awareness and discussion of ethical issues as they arise in applied situations, with all of the challenges and complexities that implies. The Association pursues these tasks through several methods: our twice-yearly publication of Australian Ethics, our partnership with the Emerald journal Research in Ethical Issues in Organizations, our sponsoring of ethics-related groups, and our liaisons with industry, civil society and public services (often in our supplying expert presenters for events and workshops).

Above all, however, we pursue our objectives through our annual conference. The conference offers us a chance to present and discuss new research, and to hear from others with different perspectives and experiences. In my view, one of the best things about the AAPAE is its capacity to bring together three groups of people: i) those with a dedicated background in ethics or law, ii) those who teach ethics and professionalism to aspiring practitioners, and, iii) practitioners themselves, whether from industry, professions, civil society or government. In listening to and reflecting on the insights drawn from all of these different perspectives, we can learn together about the challenges of moral action – and in particular on the crucial challenges facing responsible leadership and ethical decision-making in 2016.

Best wishes for a terrific conference!

Dr Hugh Breakey, President, AAPAE

3


Contents

Program overview 4

Keynote addresses 5

Submitted presentation abstracts 9 Alphabetically by last name

Schedule 32

2


Welcome Welcome one and all to the AAPAE’s 23rd Annual Conference!

The Australian Association for Professional & Applied Ethics (AAPAE) aims to encourage awareness and discussion of ethical issues as they arise in applied situations, with all of the challenges and complexities that implies. The Association pursues these tasks through several methods: our twice-yearly publication of Australian Ethics, our partnership with the Emerald journal Research in Ethical Issues in Organizations, our sponsoring of ethics-related groups, and our liaisons with industry, civil society and public services (often in our supplying expert presenters for events and workshops).

Above all, however, we pursue our objectives through our annual conference. The conference offers us a chance to present and discuss new research, and to hear from others with different perspectives and experiences. In my view, one of the best things about the AAPAE is its capacity to bring together three groups of people: i) those with a dedicated background in ethics or law, ii) those who teach ethics and professionalism to aspiring practitioners, and, iii) practitioners themselves, whether from industry, professions, civil society or government. In listening to and reflecting on the insights drawn from all of these different perspectives, we can learn together about the challenges of moral action – and in particular on the crucial challenges facing responsible leadership and ethical decision-making in 2016.

Best wishes for a terrific conference!

Dr Hugh Breakey, President, AAPAE

3


Contents

Program overview 4

Keynote addresses 5

Submitted presentation abstracts 9 Alphabetically by last name

Schedule 32

4


Program Overview Wednesday 15 June

4:15 to 5:30pm Venue: Kerry Packer Civic Gallery, Hawke Building, UniSA City West

• Registration, reception and cocktails • Welcome address by Prof. Thomas Maak, Head of School of

Management, University of South Australia • Welcome address by Dr. Hugh Breakey, President, AAPAE

5:30 to 6:00pm Proceed to Adelaide Town Hall, 128 King William Street, Adelaide

6:00 to 7:15pm 2016 Annual Hawke Lecture at the Adelaide Town Hall by The Reverend Canon Mpho A Tutu

7:15 to 8:00pm Cocktails at the Adelaide Town Hall

Thursday 16 June

8:30am Registrations

8:45am Keynote address by The Hon. Bruce Lander QC, Commissioner, Independent Commissioner Against Corruption (ICAC)

9:30am to 12:30pm Presentations - morning sessions

12:30pm Lunch

1:30pm Keynote address by Prof. Nicola Pless, University of South Australia Business School

2:10 to 4:30pm Presentations - afternoon sessions

5:00pm Adelaide Oval tour

6:30pm Conference dinner

Friday 17 June

8:45am Keynote address by Dr. Jennifer Griffin, George Washington University School of Business, Washington DC

9:30am to 12:30pm Presentations - morning sessions - includes a workshop on "Leading for the greater good" by Ms. Lisa Philip-Harbutt and Dr. Lisa Daniel

12:30pm Lunch


5


Annual Hawke Lecture The Annual Hawke Lecture with The Reverend Mpho A. Tutu will take place on Wednesday 15th June at 6pm in the Adelaide Town Hall. Conference organisers and registered delegates are invited to the free lecture from 6-7.15pm and then a reception with Mr Bob Hawke, Mpho Tutu and invited guests from 7.15 – 8pm in the Adelaide Town Hall.

The Reverend Mpho A. Tutu The Rev. Mpho A. Tutu, an Episcopal priest, is the Founder and Executive Director of the Tutu Institute for Prayer and Pilgrimage.

For several years prior to her ordination, Rev. Tutu was Director of the Di scovery Program at All Saints Church, a weekday and summer ministry for children in the downtown Worcester, Massachusetts. She also worked as the Seminarian Associate at St. Michael's-on-the-Heights Church in Worcester.

Rev. Tutu studied and taught in Grahamstown, South Africa, at the College of the Transfiguration, the Provincial Episcopal seminary of Southern Africa. While at the College, she joined the Mother's Union, and worked in both Xhosa- and English-speaking congregations. With a grant from the Episcopal Evangelical Education Society, she initiated a pastoral care ministry for rape survivors and their families.

Rev. Tutu began her ordained ministry at Historic Christ Church in Alexandria, Virginia. She is an experienced public speaker, author, administrator and preacher having addressed groups and congregations as diverse as The National Cathedral in Washington and Mother Bethel AME church in Philadelphia. She was the preacher for the Ordination of Bishop Larry Provenzano of Long Island. She has also addressed secular and multi-religious platforms such as The Annual World Congress of Children’s Hospice International and the Women’s Club of Richmond.

For five years, Rev. Tutu was Director of the Bishop Desmond Tutu Southern African Refugee Scholarship Fund of the Phelps Stokes Fund. That program provided full four-year college scholarships to refugees from South African and Namibia. Ms Tutu has worked as a volunteer teaching in an ESL ministry in Alexandria, VA.

Rev. Tutu holds a Master of Divinity Degree from Episcopal Divinity School in Cambridge, MA. She was awarded a Women Living Religion Fellowship by the MacMillan Center at Yale University in New Haven.

The Rev. Mpho Tutu is the chairperson emerita of the board of the Global AIDS Alliance, a trustee of Angola University and the Chairperson of the Board of Advisors of the 911 Unity Walk. She also serves on the Chime for Change Advisory Board. Rev Mpho Tutu is the Executive Director of Desmond & Leah Tutu Legacy Foundation, an organization founded by her father Desmond and mother Leah.

Rev. Tutu co-authored Made for Goodness with her father and they also wrote the foreword to National Geographic’s book, Geography of Religion. She authored the foreword of Footprints in the Sand: Caregivers of South Africa. Recently she co-authored The Book of Forgiveness together with her father which has received positive reviews and it is regarded as an inspiration to those on a journey to “forgiveness”.

Rev. Tutu has two daughters, Nyaniso and Onalenna.

4


Program Overview Wednesday 15 June

4:15 to 5:30pm Venue: Kerry Packer Civic Gallery, Hawke Building, UniSA City West

• Registration, reception and cocktails • Welcome address by Prof. Thomas Maak, Head of School of

Management, University of South Australia • Welcome address by Dr. Hugh Breakey, President, AAPAE

5:30 to 6:00pm Proceed to Adelaide Town Hall, 128 King William Street, Adelaide

6:00 to 7:15pm 2016 Annual Hawke Lecture at the Adelaide Town Hall by The Reverend Canon Mpho A Tutu

7:15 to 8:00pm Cocktails at the Adelaide Town Hall

Thursday 16 June

8:30am Registrations

8:45am Keynote address by The Hon. Bruce Lander QC, Commissioner, Independent Commissioner Against Corruption (ICAC)

9:30am to 12:30pm Presentations - morning sessions

12:30pm Lunch

1:30pm Keynote address by Prof. Nicola Pless, University of South Australia Business School


5:00pm Adelaide Oval tour

6:30pm Conference dinner

Friday 17 June

8:45am Keynote address by Dr. Jennifer Griffin, George Washington University School of Business, Washington DC

9:30am to 12:30pm Presentations - morning sessions - includes a workshop on "Leading for the greater good" by Ms. Lisa Philip-Harbutt and Dr. Lisa Daniel

12:30pm Lunch


5


Annual Hawke Lecture The Annual Hawke Lecture with The Reverend Mpho A. Tutu will take place on Wednesday 15th June at 6pm in the Adelaide Town Hall. Conference organisers and registered delegates are invited to the free lecture from 6-7.15pm and then a reception with Mr Bob Hawke, Mpho Tutu and invited guests from 7.15 – 8pm in the Adelaide Town Hall.

The Reverend Mpho A. Tutu The Rev. Mpho A. Tutu, an Episcopal priest, is the Founder and Executive Director of the Tutu Institute for Prayer and Pilgrimage.

For several years prior to her ordination, Rev. Tutu was Director of the Di scovery Program at All Saints Church, a weekday and summer ministry for children in the downtown Worcester, Massachusetts. She also worked as the Seminarian Associate at St. Michael's-on-the-Heights Church in Worcester.

Rev. Tutu studied and taught in Grahamstown, South Africa, at the College of the Transfiguration, the Provincial Episcopal seminary of Southern Africa. While at the College, she joined the Mother's Union, and worked in both Xhosa- and English-speaking congregations. With a grant from the Episcopal Evangelical Education Society, she initiated a pastoral care ministry for rape survivors and their families.

Rev. Tutu began her ordained ministry at Historic Christ Church in Alexandria, Virginia. She is an experienced public speaker, author, administrator and preacher having addressed groups and congregations as diverse as The National Cathedral in Washington and Mother Bethel AME church in Philadelphia. She was the preacher for the Ordination of Bishop Larry Provenzano of Long Island. She has also addressed secular and multi-religious platforms such as The Annual World Congress of Children’s Hospice International and the Women’s Club of Richmond.

For five years, Rev. Tutu was Director of the Bishop Desmond Tutu Southern African Refugee Scholarship Fund of the Phelps Stokes Fund. That program provided full four-year college scholarships to refugees from South African and Namibia. Ms Tutu has worked as a volunteer teaching in an ESL ministry in Alexandria, VA.

Rev. Tutu holds a Master of Divinity Degree from Episcopal Divinity School in Cambridge, MA. She was awarded a Women Living Religion Fellowship by the MacMillan Center at Yale University in New Haven.

The Rev. Mpho Tutu is the chairperson emerita of the board of the Global AIDS Alliance, a trustee of Angola University and the Chairperson of the Board of Advisors of the 911 Unity Walk. She also serves on the Chime for Change Advisory Board. Rev Mpho Tutu is the Executive Director of Desmond & Leah Tutu Legacy Foundation, an organization founded by her father Desmond and mother Leah.

Rev. Tutu co-authored Made for Goodness with her father and they also wrote the foreword to National Geographic’s book, Geography of Religion. She authored the foreword of Footprints in the Sand: Caregivers of South Africa. Recently she co-authored The Book of Forgiveness together with her father which has received positive reviews and it is regarded as an inspiration to those on a journey to “forgiveness”.

Rev. Tutu has two daughters, Nyaniso and Onalenna.

6


Keynote speaker

The Hon Bruce Lander QC What’s the point of me? The office of the Independent Commissioner Against Corruption opened on 2 September 2013. South Australia was the last State to introduce an independent Anti-corruption body. Up until that point it was argued that South Australia didn’t need such a body. What changed? Why was my office established and what contribution am I making to the integrity of public administration in South Australia?

On 19 February 2013, it was announced that the Honourable Justice Lander would be South Australia’s first Independent Commissioner Against Corruption.

The Hon. Bruce Lander QC, as he now is, was admitted as a Barrister and Solicitor of the Supreme Court of South Australia in March 1969.

He practised as a solicitor until 1981 when he signed the Bar Roll. In 1986 he was appointed Queen’s Counsel.

In November 1994 he was appointed as a Judge of the Supreme Court of South Australia. He remained a Judge of that Court until he was appointed a Judge of the Federal Court of Australia on 14 July 2003.

In January 2004 he was appointed an additional Judge of the Supreme Court of the Australian Capital Territory. In December 2008 he was appointed a Judge of the Supreme Court of Norfolk Island.

In November 2005 he was appointed a Deputy President of the Administrative Appeals Tribunal for a term of five years and was reappointed in 2010 for a further term.

In April 2013 he was awarded an Honorary Doctorate of Law by Flinders University for his contribution to the law and the university.

Bruce Lander resigned all his judicial appointments to take up his current appointment on 2 September 2013.

His tenure as Commissioner is for a period of seven years.

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Keynote speaker

Professor Nicola Pless How leaders think about doing the right thing?

Professor Nicola M. Pless is Professor of Management and holds the Chair of Positive Business at the University of South Australia. Professor Pless is the 20 13 winner of the prestigious Aspen Faculty Pioneer Award for Teaching Innovation and Excellence and holds the 2011 Honorary Jef Van Gerwen Chair from the University of Antwerp for her work in the field of Responsible Leadership. She is a former Vice President Leadership Development in Financial Services and board member of an international network organization. She serves as section editor of International Management for the influential Journal of Business Ethics (FT45/BW20 journal list).

Professor Pless' pioneering and award-winning work on responsible leadership lies at the interface of leadership and corporate responsibility and is focused on application in business practice. Her academic publications include articles in peer reviewed international journals (a.o. Journal of Management Studies, Journal of Business Ethics, Human Resource Management, Academy of Management Perspectives, Academy of Management Learning & Education), books and book chapters published by Edward Elgar, Routledge, Sage, Springer.

Her current research focuses on leadership (multi-level and contextual research) and its development, responsible decision making in multicultural and top management teams, and micro foundations of strategy; specifically the relationship between RL and social and economic value creation and the roles of values, empathy and mindfulness within this process. She is also a Principle Investigator in the international research group, ‘The Neuroscience of Leadership’.

Professor Pless has profound international management experience in the private and non-profit sector, both as a board member and senior executive. For several years she pursued an executive career in the US and Switzerland, where she served in different international HR roles in financial services firms in Zurich, Basel, NYC and for the World Bank Group in Washington, DC. As sector leader at Credit Suisse in Zurich she was responsible for the development of the top 400 executives in that company. During the past 10+ years she has also provided expert consulting and training services to organizations such as Deutsche Telekom, Dong Energy, PricewaterhouseCoopers, Swarovski, and Volkswagen.

6


Keynote speaker

The Hon Bruce Lander QC What’s the point of me? The office of the Independent Commissioner Against Corruption opened on 2 September 2013. South Australia was the last State to introduce an independent Anti-corruption body. Up until that point it was argued that South Australia didn’t need such a body. What changed? Why was my office established and what contribution am I making to the integrity of public administration in South Australia?

On 19 February 2013, it was announced that the Honourable Justice Lander would be South Australia’s first Independent Commissioner Against Corruption.

The Hon. Bruce Lander QC, as he now is, was admitted as a Barrister and Solicitor of the Supreme Court of South Australia in March 1969.

He practised as a solicitor until 1981 when he signed the Bar Roll. In 1986 he was appointed Queen’s Counsel.

In November 1994 he was appointed as a Judge of the Supreme Court of South Australia. He remained a Judge of that Court until he was appointed a Judge of the Federal Court of Australia on 14 July 2003.

In January 2004 he was appointed an additional Judge of the Supreme Court of the Australian Capital Territory. In December 2008 he was appointed a Judge of the Supreme Court of Norfolk Island.

In November 2005 he was appointed a Deputy President of the Administrative Appeals Tribunal for a term of five years and was reappointed in 2010 for a further term.

In April 2013 he was awarded an Honorary Doctorate of Law by Flinders University for his contribution to the law and the university.

Bruce Lander resigned all his judicial appointments to take up his current appointment on 2 September 2013.

His tenure as Commissioner is for a period of seven years.

7


Keynote speaker

Professor Nicola Pless How leaders think about doing the right thing?

Professor Nicola M. Pless is Professor of Management and holds the Chair of Positive Business at the University of South Australia. Professor Pless is the 20 13 winner of the prestigious Aspen Faculty Pioneer Award for Teaching Innovation and Excellence and holds the 2011 Honorary Jef Van Gerwen Chair from the University of Antwerp for her work in the field of Responsible Leadership. She is a former Vice President Leadership Development in Financial Services and board member of an international network organization. She serves as section editor of International Management for the influential Journal of Business Ethics (FT45/BW20 journal list).

Professor Pless' pioneering and award-winning work on responsible leadership lies at the interface of leadership and corporate responsibility and is focused on application in business practice. Her academic publications include articles in peer reviewed international journals (a.o. Journal of Management Studies, Journal of Business Ethics, Human Resource Management, Academy of Management Perspectives, Academy of Management Learning & Education), books and book chapters published by Edward Elgar, Routledge, Sage, Springer.

Her current research focuses on leadership (multi-level and contextual research) and its development, responsible decision making in multicultural and top management teams, and micro foundations of strategy; specifically the relationship between RL and social and economic value creation and the roles of values, empathy and mindfulness within this process. She is also a Principle Investigator in the international research group, ‘The Neuroscience of Leadership’.

Professor Pless has profound international management experience in the private and non-profit sector, both as a board member and senior executive. For several years she pursued an executive career in the US and Switzerland, where she served in different international HR roles in financial services firms in Zurich, Basel, NYC and for the World Bank Group in Washington, DC. As sector leader at Credit Suisse in Zurich she was responsible for the development of the top 400 executives in that company. During the past 10+ years she has also provided expert consulting and training services to organizations such as Deutsche Telekom, Dong Energy, PricewaterhouseCoopers, Swarovski, and Volkswagen.

8


Keynote speaker

Dr. Jennifer Griffin Perspectives of CSR from Around the Globe

Dr. Jennifer J. Griffin, Professor, Strategic Manag ement & Public Policy at The George Washington University School of Business (Washington, DC), is also the Director, Global Strategies Program, GW’s Institute for Corporate Responsibility and former Department Chair. Engaged at all levels of learning (e.g., executive, doctoral, graduate, and undergraduate) Jenn examines how firms continuously co-create value with their stakeholders. Jenn teaches corporate strategy, business & public policy, corporate impacts, and corporate social responsibility in-person, online and through annual workshops with executives from Australia, the U.S., India and Chile.

Author of a forthcoming Cambridge University Press book, Managing Corporate Impacts: Co-Creating Value, numerous case studies, recipient of a 2015 Ave Tucker Research Fellowship, and a former Aspen Institute-Wye fellow, Jenn was the first School of Business faculty member awarded a GW Institute of Public Policy Research (GWIPP) award and has earned GW University Facilitating Fund (UFF) award. Her research published in books and has appeared in Public Administration Review, Business & Society, Group & Organization Management, Business & Politics, Corporate Reputation Review, Journal of Public Affairs, & Public Relations Quarterly, among others. Jenn is on the editorial review board of Business & Society, and Business Ethics: An European Review, among others.

Jenn has been an invited speaker: Universidade de Sao Paulo (Sao Paulo, Brazil), Tampere University of Technology (Finland), University of Bath (UK), University of South Australia (Adelaide), University of Nottingham (UK), Johns Hopkins University (Baltimore), University of Virginia (Charlottesville, VA), University of Saint Joseph-Kaslik (Lebanon), University of Delaware, University of Denver, Deakin University (Melbourne), Public Affairs Council (DC), Canadian Conference Board, Australian Centre for Corporate Public Affairs Institute (Melbourne), American Assoc. of Chambers of Commerce of Latin America (AACCLA, Mexico City), Larson & Toubro Ltd. (Pune, India), Issues Management Council (VA), and the Washington Campus among others.

Jenn is currently past Division Chair, of Academy of Management’s-Social Issues in Management (SIM) Division; board member of Keep America Beautiful (KAB); faculty advisor for the GW Certificate in Responsible Management (CRM) program and the GWSB-Net Impact group; former executive director of the International Association for Business & Society (IABS); past-president of GW-Beta Gamma Sigma (national business honorary); a member of Tau Beta Pi (national engineering honorary), and former Trustee, Foundation for Public Affairs.

Jenn, formerly an engineer with General Electric, Texas Instruments and 3M Company had assignments in the US and The Netherlands after receiving her B.Sci degree from ISU earned a MBA and Doctorate in Strategy & Policy from Boston University. Jenn and her husband are certified (currently, inactive) Commonwealth of Virginia firefighters and enjoy a good conversation with good food and their two teenage sons.

9


Monica Behrend, University of South Australia Ethical challenges of academic integrity in research writing

Developing an understanding of what constitutes ethical behaviour in research writing is particularly challenging for research scholars for whom English is an Additional Language (Abasi & Graves 2008). For these research students, this understanding relates to learning the complexities of academic integrity (Bradley 2011) as they develop their ‘authorial identity’ (Pecorani 2015). Various approaches have been taken to induct these research or graduate scholars into complex and appropriate intertextual practices (e.g. Hu 2015). This paper explores issues related to experiences of multilingual research scholars as they learn these practices. Despite their initial ethics induction and training related to research writing, they often struggle to discern appropriate ethical practices in relation to paraphrasing. According to these scholars, the main issue is that in their previous English courses they have been taught to manipulate words from an original text by using synonyms or changing the voice of the sentence to active or passive. This flawed approach continues to be practiced by novice research scholars and sometimes endorsed by fellow researchers. This paper discusses the challenges and pedagogical approaches to transform understandings from this limited perspective to that of restating citations in one’s ‘own voice’ by ultimately developing authorial identity. I argue that these scholars are not deliberately plagiarising, but rather need to be educated to develop their authorial authenticity through a variety of effective approaches to research writing.

Peter Bowden, University of Sydney The moral failure of philosophy

This article is an appeal to the many people who write, teach or, as concerned and thinking citizens, worry about the moral and ethical practices of the world that we live in. And who want to see some way in which they can bring about improvement. It is particularly addressed to members of the Australian Association for Professional and Applied Ethics, on this occasion, their 2016 annual conference.

If any of us wishes to study or learn more about moral or ethical practices, we will take a course in philosophy at a university or college. There is no other discipline at a university that will offer you qualifications in ethics or morality. If you are a teacher, writer or researcher on ethical practices or even an employee who has just been appointed as ethics officer you will have to read widely on moral philosophy or take one of the many courses on offer.

In addition, all universities or colleges are required to provide skill requirements for their graduates over and above the technical learning required for that discipline – “attributes necessary for work and life”, as they are described. Formally labelled Graduate Attributes, one of these requirements is invariably knowledge of ethics and ethical behaviour. Examples are provided in the text :

If your Dean decides that he/she wants to meet the university’s graduate attributes requirements in ethics by providing an ethics course in your discipline. And you respond to the call, you will be faced with that massive learning challenge. Similarly, if your CEO calls for a volunteer to fill the newly created position of ethics officer, you will be faced with the same challenge.

You will have a lot of enjoyment in the process, and much learning, but in the end philosophy will defeat you. The objective of this article is to explain why and how, and to convince you that if you write, or teach, or work in ethics, your profession needs restructuring, and that you should join in this effort.

8


Keynote speaker

Dr. Jennifer Griffin Perspectives of CSR from Around the Globe

Dr. Jennifer J. Griffin, Professor, Strategic Manag ement & Public Policy at The George Washington University School of Business (Washington, DC), is also the Director, Global Strategies Program, GW’s Institute for Corporate Responsibility and former Department Chair. Engaged at all levels of learning (e.g., executive, doctoral, graduate, and undergraduate) Jenn examines how firms continuously co-create value with their stakeholders. Jenn teaches corporate strategy, business & public policy, corporate impacts, and corporate social responsibility in-person, online and through annual workshops with executives from Australia, the U.S., India and Chile.

Author of a forthcoming Cambridge University Press book, Managing Corporate Impacts: Co-Creating Value, numerous case studies, recipient of a 2015 Ave Tucker Research Fellowship, and a former Aspen Institute-Wye fellow, Jenn was the first School of Business faculty member awarded a GW Institute of Public Policy Research (GWIPP) award and has earned GW University Facilitating Fund (UFF) award. Her research published in books and has appeared in Public Administration Review, Business & Society, Group & Organization Management, Business & Politics, Corporate Reputation Review, Journal of Public Affairs, & Public Relations Quarterly, among others. Jenn is on the editorial review board of Business & Society, and Business Ethics: An European Review, among others.

Jenn has been an invited speaker: Universidade de Sao Paulo (Sao Paulo, Brazil), Tampere University of Technology (Finland), University of Bath (UK), University of South Australia (Adelaide), University of Nottingham (UK), Johns Hopkins University (Baltimore), University of Virginia (Charlottesville, VA), University of Saint Joseph-Kaslik (Lebanon), University of Delaware, University of Denver, Deakin University (Melbourne), Public Affairs Council (DC), Canadian Conference Board, Australian Centre for Corporate Public Affairs Institute (Melbourne), American Assoc. of Chambers of Commerce of Latin America (AACCLA, Mexico City), Larson & Toubro Ltd. (Pune, India), Issues Management Council (VA), and the Washington Campus among others.

Jenn is currently past Division Chair, of Academy of Management’s-Social Issues in Management (SIM) Division; board member of Keep America Beautiful (KAB); faculty advisor for the GW Certificate in Responsible Management (CRM) program and the GWSB-Net Impact group; former executive director of the International Association for Business & Society (IABS); past-president of GW-Beta Gamma Sigma (national business honorary); a member of Tau Beta Pi (national engineering honorary), and former Trustee, Foundation for Public Affairs.

Jenn, formerly an engineer with General Electric, Texas Instruments and 3M Company had assignments in the US and The Netherlands after receiving her B.Sci degree from ISU earned a MBA and Doctorate in Strategy & Policy from Boston University. Jenn and her husband are certified (currently, inactive) Commonwealth of Virginia firefighters and enjoy a good conversation with good food and their two teenage sons.

9


Monica Behrend, University of South Australia Ethical challenges of academic integrity in research writing

Developing an understanding of what constitutes ethical behaviour in research writing is particularly challenging for research scholars for whom English is an Additional Language (Abasi & Graves 2008). For these research students, this understanding relates to learning the complexities of academic integrity (Bradley 2011) as they develop their ‘authorial identity’ (Pecorani 2015). Various approaches have been taken to induct these research or graduate scholars into complex and appropriate intertextual practices (e.g. Hu 2015). This paper explores issues related to experiences of multilingual research scholars as they learn these practices. Despite their initial ethics induction and training related to research writing, they often struggle to discern appropriate ethical practices in relation to paraphrasing. According to these scholars, the main issue is that in their previous English courses they have been taught to manipulate words from an original text by using synonyms or changing the voice of the sentence to active or passive. This flawed approach continues to be practiced by novice research scholars and sometimes endorsed by fellow researchers. This paper discusses the challenges and pedagogical approaches to transform understandings from this limited perspective to that of restating citations in one’s ‘own voice’ by ultimately developing authorial identity. I argue that these scholars are not deliberately plagiarising, but rather need to be educated to develop their authorial authenticity through a variety of effective approaches to research writing.

Peter Bowden, University of Sydney The moral failure of philosophy

This article is an appeal to the many people who write, teach or, as concerned and thinking citizens, worry about the moral and ethical practices of the world that we live in. And who want to see some way in which they can bring about improvement. It is particularly addressed to members of the Australian Association for Professional and Applied Ethics, on this occasion, their 2016 annual conference.

If any of us wishes to study or learn more about moral or ethical practices, we will take a course in philosophy at a university or college. There is no other discipline at a university that will offer you qualifications in ethics or morality. If you are a teacher, writer or researcher on ethical practices or even an employee who has just been appointed as ethics officer you will have to read widely on moral philosophy or take one of the many courses on offer.

In addition, all universities or colleges are required to provide skill requirements for their graduates over and above the technical learning required for that discipline – “attributes necessary for work and life”, as they are described. Formally labelled Graduate Attributes, one of these requirements is invariably knowledge of ethics and ethical behaviour. Examples are provided in the text :

If your Dean decides that he/she wants to meet the university’s graduate attributes requirements in ethics by providing an ethics course in your discipline. And you respond to the call, you will be faced with that massive learning challenge. Similarly, if your CEO calls for a volunteer to fill the newly created position of ethics officer, you will be faced with the same challenge.

You will have a lot of enjoyment in the process, and much learning, but in the end philosophy will defeat you. The objective of this article is to explain why and how, and to convince you that if you write, or teach, or work in ethics, your profession needs restructuring, and that you should join in this effort.

10


Lexie Brans, Monash University Codes of ethics as an (imperfect) guide to decision making at the nurse leadership level: implications for the teaching and ‘doing’ of ethics

The Code of Ethics for Nurses in Australia (the Code) is a mandated competence for all nurses registered with the Australian Health Practitioner Regulation Agency. The Code describes itself as a guide to ethical decision making and it applies to all nurses as clinicians, researchers, educators and managers (leaders).

This paper reports on selected aspects of my doctoral thesis where it was argued that the Code is insufficient to the demands it makes upon nurse leaders. The focus of most nursing ethics scholarship and decision-making is the micro or nurse-patient level, but ethics is also applied at four other levels: the meso (nurse-institution); molar (nurse-corporation); macro (nurse-society); and mega (nurse-global community) levels. There is a dearth of national and international research on how nurse leaders apply ethics at these five levels; whether they use codes of nursing ethics as a guide in their ethical decision-making processes; and the nature and extent of the associated teaching.

The conclusion to be argued for here is that to counteract the deficiencies of the Code (identified by its application to the Australian Border Force Act 2015), nurse leaders need to be taught the methods of philosophy. A program offered in North America will be described to support the claim that this kind of education facilitates the enactment of sophisticated and nuanced ethical decision-making by nurse leaders in health care organisations and at levels beyond the micro.

Hugh Breakey, Griffith University Human Rights and Corruption: Asking the right questions

When state corruption reaches a certain level of pervasiveness and intrusiveness, can it violate human rights? The notion of ‘human rights’ in this question can be understood in several different ways, including (i) a concern for respecting inherent universal freedoms (natural rights), (ii) an attempt to live up to the moral aspirations of the Universal Declaration of Human Rights, (iii) a strategy to employ human rights institutions, organizations and mechanisms, and (iv) an appeal to legal remedies in international covenants and courts. I argue that corruption may well breach human rights in the first three senses – and that this remains important – even if it fails to violate human rights in the fourth sense. I conclude with some historical reflections on why state corruption may not have seemed a vital consideration during the period where modern human rights doctrines solidified.

11


Tracey Bretag, University of South Australia Who is responsible for academic integrity?

According to the Fundamental Values of Academic Integrity (International Center for Academic Integrity, 2013) ‘responsibility for upholding the values of integrity is simultaneously an individual duty and a shared concern. Every member of an academic community – each student, faculty member, and administrator – is responsible for safeguarding the integrity of its scholarship, teaching and research’. In this presentation, Tracey Bretag will challenge the audience to consider how the increasingly complex environment of higher education requires that all stakeholders, both within and outside the academy, need to be responsible for upholding academic integrity. Dr Bretag will provide examples from the sector, as well as a case study of the recently established UniSA Business School Office for Academic Integrity to demonstrate what ‘responsibility’ looks like in practice.

Nick Cooke, Ruth Rentschler, and Brian Martin, University of South Australia Fluid and structured ethical decision-making on arts boards: An exploratory leadership investigation

The challenge for leaders on Indigenous and non-Indigenous arts boards is to engage in ethical decision-making while balancing the needs of different cultural stakeholder groups. Ethical decision-making in this paper is form of positive leadership that relates to the ‘true self’ (Ryan & Deci, 2003), sometimes called authentic leadership. Authentic leadership is defined as ‘an integrated, internal form of self-regulation’ (Ryan & Deci, 2003). Self-regulation is guided by ethical decision-making or internal moral perspectives (IMP) against the pressures of the group, organisation and broader society. Having undertaken an investigation at the individual leader level, in a qualitative study of four Indigenous and nine non-Indigenous arts board members, we identified a sub-dimension of IMP known as fluid and structured decision-making. Fluid and structured decision-making is an intuitive understanding of issues and problems being discussed by Indigenous peoples, with a tendency to use instinctive and intuitive antennas as opposed to favouring a purely rational view of the world that is often found in a non-Indigenous board setting. This paper identifies the differences in ethical decision-making and congruent behaviour of Indigenous arts board members compared to their Western counterparts on the arts board. The results found Indigenous arts board members are being thrust into a space where their Indigenous identities are hybridised. They are expected to conform to Western governance systems and time pressures; however the collective, intuitive nature of ethical decision-making may be compromised. The results in this paper provide opportunities for the development of authentic leadership theory; and directions for future research.

10


Lexie Brans, Monash University Codes of ethics as an (imperfect) guide to decision making at the nurse leadership level: implications for the teaching and ‘doing’ of ethics

The Code of Ethics for Nurses in Australia (the Code) is a mandated competence for all nurses registered with the Australian Health Practitioner Regulation Agency. The Code describes itself as a guide to ethical decision making and it applies to all nurses as clinicians, researchers, educators and managers (leaders).

This paper reports on selected aspects of my doctoral thesis where it was argued that the Code is insufficient to the demands it makes upon nurse leaders. The focus of most nursing ethics scholarship and decision-making is the micro or nurse-patient level, but ethics is also applied at four other levels: the meso (nurse-institution); molar (nurse-corporation); macro (nurse-society); and mega (nurse-global community) levels. There is a dearth of national and international research on how nurse leaders apply ethics at these five levels; whether they use codes of nursing ethics as a guide in their ethical decision-making processes; and the nature and extent of the associated teaching.

The conclusion to be argued for here is that to counteract the deficiencies of the Code (identified by its application to the Australian Border Force Act 2015), nurse leaders need to be taught the methods of philosophy. A program offered in North America will be described to support the claim that this kind of education facilitates the enactment of sophisticated and nuanced ethical decision-making by nurse leaders in health care organisations and at levels beyond the micro.

Hugh Breakey, Griffith University Human Rights and Corruption: Asking the right questions

When state corruption reaches a certain level of pervasiveness and intrusiveness, can it violate human rights? The notion of ‘human rights’ in this question can be understood in several different ways, including (i) a concern for respecting inherent universal freedoms (natural rights), (ii) an attempt to live up to the moral aspirations of the Universal Declaration of Human Rights, (iii) a strategy to employ human rights institutions, organizations and mechanisms, and (iv) an appeal to legal remedies in international covenants and courts. I argue that corruption may well breach human rights in the first three senses – and that this remains important – even if it fails to violate human rights in the fourth sense. I conclude with some historical reflections on why state corruption may not have seemed a vital consideration during the period where modern human rights doctrines solidified.

11


Tracey Bretag, University of South Australia Who is responsible for academic integrity?

According to the Fundamental Values of Academic Integrity (International Center for Academic Integrity, 2013) ‘responsibility for upholding the values of integrity is simultaneously an individual duty and a shared concern. Every member of an academic community – each student, faculty member, and administrator – is responsible for safeguarding the integrity of its scholarship, teaching and research’. In this presentation, Tracey Bretag will challenge the audience to consider how the increasingly complex environment of higher education requires that all stakeholders, both within and outside the academy, need to be responsible for upholding academic integrity. Dr Bretag will provide examples from the sector, as well as a case study of the recently established UniSA Business School Office for Academic Integrity to demonstrate what ‘responsibility’ looks like in practice.

Nick Cooke, Ruth Rentschler, and Brian Martin, University of South Australia Fluid and structured ethical decision-making on arts boards: An exploratory leadership investigation

The challenge for leaders on Indigenous and non-Indigenous arts boards is to engage in ethical decision-making while balancing the needs of different cultural stakeholder groups. Ethical decision-making in this paper is form of positive leadership that relates to the ‘true self’ (Ryan & Deci, 2003), sometimes called authentic leadership. Authentic leadership is defined as ‘an integrated, internal form of self-regulation’ (Ryan & Deci, 2003). Self-regulation is guided by ethical decision-making or internal moral perspectives (IMP) against the pressures of the group, organisation and broader society. Having undertaken an investigation at the individual leader level, in a qualitative study of four Indigenous and nine non-Indigenous arts board members, we identified a sub-dimension of IMP known as fluid and structured decision-making. Fluid and structured decision-making is an intuitive understanding of issues and problems being discussed by Indigenous peoples, with a tendency to use instinctive and intuitive antennas as opposed to favouring a purely rational view of the world that is often found in a non-Indigenous board setting. This paper identifies the differences in ethical decision-making and congruent behaviour of Indigenous arts board members compared to their Western counterparts on the arts board. The results found Indigenous arts board members are being thrust into a space where their Indigenous identities are hybridised. They are expected to conform to Western governance systems and time pressures; however the collective, intuitive nature of ethical decision-making may be compromised. The results in this paper provide opportunities for the development of authentic leadership theory; and directions for future research.

12


Julia Dare, University of the Pacific, California When Good Press is Not Good: The Paradox of CSR

When do corporations engage in corporate social responsibility (CSR) to balance instances of poor behavior? In some cases, firms may invest in CSR projects to distract from corporate sins versus tend to stakeholder interests (Martinez-Ferrero et al., 2016; Mobus, 2012). Despite the theoretical attention this question has received, empirical evidence is lacking. Waddock (2008) suggests that “it remains an open question for scholars for many years to come.” This paper seeks to address this question by investigating some of the conditions under which a firm (1) increases its CSR activity; and (2) increases self-promotion of CSR activity through press releases. This investigation may help stakeholders better value CSR investments and interpret publicity on CSR activity. Indeed, it may reveal a novel signal of firm character. It seeks to enhance accountability of corporations, generating the requisite motivation for managers to develop and implement a socially conscious and sustainable business model.

Corporations can benefit shareholder and for-profit interests as well as human interests. However, too often the former eclipses the latter. Firms often engage in trade-offs that harm one stakeholder group rather than adopt a strategy that supports multiple groups. Second, firms choose certain forms of CSR based largely on inward benefits while promoting an outward focus (Iivonen, 2015). These benefits include image building, market access, and product innovation. Given the opportunity to use CSR for corporate gain, accountability to stakeholder groups can both enhance corporate practices and distort them (Lerner & Tetlock, 1999, Mobus, 2012). The consequent challenge facing scholars is to examine the degree to which CSR is “window dressing” versus authentic altruism (Laufer, 2003; Mahoney et al., 2013; Sims & Brickmann, 2003) and to inform the creation of sustainable business models that advance the welfare of both business and society.

Sven Erlic, JP International College, Canberra

The Hippocratic oath of Business: A study into the definition of Ethics.

Aristotle wrote: “The philosophical branch of ethics is not the study of the definition of goodness but the study of how to become good men and perform good actions” (Nicomacean Ethics, 1103b26). But as etymology points out, language is constantly evolving and therefore meanings of words frequently change throughout history. In 1985 Phillip Lewis in his article Defining 'Business Ethics': Like Nailing Jello to a Wall identified 308 different definitions of the term ‘business ethics’ in 254 articles, books, and textbooks. As such business ethics is sometimes defined as: abiding by professional codes; following the intention of the law; being able to identify unethical conduct; having a good character, or to successfully be able to evaluate an appropriate response in a tricky situation or a moral dilemma. In order to find the current definition of ethics I surveyed 128 academics that currently teach ethics to business students in 29 Australian universities. In this paper I will present the results from this quantitative study and I will analyse the responses and statements and explore the possibility of a universal definition of ethics.

13


Tahirih Ernesta, University of South Australia Ethics and culture: A case study analysis of learning ethics in a multicultural classroom - How a core ethics course can help students towards ethical acculturation

This paper proposes to explore the relationship between ethics and culture to better understand the process of ethical acculturation of first year students in a multicultural classroom. Ethical beliefs are culturally determined, the concept of cultural relativism establishes that ‘morality is relative to culture’ and what is ‘right and wrong vary with cultural norms’ (Park 2014; Rachels 1993; Tilley 2000, p.1). The Australian higher education classroom is culturally diverse – a significant number of the student cohorts are international students, however, Australia itself is a multicultural society and even the local students are culturally diverse. As a result of cultural relativism, the students bring with them different core beliefs and they have to negotiate the transition that precedes ethical acculturation in order to develop professional practice. This can be a very difficult and confronting process, as ethical acculturation requires the individual to forgo the right to hold certain values in order to be a member of a profession (Bashe et al. 2007).

This paper proposes to make use of ‘Inglehart–Welzel Cultural Map’ (World Values Survey 2016) to establish the value and belief systems of the dominant student cohort studying at the Business School of University of South Australia. It will then make use of Handelsman et al. (2005, pp.2-6)’s ‘Model of Ethical Acculturation’ to demonstrate how a first year core ethics course, Business and Society, help students cope and transition into ethical acculturation. It will demonstrate that Business and Society, does not simply compel students to memorize ethical principles and standards, but inspire ethical acculturation by allowing them to be active participants in the learning process (Handelsman et al. 2005). It will look a few key lessons in the curriculum of the course to demonstrate how this is done in a multicultural classroom (Australia 2016).

Priti Gadhavi, National Institute of Technology, India and Parag Sanghani, Skyline University Collge, Sharjah

Exploring sustainability elements of a fashion brand: A case of Anokhi, India

Let the new generations be flattered with access of natural resources!!! Due to the harmful effect of industrialization and the greenhouse gas emissions the climate condition all over the world has become more awful these days. For any business to function, environmental and societal concerns along with motto to conserve the natural resources need to be the first priority (Brundtland Commission, 1987). The theory of sustainability is applicable to almost all fields of business; the concern towards mother earth is uttered by major apparel and accessories brands too. Sustainable development is the key to the development for the upcoming generations without any compromise; it is possible through the conservation and sustainable business practices (World Commission on Development and environment, 1987). This paper explores how Anokhi, the fashion brand in Jaipur, India carries out its business as a responsible leader in the field of fashion. It further focuses on the sustainability elements of Anokhi and describes how the brand satisfies its stakeholders.

12


Julia Dare, University of the Pacific, California When Good Press is Not Good: The Paradox of CSR

When do corporations engage in corporate social responsibility (CSR) to balance instances of poor behavior? In some cases, firms may invest in CSR projects to distract from corporate sins versus tend to stakeholder interests (Martinez-Ferrero et al., 2016; Mobus, 2012). Despite the theoretical attention this question has received, empirical evidence is lacking. Waddock (2008) suggests that “it remains an open question for scholars for many years to come.” This paper seeks to address this question by investigating some of the conditions under which a firm (1) increases its CSR activity; and (2) increases self-promotion of CSR activity through press releases. This investigation may help stakeholders better value CSR investments and interpret publicity on CSR activity. Indeed, it may reveal a novel signal of firm character. It seeks to enhance accountability of corporations, generating the requisite motivation for managers to develop and implement a socially conscious and sustainable business model.

Corporations can benefit shareholder and for-profit interests as well as human interests. However, too often the former eclipses the latter. Firms often engage in trade-offs that harm one stakeholder group rather than adopt a strategy that supports multiple groups. Second, firms choose certain forms of CSR based largely on inward benefits while promoting an outward focus (Iivonen, 2015). These benefits include image building, market access, and product innovation. Given the opportunity to use CSR for corporate gain, accountability to stakeholder groups can both enhance corporate practices and distort them (Lerner & Tetlock, 1999, Mobus, 2012). The consequent challenge facing scholars is to examine the degree to which CSR is “window dressing” versus authentic altruism (Laufer, 2003; Mahoney et al., 2013; Sims & Brickmann, 2003) and to inform the creation of sustainable business models that advance the welfare of both business and society.

Sven Erlic, JP International College, Canberra

The Hippocratic oath of Business: A study into the definition of Ethics.

Aristotle wrote: “The philosophical branch of ethics is not the study of the definition of goodness but the study of how to become good men and perform good actions” (Nicomacean Ethics, 1103b26). But as etymology points out, language is constantly evolving and therefore meanings of words frequently change throughout history. In 1985 Phillip Lewis in his article Defining 'Business Ethics': Like Nailing Jello to a Wall identified 308 different definitions of the term ‘business ethics’ in 254 articles, books, and textbooks. As such business ethics is sometimes defined as: abiding by professional codes; following the intention of the law; being able to identify unethical conduct; having a good character, or to successfully be able to evaluate an appropriate response in a tricky situation or a moral dilemma. In order to find the current definition of ethics I surveyed 128 academics that currently teach ethics to business students in 29 Australian universities. In this paper I will present the results from this quantitative study and I will analyse the responses and statements and explore the possibility of a universal definition of ethics.

13


Tahirih Ernesta, University of South Australia Ethics and culture: A case study analysis of learning ethics in a multicultural classroom - How a core ethics course can help students towards ethical acculturation

This paper proposes to explore the relationship between ethics and culture to better understand the process of ethical acculturation of first year students in a multicultural classroom. Ethical beliefs are culturally determined, the concept of cultural relativism establishes that ‘morality is relative to culture’ and what is ‘right and wrong vary with cultural norms’ (Park 2014; Rachels 1993; Tilley 2000, p.1). The Australian higher education classroom is culturally diverse – a significant number of the student cohorts are international students, however, Australia itself is a multicultural society and even the local students are culturally diverse. As a result of cultural relativism, the students bring with them different core beliefs and they have to negotiate the transition that precedes ethical acculturation in order to develop professional practice. This can be a very difficult and confronting process, as ethical acculturation requires the individual to forgo the right to hold certain values in order to be a member of a profession (Bashe et al. 2007).

This paper proposes to make use of ‘Inglehart–Welzel Cultural Map’ (World Values Survey 2016) to establish the value and belief systems of the dominant student cohort studying at the Business School of University of South Australia. It will then make use of Handelsman et al. (2005, pp.2-6)’s ‘Model of Ethical Acculturation’ to demonstrate how a first year core ethics course, Business and Society, help students cope and transition into ethical acculturation. It will demonstrate that Business and Society, does not simply compel students to memorize ethical principles and standards, but inspire ethical acculturation by allowing them to be active participants in the learning process (Handelsman et al. 2005). It will look a few key lessons in the curriculum of the course to demonstrate how this is done in a multicultural classroom (Australia 2016).

Priti Gadhavi, National Institute of Technology, India and Parag Sanghani, Skyline University Collge, Sharjah

Exploring sustainability elements of a fashion brand: A case of Anokhi, India

Let the new generations be flattered with access of natural resources!!! Due to the harmful effect of industrialization and the greenhouse gas emissions the climate condition all over the world has become more awful these days. For any business to function, environmental and societal concerns along with motto to conserve the natural resources need to be the first priority (Brundtland Commission, 1987). The theory of sustainability is applicable to almost all fields of business; the concern towards mother earth is uttered by major apparel and accessories brands too. Sustainable development is the key to the development for the upcoming generations without any compromise; it is possible through the conservation and sustainable business practices (World Commission on Development and environment, 1987). This paper explores how Anokhi, the fashion brand in Jaipur, India carries out its business as a responsible leader in the field of fashion. It further focuses on the sustainability elements of Anokhi and describes how the brand satisfies its stakeholders.

14


Bruce Gurd, University of South Australia Ba and the impact of responsible leadership

It is claimed that the ethics of Japanese organisation lead them to display more responsible leadership with less emphasis on profit maximisation and more focus on social and environmental dimensions of the firm (e.g. Nonaka & Takeuchi, 2011). One recognized contributing factor is the presence of the Japanese concept of ba, the place or context in which individuals exchange knowledge. In organizations, information interaction in ba (field) is more “process” than place as people engage and communicate with each other and coordination is not only lateral but also vertical. Those processes create a common understanding and psychological energy and in turn a leadership which is more grounded in shared understandings of the social and environmental as well as the economic.

In this paper we trace the development of the concept of ba from its origins in Zen Buddhism and development in the writings of Nishida and Shimizu (Murata, 2011). Some previous writers are vague about how ba is developed, or in the case of Murata some of the ethical issues in ba. In contrast we build from the research of Itami (e.g. 1992) who identifies leadership, strategy and management control systems as antecedents of ba. In turn these create organizations drawing from across their employees and therefore richer in cooperative or “co-active” behaviour and producing higher performance across environmental, social and economic dimensions. We both expound and critique Itami’s model and its potential for more ethical and sounder decision-making.

Howard Harris, University of South Australia Human dignity, work and meaning

In contemporary Western societies many people find meaning in their work. However not all work is meaningful, and as William Morris noted there is 'Useful work and useless toil' (1899). The Universal Declaration of Human Rights speaks of both dignity and work. The inherent dignity of human beings is the ground of rights and all have a right to work. Is that a right to 'meaningful' work or a right to useless toil? And just what work is meaningful?

The paper considers the various uses of 'dignity' - as recognition of status, as inherent, and as acting with dignity - and the characteristics of 'work' - does it require payment, effort, training, special talent to qualify as work. It then considers the widely held proposition that work is essential to meaning in life briefly canvassing the history of that idea, and its conversion into the term 'meaningful work'. It then suggests that work, whether meaningful or not, can contribute to human dignity, especially in situations where individuals no longer comprehend the inherent dignity they have equally with all (rational) human beings.

15


Howard Harris and Sukhbir Sandhu, University of South Australia Teaching ethics in a business school – achieving and assessing transformation

‘Business and society’ is a compulsory subject for all undergraduate students in an Australian university business school. The course unashamedly aims at transformation. Reflection is central to both the objectives and the pedagogy of the subject. The reflective activities are not only designed to develop a capability for reflection but also to show how reflection is an integral part of professional practice, grounded in the concept of reflection as ‘turning things over in the mind to a purpose’, after John Dewey. Developing these activities has required the teaching staff to reflect on the effectiveness and relevance of these aspects and to examine the various ways in which ‘reflection’ is used in tertiary education.

In the paper we describe and explain some of the distinctive features of the course, explain the practical, but conceptually sound, approach to ethics which underpins the design and teaching, and show how it is possible to address the notions of the good life in a plural society. We also consider questions of assessment, including the assessment of reflective capacity and issues of moderation with large classes and multiple markers. Students conduct individual research projects and use that in a 2-minute video presentation showing how business can do good, adding further to the assessment challenge for the subject which is taught in on-campus and online modes, in Australia and in south-east Asia.

Budi Harsanto and Sunu Widianto, Universitas Padjadjaran, Indonesia SMEs performance in Indonesia: The role of leadership and culture

We drew on resource-based theory for this empirical study, as an overarching model and derived two hypotheses that link elements from transformational leadership, entrepreneurial orientation, and firm performance as well as a similar link from organizational culture. The present empirical study assumes that transformational leadership style vis-à-vis with organizational culture are intangible resources that facilitate the effective altering entrepreneurial orientation into the relatively higher level of firm performance. The specific empirical study examines this links in a small and medium enterprise context. We surveyed 100 owners/senior managements from various type of small medium enterprises at Indonesia by means valid and reliable measurement instruments. As hypothesized, entrepreneurial orientation mediated the relationship between transformational leadership and firm performance as well as organizational culture and firm performance. Implications and directions for future research are discussed.

14


Bruce Gurd, University of South Australia Ba and the impact of responsible leadership

It is claimed that the ethics of Japanese organisation lead them to display more responsible leadership with less emphasis on profit maximisation and more focus on social and environmental dimensions of the firm (e.g. Nonaka & Takeuchi, 2011). One recognized contributing factor is the presence of the Japanese concept of ba, the place or context in which individuals exchange knowledge. In organizations, information interaction in ba (field) is more “process” than place as people engage and communicate with each other and coordination is not only lateral but also vertical. Those processes create a common understanding and psychological energy and in turn a leadership which is more grounded in shared understandings of the social and environmental as well as the economic.

In this paper we trace the development of the concept of ba from its origins in Zen Buddhism and development in the writings of Nishida and Shimizu (Murata, 2011). Some previous writers are vague about how ba is developed, or in the case of Murata some of the ethical issues in ba. In contrast we build from the research of Itami (e.g. 1992) who identifies leadership, strategy and management control systems as antecedents of ba. In turn these create organizations drawing from across their employees and therefore richer in cooperative or “co-active” behaviour and producing higher performance across environmental, social and economic dimensions. We both expound and critique Itami’s model and its potential for more ethical and sounder decision-making.

Howard Harris, University of South Australia Human dignity, work and meaning

In contemporary Western societies many people find meaning in their work. However not all work is meaningful, and as William Morris noted there is 'Useful work and useless toil' (1899). The Universal Declaration of Human Rights speaks of both dignity and work. The inherent dignity of human beings is the ground of rights and all have a right to work. Is that a right to 'meaningful' work or a right to useless toil? And just what work is meaningful?

The paper considers the various uses of 'dignity' - as recognition of status, as inherent, and as acting with dignity - and the characteristics of 'work' - does it require payment, effort, training, special talent to qualify as work. It then considers the widely held proposition that work is essential to meaning in life briefly canvassing the history of that idea, and its conversion into the term 'meaningful work'. It then suggests that work, whether meaningful or not, can contribute to human dignity, especially in situations where individuals no longer comprehend the inherent dignity they have equally with all (rational) human beings.

15


Howard Harris and Sukhbir Sandhu, University of South Australia Teaching ethics in a business school – achieving and assessing transformation

‘Business and society’ is a compulsory subject for all undergraduate students in an Australian university business school. The course unashamedly aims at transformation. Reflection is central to both the objectives and the pedagogy of the subject. The reflective activities are not only designed to develop a capability for reflection but also to show how reflection is an integral part of professional practice, grounded in the concept of reflection as ‘turning things over in the mind to a purpose’, after John Dewey. Developing these activities has required the teaching staff to reflect on the effectiveness and relevance of these aspects and to examine the various ways in which ‘reflection’ is used in tertiary education.

In the paper we describe and explain some of the distinctive features of the course, explain the practical, but conceptually sound, approach to ethics which underpins the design and teaching, and show how it is possible to address the notions of the good life in a plural society. We also consider questions of assessment, including the assessment of reflective capacity and issues of moderation with large classes and multiple markers. Students conduct individual research projects and use that in a 2-minute video presentation showing how business can do good, adding further to the assessment challenge for the subject which is taught in on-campus and online modes, in Australia and in south-east Asia.

Budi Harsanto and Sunu Widianto, Universitas Padjadjaran, Indonesia SMEs performance in Indonesia: The role of leadership and culture

We drew on resource-based theory for this empirical study, as an overarching model and derived two hypotheses that link elements from transformational leadership, entrepreneurial orientation, and firm performance as well as a similar link from organizational culture. The present empirical study assumes that transformational leadership style vis-à-vis with organizational culture are intangible resources that facilitate the effective altering entrepreneurial orientation into the relatively higher level of firm performance. The specific empirical study examines this links in a small and medium enterprise context. We surveyed 100 owners/senior managements from various type of small medium enterprises at Indonesia by means valid and reliable measurement instruments. As hypothesized, entrepreneurial orientation mediated the relationship between transformational leadership and firm performance as well as organizational culture and firm performance. Implications and directions for future research are discussed.

16


Fiona Henderson, Victoria University Using society’s misdeeds and student negotiated assessment to reduce Academic Integrity

Academic Integrity has a strong philosophical foundation which can be extrapolated beyond academe and into professional life (Klikauer 2012). For many disciplines, Academic Integrity is aligned with professional standards of ethical conduct required by such professions as law and accounting as well as the research and development codes within the sciences. Recent issues surrounding the banking sector, insurance industry, building industry and financial advising suggest that ethical standards are central to societal as well as workplace values (Klikauer 2012; Williams & McWilliams 2014).

Student awareness of Academic Integrity is variable. Boud and Associates (2010) argue that participation in assessment development, which is connected to real life aspects of their destination career, is one way to enable students to see the value of the activity. Participation may, perhaps, produce responses which demonstrate Academic Integrity. There are at least three actions that foster this participation: students select the subject matter from recent media articles, students pose the disciplinary related question through which the subject matter will be explored and students develop the criteria against which the first two decisions and their subsequent responses are judged. Each action requires a decision that requires use of personal critical thinking skills which may eliminate some forms of Academic Integrity breaches.

This presentation draws upon a teaching example at Victoria University. It uses the examination of recent media stories of workplace scandals as the basis of assessment tasks, and demonstrates how the foundation of achieving the above participation can be scaffolded into learning. The assessment process thus engages students in contemporary debates and requires an examination of their own and others’ behaviours. In so doing, learning outcomes, graduate capabilities, “deep” learning (Kuh 2008; Mayhew et al. 2012) and the real world are meaningfully connected. The result may also highlight learning and integrity as lifelong values. A further step in the co-creation of learning would be to allow the student to mark their own assignment and justify their decision; a genuine workplace skill (Boud & Associates 2010).

Masahiro Hosoda, Sakushin Gakuin University and Ayuko Komura, Kayo Mitani, Kaori Yamawaki, Kenichi Suzuki, Meiji University, Tokyo Corporate Social Responsibility, Customer Satisfaction, Loyalty and Financial Performance: A case of a Japanese Hotel Company

As corporate social responsibility (CSR) has become intensely important issue in the business, relationship between CSR and firm performance has been discussed. Some studies find that being social responsible company increases firm performance, but other studies find that it does not. The inconsistency of these results demand identification of mediating mechanisms to understand relationship between CSR and firm performance. Although prior research has addressed the influence of CSR on customer satisfaction and loyalty, it is not fully understood whether CSR affects financial performance. This study develops and test a model of influence of CSR on financial performance by simultaneously including customer satisfaction and loyalty as mediators. In the model, financial performance is indirectly affected by CSR, through the mediation of customer satisfaction and loyalty. Using customer survey data and customer transaction data of a Japanese hotel company, the result shows support for the model; customer satisfaction and loyalty mediates the relationship between CSR and financial performance. This result gives theoretical and practical implication in the context of management accounting and marketing research.

17


Alick Kay, Tricia Vilkinas and Duncan Murray, University of South Australia When too much or too little can lead to unethical leadership behaviour

Leadership behaviours used inappropriately, such as underuse and overuse of said behaviours, can result in unethical practices and negative outcomes for staff. In fact the manager may exhibit toxic leadership behaviours.

For example, if a manager were focussing on obtaining resources for their area but were too focussed on that role (overuse) they may become opportunistic in their approach to obtaining resources and may engage in unethical bargaining. On the other hand, should a manager be too focused on the task role, it may result in them running their area like a “sweat shop”, with no consideration for staff needs or capabilities. Alternatively, a manager could be focussed too much on change and therefore introduce change for change sake – a very undesirable situation for staff.

Or a manager may have very limited leadership behaviours (underuse), meaning that they are unaware of the needs of their area. This may result in neglect and staff facing an undesirable work environment. In fact if the manager does not have behavioural repertoire and focusses on one role and overdoes it at the expense of the others unethical behaviours can result.

We will use the Integrated Competing Values Framework (ICVF) (Vilkinas & Cartan, 2001) to conceptually explain how this process occurs. The ICVF purports that effective managers need to have a range of leadership behaviours available and they need to balance how they use different leadership behaviours and to respond appropriately to different situations with different behaviours. If they focus too much on one behaviour at the expense of others than they are more likely to engage in unethical behaviour with negative outcomes for staff.

Stephen Kemp, University of Queensland Ethical decision- making in Early Childhood Education

There has long been debate about the correct choices which should be made in the upbringing of children. Article 26 (3) of the Universal Declaration of Human Rights appears unequivocal on this question: “Parents have a prior right to choose the kind of education that shall be given to their children”. However, authors such as Joel Feinberg have also argued the child has a right to an open future, which seems to give rise to obligations on the part of both parents and the state to ensure certain elements are present in a child’s care and education. The commodification of schooling, like early childhood care, which is commonplace in many developed societies, ostensibly provides parents with greater choice, and so potentially enables them to exercise a right to make choices regarding the education and upbringing of their children. However, closer examination suggests this may not be the case. In this paper, following the work of Brenda Almond, I argue that while parents do have some right to make choices about the care and education of their children, just having the freedom to choose between several schooling or caring options for one’s child may not be sufficient to provide a choice in any significant sense, if one is only choosing between service providers all offering essentially the same service. It would seem responsible leadership and ethical decision-making by the state and by service providers requires them to engage in consultation with parents and facilitate their participation in determining the nature and content of educational and developmental programmes for children. Leaders in these roles will also need to have a strong sense of the competing demands on content coming from this array of ethical requirements.

16


Fiona Henderson, Victoria University Using society’s misdeeds and student negotiated assessment to reduce Academic Integrity

Academic Integrity has a strong philosophical foundation which can be extrapolated beyond academe and into professional life (Klikauer 2012). For many disciplines, Academic Integrity is aligned with professional standards of ethical conduct required by such professions as law and accounting as well as the research and development codes within the sciences. Recent issues surrounding the banking sector, insurance industry, building industry and financial advising suggest that ethical standards are central to societal as well as workplace values (Klikauer 2012; Williams & McWilliams 2014).

Student awareness of Academic Integrity is variable. Boud and Associates (2010) argue that participation in assessment development, which is connected to real life aspects of their destination career, is one way to enable students to see the value of the activity. Participation may, perhaps, produce responses which demonstrate Academic Integrity. There are at least three actions that foster this participation: students select the subject matter from recent media articles, students pose the disciplinary related question through which the subject matter will be explored and students develop the criteria against which the first two decisions and their subsequent responses are judged. Each action requires a decision that requires use of personal critical thinking skills which may eliminate some forms of Academic Integrity breaches.

This presentation draws upon a teaching example at Victoria University. It uses the examination of recent media stories of workplace scandals as the basis of assessment tasks, and demonstrates how the foundation of achieving the above participation can be scaffolded into learning. The assessment process thus engages students in contemporary debates and requires an examination of their own and others’ behaviours. In so doing, learning outcomes, graduate capabilities, “deep” learning (Kuh 2008; Mayhew et al. 2012) and the real world are meaningfully connected. The result may also highlight learning and integrity as lifelong values. A further step in the co-creation of learning would be to allow the student to mark their own assignment and justify their decision; a genuine workplace skill (Boud & Associates 2010).

Masahiro Hosoda, Sakushin Gakuin University and Ayuko Komura, Kayo Mitani, Kaori Yamawaki, Kenichi Suzuki, Meiji University, Tokyo Corporate Social Responsibility, Customer Satisfaction, Loyalty and Financial Performance: A case of a Japanese Hotel Company

As corporate social responsibility (CSR) has become intensely important issue in the business, relationship between CSR and firm performance has been discussed. Some studies find that being social responsible company increases firm performance, but other studies find that it does not. The inconsistency of these results demand identification of mediating mechanisms to understand relationship between CSR and firm performance. Although prior research has addressed the influence of CSR on customer satisfaction and loyalty, it is not fully understood whether CSR affects financial performance. This study develops and test a model of influence of CSR on financial performance by simultaneously including customer satisfaction and loyalty as mediators. In the model, financial performance is indirectly affected by CSR, through the mediation of customer satisfaction and loyalty. Using customer survey data and customer transaction data of a Japanese hotel company, the result shows support for the model; customer satisfaction and loyalty mediates the relationship between CSR and financial performance. This result gives theoretical and practical implication in the context of management accounting and marketing research.

17


Alick Kay, Tricia Vilkinas and Duncan Murray, University of South Australia When too much or too little can lead to unethical leadership behaviour

Leadership behaviours used inappropriately, such as underuse and overuse of said behaviours, can result in unethical practices and negative outcomes for staff. In fact the manager may exhibit toxic leadership behaviours.

For example, if a manager were focussing on obtaining resources for their area but were too focussed on that role (overuse) they may become opportunistic in their approach to obtaining resources and may engage in unethical bargaining. On the other hand, should a manager be too focused on the task role, it may result in them running their area like a “sweat shop”, with no consideration for staff needs or capabilities. Alternatively, a manager could be focussed too much on change and therefore introduce change for change sake – a very undesirable situation for staff.

Or a manager may have very limited leadership behaviours (underuse), meaning that they are unaware of the needs of their area. This may result in neglect and staff facing an undesirable work environment. In fact if the manager does not have behavioural repertoire and focusses on one role and overdoes it at the expense of the others unethical behaviours can result.

We will use the Integrated Competing Values Framework (ICVF) (Vilkinas & Cartan, 2001) to conceptually explain how this process occurs. The ICVF purports that effective managers need to have a range of leadership behaviours available and they need to balance how they use different leadership behaviours and to respond appropriately to different situations with different behaviours. If they focus too much on one behaviour at the expense of others than they are more likely to engage in unethical behaviour with negative outcomes for staff.

Stephen Kemp, University of Queensland Ethical decision- making in Early Childhood Education

There has long been debate about the correct choices which should be made in the upbringing of children. Article 26 (3) of the Universal Declaration of Human Rights appears unequivocal on this question: “Parents have a prior right to choose the kind of education that shall be given to their children”. However, authors such as Joel Feinberg have also argued the child has a right to an open future, which seems to give rise to obligations on the part of both parents and the state to ensure certain elements are present in a child’s care and education. The commodification of schooling, like early childhood care, which is commonplace in many developed societies, ostensibly provides parents with greater choice, and so potentially enables them to exercise a right to make choices regarding the education and upbringing of their children. However, closer examination suggests this may not be the case. In this paper, following the work of Brenda Almond, I argue that while parents do have some right to make choices about the care and education of their children, just having the freedom to choose between several schooling or caring options for one’s child may not be sufficient to provide a choice in any significant sense, if one is only choosing between service providers all offering essentially the same service. It would seem responsible leadership and ethical decision-making by the state and by service providers requires them to engage in consultation with parents and facilitate their participation in determining the nature and content of educational and developmental programmes for children. Leaders in these roles will also need to have a strong sense of the competing demands on content coming from this array of ethical requirements.

18


Judith Kennedy, Psychologist and Michael Kennedy, Consultant Physician Mixing the sexes in NSW government hospitals: 8 years on

The public hospital practice of placing male and female patients in the same room and sometimes in adjoining beds, causes distress and other harms. As concluded previously (AAPAE Annual Conference, 2008), there is no ethical justification for this practice in Australian hospitals and good ethical reason for abandoning it. Nevertheless the practice continues despite the Garling Report on Acute Care Services in NSW Public Hospitals recommending the practice “must stop immediately”, ongoing documentation of appalling inpatient experiences, and political representations. Recently, the television program A Current Affair aired the practice on national TV focusing on an assault resulting from the practice and the administrative response. Responses from politicians and health services continue to fail to address the issue referring to protocols and policy statements which indicate the practice is permissible within government-run hospitals at the discretion of the relevant staff member. The practice continuing despite its obvious wrongs, is an index of the extent to which lack of respect for patient consent and dignity, remains a key issue within our hospitals notwithstanding the popularity of ethics as a formal subject and topic of discussion, and the rise of ethics as a career subspeciality in our health care system.

Julia Miller, The University of Adelaide Responsible leadership in academic integrity education: online resources to make learning about academic integrity more engaging

Many students view academic integrity as a dull, and even superfluous, topic. They may be aware that their university’s learning management system contains a declaration stating that the student acknowledges all assignment submissions are their own original work, but when it comes to reading the plagiarism policy many baulk at the lengthy legal terminology. They might have been informed of the consequences of breaching the policy (Bretag et al., 2014), but they do not always know how to write with integrity. Academic language and learning advisors, and others involved in teaching research communication skills, therefore have a unique opportunity to make the subject more engaging and more accessible (Bretag et al., 2014).

The approach used in this presentation showcases three main resources: humorous online videos that highlight the need for academic honesty and the benefits of acting with integrity; an online quiz based on a university’s academic honesty policy and requiring students to read the policy in order to answer the questions correctly; and the Turnitin text matching program. The videos are used in class to promote discussion, and the quiz is mandatory for students on certain courses before they are allowed to submit their assignments. Students themselves use Turnitin to practise their paraphrasing skills.

This approach shifts the focus of academic honesty into a positive construction of the student as part of an academic community (McGowan, 2010), acting in an ethical manner, rather than pre-emptively branding students as potential cheats and plagiarisers. Students themselves thus act as responsible leaders and contributors of knowledge.

19


Joseph Naimo, University of Notre Dame When Plenary Guardianship impedes the safeguarding of the vulnerable to whom guardianship is entrusted.

This paper will address a deeply personal issue but also one that impacts on many parents of autistic children. My son, who is twenty-nine years old, has undergone pharmacological therapy since he was around forty-two months of age, with differing results, though arguably more debilitating, than therapeutic. I have cared for my son throughout his life within the restrictive constraints of being a non-guardian single parent. Over the last few years there has been a significant, debilitating, and harmful shift in the treatment and management regime being used for my son. The revised treatment regime has required placement in an isolation house on a community treatment order, culminating in the use of electroconvulsive therapy (ECT) with no obvious clinical or social benefit. Indeed the overall effect of ECT, if anything, has negatively impacted on his well-being relative to his life prior to the unsettling medication regime changes initiated in July 2014. This paper will address two interconnected issues that have led to this deplorable situation. Firstly, I will try to objectively assess problems associated with plenary guardianship from a non-guardian parent’s perspective concerning the role of substitute decision makers. The Family Court Act (1975) provided a necessary refocusing on the "best interest of the child" but this same focus has not sufficiently flowed through the legal system for people with disabilities. Consequently, the second issue addressed concerns normalising restrictive and unethical practices undertaken by the service provider and their contracted psychiatrists, under the guise of necessity.

Roderick O’Brien, University of South Australia Military ethics and responsible leadership: The enduring contribution of Guillaume-Henri Dufour

The contribution of General Guillaume-Henri Dufour to the development of responsible leadership in military ethics can be summarised in four points:

1. The responsible leader comprehensively understands the task 2. The responsible leader is consistently principled. 3. The responsible leader provides transparent guidance and reasoning to the followers. 4. The responsible leader is not afraid of failure.

Military ethics is a field of growing importance in Australia. And in the military profession, leadership is particularly valued. The systematic and continuing production of leaders at all levels is a constant task of military forces in any country, and the need for leaders who are responsible and ethical is not only desirable, but also essential – as a variety of ethical failures have shown us.

Guillame-Henri Dufour was a decorated soldier serving Switzerland as a general, who founded a military academy and trained others in the military sciences, who served as a politician, and who contributed noted achievements in the fields of cartography and civil engineering. His life and work are rather well known in Europe: my limited purpose is to make him a little better known in Australia, and in particular to show how Dufour changed the ethics of military forces. His contribution endures today. To do this, I will provide a short sketch of his life, and then focus on two specific occasions: the Sonderbund War, and the agreement for the Geneva Convention for the Amelioration of the Condition of the Wounded in Armies in the Field.

18


Judith Kennedy, Psychologist and Michael Kennedy, Consultant Physician Mixing the sexes in NSW government hospitals: 8 years on

The public hospital practice of placing male and female patients in the same room and sometimes in adjoining beds, causes distress and other harms. As concluded previously (AAPAE Annual Conference, 2008), there is no ethical justification for this practice in Australian hospitals and good ethical reason for abandoning it. Nevertheless the practice continues despite the Garling Report on Acute Care Services in NSW Public Hospitals recommending the practice “must stop immediately”, ongoing documentation of appalling inpatient experiences, and political representations. Recently, the television program A Current Affair aired the practice on national TV focusing on an assault resulting from the practice and the administrative response. Responses from politicians and health services continue to fail to address the issue referring to protocols and policy statements which indicate the practice is permissible within government-run hospitals at the discretion of the relevant staff member. The practice continuing despite its obvious wrongs, is an index of the extent to which lack of respect for patient consent and dignity, remains a key issue within our hospitals notwithstanding the popularity of ethics as a formal subject and topic of discussion, and the rise of ethics as a career subspeciality in our health care system.

Julia Miller, The University of Adelaide Responsible leadership in academic integrity education: online resources to make learning about academic integrity more engaging

Many students view academic integrity as a dull, and even superfluous, topic. They may be aware that their university’s learning management system contains a declaration stating that the student acknowledges all assignment submissions are their own original work, but when it comes to reading the plagiarism policy many baulk at the lengthy legal terminology. They might have been informed of the consequences of breaching the policy (Bretag et al., 2014), but they do not always know how to write with integrity. Academic language and learning advisors, and others involved in teaching research communication skills, therefore have a unique opportunity to make the subject more engaging and more accessible (Bretag et al., 2014).

The approach used in this presentation showcases three main resources: humorous online videos that highlight the need for academic honesty and the benefits of acting with integrity; an online quiz based on a university’s academic honesty policy and requiring students to read the policy in order to answer the questions correctly; and the Turnitin text matching program. The videos are used in class to promote discussion, and the quiz is mandatory for students on certain courses before they are allowed to submit their assignments. Students themselves use Turnitin to practise their paraphrasing skills.

This approach shifts the focus of academic honesty into a positive construction of the student as part of an academic community (McGowan, 2010), acting in an ethical manner, rather than pre-emptively branding students as potential cheats and plagiarisers. Students themselves thus act as responsible leaders and contributors of knowledge.

19


Joseph Naimo, University of Notre Dame When Plenary Guardianship impedes the safeguarding of the vulnerable to whom guardianship is entrusted.

This paper will address a deeply personal issue but also one that impacts on many parents of autistic children. My son, who is twenty-nine years old, has undergone pharmacological therapy since he was around forty-two months of age, with differing results, though arguably more debilitating, than therapeutic. I have cared for my son throughout his life within the restrictive constraints of being a non-guardian single parent. Over the last few years there has been a significant, debilitating, and harmful shift in the treatment and management regime being used for my son. The revised treatment regime has required placement in an isolation house on a community treatment order, culminating in the use of electroconvulsive therapy (ECT) with no obvious clinical or social benefit. Indeed the overall effect of ECT, if anything, has negatively impacted on his well-being relative to his life prior to the unsettling medication regime changes initiated in July 2014. This paper will address two interconnected issues that have led to this deplorable situation. Firstly, I will try to objectively assess problems associated with plenary guardianship from a non-guardian parent’s perspective concerning the role of substitute decision makers. The Family Court Act (1975) provided a necessary refocusing on the "best interest of the child" but this same focus has not sufficiently flowed through the legal system for people with disabilities. Consequently, the second issue addressed concerns normalising restrictive and unethical practices undertaken by the service provider and their contracted psychiatrists, under the guise of necessity.

Roderick O’Brien, University of South Australia Military ethics and responsible leadership: The enduring contribution of Guillaume-Henri Dufour

The contribution of General Guillaume-Henri Dufour to the development of responsible leadership in military ethics can be summarised in four points:

1. The responsible leader comprehensively understands the task 2. The responsible leader is consistently principled. 3. The responsible leader provides transparent guidance and reasoning to the followers. 4. The responsible leader is not afraid of failure.

Military ethics is a field of growing importance in Australia. And in the military profession, leadership is particularly valued. The systematic and continuing production of leaders at all levels is a constant task of military forces in any country, and the need for leaders who are responsible and ethical is not only desirable, but also essential – as a variety of ethical failures have shown us.

Guillame-Henri Dufour was a decorated soldier serving Switzerland as a general, who founded a military academy and trained others in the military sciences, who served as a politician, and who contributed noted achievements in the fields of cartography and civil engineering. His life and work are rather well known in Europe: my limited purpose is to make him a little better known in Australia, and in particular to show how Dufour changed the ethics of military forces. His contribution endures today. To do this, I will provide a short sketch of his life, and then focus on two specific occasions: the Sonderbund War, and the agreement for the Geneva Convention for the Amelioration of the Condition of the Wounded in Armies in the Field.

20


Josna Pankhania, registered counsellor, researcher and yoga teacher The ethical challenges posed by the Royal Commission’s revelations of sexual abuse in an Australian yoga institution The Royal Commission into the historical institutional responses to child sexual abuse has recently exposed the shocking period when abuse was deeply entrenched at the Satyananda Yoga Ashram in Mangrove Mountains (NSW) in the seventies and the eighties.

Building on my PhD research – “Encountering Satyananda Yoga in Australia and India: Reflections of a Complex, Postcolonial, Gendered Subject” (University of Western Sydney, 2008) this paper will examine the ethical challenges that have been posed for the Satyananda Yoga Ashram where historically, institutionalised child sexual abuse was mismanaged by the managers of this yoga academy with devastating consequences for the victims.

Millions of people throughout the world currently practice one form of yoga or another on a regular basis. It is therefore of critical importance that teachers and practitioners of yoga engage with their discipline with mindfulness and awareness of the research on the harmful effects of inappropriate relations between yoga teachers and their students.

It is hoped that this paper will shed some light on the distress and confusion that exists within the yoga community in view of the Royal Commission’s exposition of child sexual abuse at the leading Australian yoga academy. Australian laws and statutes that guide spiritual leaders will be discussed and ethical and professional code of conduct for yoga teachers will be outlined drawing on the Code of the Nigerian Healing Arts in Africa and the Hippocratic Oath.

Marta Hernandez Pastor, University of Pompeu Fabra, Barcelona Ethics challenges and global dynamics in cities

Nowadays, one of the most critical issues is the unequal situation induced by the social segregation in the cities. Regarding the recent research in urban studies, this inequality is associated to the ‘gentrification’ term.

The following paper focus on the process analysis, rather than provide an answer of the issue. The gentrification, consequence of globalization, is studied as the massive displacement of the local population followed by the economic revitalization in the area during the phase when the land value is affordable. The hypothesis of this research states that this phenomenon follows global dynamic process in the urban centers. There are two main symptoms of gentrification process: the displacement of traditional population and the urban revalorization. That is the reason why the study is based on a cross-sectional study of the CBD (Adelaide, Australia) and Ciutat Vella (Barcelona, Spain) districts during the period 2007-2015.

In order to prove the hypothesis, the research deals with a case study based on the global cities. Methodologically, the information is based on the official datasets and the statistics from the official census. Quantitative data comes from the Open Data of the City Council or the State Government websites. Finally, in order to represent better the research findings, graphic support will be used (maps and charts).

One of the main challenges of XXIth century is to mitigate the current hierarchy in the social and economic structure of cities. However, in order to seek of answers, it is necessary first to identify and understanding the problematic.

21


Janine Pierce and Donna Velliaris, University of South Australia Pre-University Pathway Perceptions of Student Ethics

This paper reports on an action research project conducted with 35 students at the Eynesbury Institute of Business and Technology (EIBT); a pre-university pathway provider delivering a University of South Australia first-year business course. International students face greater challenges than local students in acculturating to Australian Higher Education Institutions (HEIs), particularly in relation to issues surrounding ethical compliance and Academic Integrity (AI). Many international students react from a different pedagogical base where respectfully citing another’s work—oftentimes without acknowledgment—may constitute the norm. For such students, replicating work may not be perceived as an AI issue. This research utilised qualitative and narrative data from students to reflect on how the EIBT teaching and learning environment has assisted their understanding of ethics, particularly with respect to AI. In answering the question, ‘What does ‘ethics’ mean to you as a student?’ students reflected on prior experiences in their home country compared with Australia, and ethical behaviours expected of themselves and their fellow students. This preliminary study highlighted the need to support international ‘pathway’ students in understanding and practicing AI from a Western construct. Ensuing recommendations include, but are not limited to: adopting a proactive early intervention rather than punitive-reactive approach to AI; academic language and learning support; and focused training in critical analysis, synthesis, evaluation, reflection and referencing delivered by interculturally competent teaching staff.

Janine Pierce, University of South Australia and Ben Pierce Love and commitment in the American Mafia: Ethical parallels and differences in family and organisations

This paper examines behavioural ethics in the American Mafia through the themes of love, commitment and honour. The authors explore differences and similarities between the Mafia and conventional organisations. As is the case in conventional organisations, codes of behaviors and commitment to money-making are a key to survival within the Mafia organisation.

A comparison between the Mafia code of conduct and the Christian Ten Commandments provides insight into guiding standards for Mafia values and expected behaviors. It is also shown how Mafia initiation rituals provide profane parallels to certain Christian rituals such as baptism.

Love and commitment within Mafia families, including roles of women, are examined. The authors argue that love for family appears secondary to primary commitment to ‘honour’ expectations to the Mafia Family. The authors draw on real life examples to demonstrate that honour as a key Mafia value is a misnomer, being more reflective of dishonorable values of revenge, fear and punishment.

This paper argues that ‘love’ and virtues are relative terms from which unethical acts can be justified within Mafia codes of behaviors. Also highlighted is that organisations valuing vice are self-sustaining, but only if shrouded in secrecy rather than transparency.

20


Josna Pankhania, registered counsellor, researcher and yoga teacher The ethical challenges posed by the Royal Commission’s revelations of sexual abuse in an Australian yoga institution The Royal Commission into the historical institutional responses to child sexual abuse has recently exposed the shocking period when abuse was deeply entrenched at the Satyananda Yoga Ashram in Mangrove Mountains (NSW) in the seventies and the eighties.

Building on my PhD research – “Encountering Satyananda Yoga in Australia and India: Reflections of a Complex, Postcolonial, Gendered Subject” (University of Western Sydney, 2008) this paper will examine the ethical challenges that have been posed for the Satyananda Yoga Ashram where historically, institutionalised child sexual abuse was mismanaged by the managers of this yoga academy with devastating consequences for the victims.

Millions of people throughout the world currently practice one form of yoga or another on a regular basis. It is therefore of critical importance that teachers and practitioners of yoga engage with their discipline with mindfulness and awareness of the research on the harmful effects of inappropriate relations between yoga teachers and their students.

It is hoped that this paper will shed some light on the distress and confusion that exists within the yoga community in view of the Royal Commission’s exposition of child sexual abuse at the leading Australian yoga academy. Australian laws and statutes that guide spiritual leaders will be discussed and ethical and professional code of conduct for yoga teachers will be outlined drawing on the Code of the Nigerian Healing Arts in Africa and the Hippocratic Oath.

Marta Hernandez Pastor, University of Pompeu Fabra, Barcelona Ethics challenges and global dynamics in cities

Nowadays, one of the most critical issues is the unequal situation induced by the social segregation in the cities. Regarding the recent research in urban studies, this inequality is associated to the ‘gentrification’ term.

The following paper focus on the process analysis, rather than provide an answer of the issue. The gentrification, consequence of globalization, is studied as the massive displacement of the local population followed by the economic revitalization in the area during the phase when the land value is affordable. The hypothesis of this research states that this phenomenon follows global dynamic process in the urban centers. There are two main symptoms of gentrification process: the displacement of traditional population and the urban revalorization. That is the reason why the study is based on a cross-sectional study of the CBD (Adelaide, Australia) and Ciutat Vella (Barcelona, Spain) districts during the period 2007-2015.

In order to prove the hypothesis, the research deals with a case study based on the global cities. Methodologically, the information is based on the official datasets and the statistics from the official census. Quantitative data comes from the Open Data of the City Council or the State Government websites. Finally, in order to represent better the research findings, graphic support will be used (maps and charts).

One of the main challenges of XXIth century is to mitigate the current hierarchy in the social and economic structure of cities. However, in order to seek of answers, it is necessary first to identify and understanding the problematic.

21


Janine Pierce and Donna Velliaris, University of South Australia Pre-University Pathway Perceptions of Student Ethics

This paper reports on an action research project conducted with 35 students at the Eynesbury Institute of Business and Technology (EIBT); a pre-university pathway provider delivering a University of South Australia first-year business course. International students face greater challenges than local students in acculturating to Australian Higher Education Institutions (HEIs), particularly in relation to issues surrounding ethical compliance and Academic Integrity (AI). Many international students react from a different pedagogical base where respectfully citing another’s work—oftentimes without acknowledgment—may constitute the norm. For such students, replicating work may not be perceived as an AI issue. This research utilised qualitative and narrative data from students to reflect on how the EIBT teaching and learning environment has assisted their understanding of ethics, particularly with respect to AI. In answering the question, ‘What does ‘ethics’ mean to you as a student?’ students reflected on prior experiences in their home country compared with Australia, and ethical behaviours expected of themselves and their fellow students. This preliminary study highlighted the need to support international ‘pathway’ students in understanding and practicing AI from a Western construct. Ensuing recommendations include, but are not limited to: adopting a proactive early intervention rather than punitive-reactive approach to AI; academic language and learning support; and focused training in critical analysis, synthesis, evaluation, reflection and referencing delivered by interculturally competent teaching staff.

Janine Pierce, University of South Australia and Ben Pierce Love and commitment in the American Mafia: Ethical parallels and differences in family and organisations

This paper examines behavioural ethics in the American Mafia through the themes of love, commitment and honour. The authors explore differences and similarities between the Mafia and conventional organisations. As is the case in conventional organisations, codes of behaviors and commitment to money-making are a key to survival within the Mafia organisation.

A comparison between the Mafia code of conduct and the Christian Ten Commandments provides insight into guiding standards for Mafia values and expected behaviors. It is also shown how Mafia initiation rituals provide profane parallels to certain Christian rituals such as baptism.

Love and commitment within Mafia families, including roles of women, are examined. The authors argue that love for family appears secondary to primary commitment to ‘honour’ expectations to the Mafia Family. The authors draw on real life examples to demonstrate that honour as a key Mafia value is a misnomer, being more reflective of dishonorable values of revenge, fear and punishment.

This paper argues that ‘love’ and virtues are relative terms from which unethical acts can be justified within Mafia codes of behaviors. Also highlighted is that organisations valuing vice are self-sustaining, but only if shrouded in secrecy rather than transparency.

22


Chris Provis, University of South Australia Business Ethics, Confucianism and the Different Faces of Ritual

Confucianism has attracted some attention in business ethics, in particular as a form of virtue ethics. This paper develops ideas about Confucianism in business ethics by extending discussion about Confucian ideas of ritual. Ritual has figured in literature about organisational culture, but Confucian accounts can offer additional ideas about developing ethically desirable organisational cultures. Confucian ritual practice has diverged from doctrine and from the classical emphasis on requirements for concern and respect as parts of ritual. However, there are some differences of emphasis amongst classical texts, and some accounts more than others allow for the importance of ritual as opportunity for interpersonal encounter. These are texts that bring out the flexibility and context-sensitivity of ritual, with associated implications about the need for moral judgment and attention to other individuals. Mature individuals progress beyond ritual as unthinking repetition, to ritual as meaningful expression. In apprehending one another’s meaning, participants acquire understanding of one another’s intentions and expectations. The mutual awareness this can engender is an important part of human existence, and is the sort of common knowledge that has been identified as important in dealing with coordination problems. However, coordination may also be achieved through routine and imitation, and then participants can lack such mutual awareness. In organisations, ritual should satisfy general requirements of concern and respect, but should also maintain opportunities for mutual encounter. The difference between arrangements which do or do not offer such opportunities may suggest lines of development for virtue ethics in business.

Alan Reddrop, University of South Australia Virtue Rewarded

This describes a corner of the business world where virtue (of a kind to be defined) is a precondition of success. The context is family business (FB) and those who advise FBs. The research in which this is disclosed concerned the willingness or otherwise of FB CEOs to seek and take external advice on FB issues. Fifty-one FB CEOs and advisers were interviewed in depth and a statistical survey of CEO yielded 130 usable responses. More willingness to seek advice was found than had been widely assumed. This was largely due to a greater reliance on peer as distinct from professional advice than had previously been recognised.

Potential clients often declined to engage professional advisers partly because of perceived shortcomings. Technical competence was generally assumed. The discriminant of those approved of and engaged was possession of empathy, listening skills and (even) kindness. Those who were ‘rejected’ were said to have a poor understanding of FB people’s motivations and values and inability or disinclination to listen: defects collectively described by Maister et al (2000) as self-orientation.

But abstract ‘virtue’, whether innate or cultivated, was insufficient to assure performance satisfactory to the client. Those acclaimed by the client and who appeared in the research to have reached a pinnacle of success needed maturity, not necessarily temporal. It could be accelerated by processes both described by Schön (1987, 1991) and arrived at unaware of theory by perceptive employers of young advisers. One employer described the process as ‘shadowing’. Schön commends a process of mentoring would-be advisers akin to that practised in the ‘deviant’ (his tern) disciplines of music (that is to say, in the master class) or in architecture (in the studio). Employers who ‘shadowed’ were accompanied by juniors to meetings with clients. Afterwards, the student would question and discuss the senior’s lines of inquiry and responses to the client. They were thus tutored in the contexts of FB, but also in effective and ethical pursuit of the calling.

In short, willingness to engage in empathy is the discriminant of success in this form of advising. But to be deployed effectively in pursuit of desired goals virtue needs to be exercised with knowledge of context.

23


Ruth Rentschler, Nava Subramaniam and Brian Martin, University of South Australia Responsible leadership: Challenges of social and economic capital in annual reports Responsible leadership presents social and economic capital challenges in organisations that are revealed in longitudinal analysis of annual reports (1973-2015) of the Australia Council for the Arts, the Federal Government’s arts funding and advisory body. This paper explores through content analysis how Australia’s Aboriginal and Torres Strait Islander peoples (Aboriginals) have been affected by leadership that is more or less responsible as revealed in textual and visual representation in annual reports. While analysis is confined to one case study over time, it is nonetheless a key influencing body that has driven Aboriginal policy over 42 years. The advantage of such an approach is that data can be analysed longitudinally, using text, images and financial statements from a common source. Although much debate has occurred about what constitutes a category of content, we analysed text and images as full-line counts using a representative page in each report as a standard page.

The paper finds that a substantial number and proportion of Indigenous Australians have advanced their position over time, due to Australia Council support. Their economic capital has been strengthened by responsible leaders such as the Chair of the board and the CEO, who drive policy, but not as much as might be expected. Their social capital has been boosted over time, much more than their economic capital. Even though social and economic capital opportunities were driven by Australia Council leaders, we also found that the Aboriginal position remains insecure and vulnerable. Importantly, the paper suggests that symbolic gains of social capital may outweigh the economic capital gains, dependent on the leader. We extrapolate from content analysis analysed over time that Aboriginal textual and visual representation was significantly boosted, but the budget for allocation to Indigenous arts flat-lined over time, while the Australia Council budget increased significantly. Unless responsible leaders took the helm of the Australia Council as either or both CEO and board chair, there was little change in funding support to Indigenous matters as identified in the annual reports.

Ruth Rentschler, University of South Australia and Heath Kirby-Miller, Monash University Leadership and the new institutional challenges: An examination of the Australia-China bilateral trade relationship It is widely known that China is Australia’s major bilateral trading partner. However, we know little about the arts and cultural activity between the two nations, as there is a dearth of data on their relationship. This paper examines arts and cultural events, such as major art exhibitions, between Australia and China, in order to assess whether they are boosting the level of cultural understanding of these two highly integrated economies. Using annual reports of relevant organisations longitudinally through the lens of communicative institutional theory, we analyse how leaders communicate to build a global profile, central to institutional and governmental challenges in 21st century trade relations between Australia and China. Results illustrate that communicative institutionalism, in its evolving state, is a relevant way to examine leadership challenges when dealing with moral complexity and multitudinous stakeholder claims of two nations who seek to build an enduring and mutually beneficial trade relationship. Communication is seen as central for leaders who wish to be responsible, engaged, resilient and aware of stakeholder needs. In this regard, although the arts and cultural sector is not listed as one of the key industries in the Australia-China relationship, we argue that more recent initiatives provide evidence of the value of soft diplomacy as a form of advancing the Australia-China bilateral trade relationship. Our research provides a base for other scholars to expand their understanding of it.

22


Chris Provis, University of South Australia Business Ethics, Confucianism and the Different Faces of Ritual

Confucianism has attracted some attention in business ethics, in particular as a form of virtue ethics. This paper develops ideas about Confucianism in business ethics by extending discussion about Confucian ideas of ritual. Ritual has figured in literature about organisational culture, but Confucian accounts can offer additional ideas about developing ethically desirable organisational cultures. Confucian ritual practice has diverged from doctrine and from the classical emphasis on requirements for concern and respect as parts of ritual. However, there are some differences of emphasis amongst classical texts, and some accounts more than others allow for the importance of ritual as opportunity for interpersonal encounter. These are texts that bring out the flexibility and context-sensitivity of ritual, with associated implications about the need for moral judgment and attention to other individuals. Mature individuals progress beyond ritual as unthinking repetition, to ritual as meaningful expression. In apprehending one another’s meaning, participants acquire understanding of one another’s intentions and expectations. The mutual awareness this can engender is an important part of human existence, and is the sort of common knowledge that has been identified as important in dealing with coordination problems. However, coordination may also be achieved through routine and imitation, and then participants can lack such mutual awareness. In organisations, ritual should satisfy general requirements of concern and respect, but should also maintain opportunities for mutual encounter. The difference between arrangements which do or do not offer such opportunities may suggest lines of development for virtue ethics in business.

Alan Reddrop, University of South Australia Virtue Rewarded

This describes a corner of the business world where virtue (of a kind to be defined) is a precondition of success. The context is family business (FB) and those who advise FBs. The research in which this is disclosed concerned the willingness or otherwise of FB CEOs to seek and take external advice on FB issues. Fifty-one FB CEOs and advisers were interviewed in depth and a statistical survey of CEO yielded 130 usable responses. More willingness to seek advice was found than had been widely assumed. This was largely due to a greater reliance on peer as distinct from professional advice than had previously been recognised.

Potential clients often declined to engage professional advisers partly because of perceived shortcomings. Technical competence was generally assumed. The discriminant of those approved of and engaged was possession of empathy, listening skills and (even) kindness. Those who were ‘rejected’ were said to have a poor understanding of FB people’s motivations and values and inability or disinclination to listen: defects collectively described by Maister et al (2000) as self-orientation.

But abstract ‘virtue’, whether innate or cultivated, was insufficient to assure performance satisfactory to the client. Those acclaimed by the client and who appeared in the research to have reached a pinnacle of success needed maturity, not necessarily temporal. It could be accelerated by processes both described by Schön (1987, 1991) and arrived at unaware of theory by perceptive employers of young advisers. One employer described the process as ‘shadowing’. Schön commends a process of mentoring would-be advisers akin to that practised in the ‘deviant’ (his tern) disciplines of music (that is to say, in the master class) or in architecture (in the studio). Employers who ‘shadowed’ were accompanied by juniors to meetings with clients. Afterwards, the student would question and discuss the senior’s lines of inquiry and responses to the client. They were thus tutored in the contexts of FB, but also in effective and ethical pursuit of the calling.

In short, willingness to engage in empathy is the discriminant of success in this form of advising. But to be deployed effectively in pursuit of desired goals virtue needs to be exercised with knowledge of context.

23


Ruth Rentschler, Nava Subramaniam and Brian Martin, University of South Australia Responsible leadership: Challenges of social and economic capital in annual reports Responsible leadership presents social and economic capital challenges in organisations that are revealed in longitudinal analysis of annual reports (1973-2015) of the Australia Council for the Arts, the Federal Government’s arts funding and advisory body. This paper explores through content analysis how Australia’s Aboriginal and Torres Strait Islander peoples (Aboriginals) have been affected by leadership that is more or less responsible as revealed in textual and visual representation in annual reports. While analysis is confined to one case study over time, it is nonetheless a key influencing body that has driven Aboriginal policy over 42 years. The advantage of such an approach is that data can be analysed longitudinally, using text, images and financial statements from a common source. Although much debate has occurred about what constitutes a category of content, we analysed text and images as full-line counts using a representative page in each report as a standard page.

The paper finds that a substantial number and proportion of Indigenous Australians have advanced their position over time, due to Australia Council support. Their economic capital has been strengthened by responsible leaders such as the Chair of the board and the CEO, who drive policy, but not as much as might be expected. Their social capital has been boosted over time, much more than their economic capital. Even though social and economic capital opportunities were driven by Australia Council leaders, we also found that the Aboriginal position remains insecure and vulnerable. Importantly, the paper suggests that symbolic gains of social capital may outweigh the economic capital gains, dependent on the leader. We extrapolate from content analysis analysed over time that Aboriginal textual and visual representation was significantly boosted, but the budget for allocation to Indigenous arts flat-lined over time, while the Australia Council budget increased significantly. Unless responsible leaders took the helm of the Australia Council as either or both CEO and board chair, there was little change in funding support to Indigenous matters as identified in the annual reports.

Ruth Rentschler, University of South Australia and Heath Kirby-Miller, Monash University Leadership and the new institutional challenges: An examination of the Australia-China bilateral trade relationship It is widely known that China is Australia’s major bilateral trading partner. However, we know little about the arts and cultural activity between the two nations, as there is a dearth of data on their relationship. This paper examines arts and cultural events, such as major art exhibitions, between Australia and China, in order to assess whether they are boosting the level of cultural understanding of these two highly integrated economies. Using annual reports of relevant organisations longitudinally through the lens of communicative institutional theory, we analyse how leaders communicate to build a global profile, central to institutional and governmental challenges in 21st century trade relations between Australia and China. Results illustrate that communicative institutionalism, in its evolving state, is a relevant way to examine leadership challenges when dealing with moral complexity and multitudinous stakeholder claims of two nations who seek to build an enduring and mutually beneficial trade relationship. Communication is seen as central for leaders who wish to be responsible, engaged, resilient and aware of stakeholder needs. In this regard, although the arts and cultural sector is not listed as one of the key industries in the Australia-China relationship, we argue that more recent initiatives provide evidence of the value of soft diplomacy as a form of advancing the Australia-China bilateral trade relationship. Our research provides a base for other scholars to expand their understanding of it.

24


Lydia Richards, University of South Australia Applying an Academic Integrity Policy to individual cases: A tool for engaging students in making fair, consistent and defensible decisions

This paper explains the use of a worksheet tool used by the author to assist her in the decision-making process for academic integrity breaches in her role as a new academic breach decision-maker at an Australian university. To be effective an academic integrity policy must be fair, consistently applied and defensible (Carroll & Appleton, 2005). A major responsibility for policy application falls upon the academic integrity breach decision-maker who must use their professional judgment to make decisions. The educative function of policy enforcement is of prime importance, including engaging with students about policy application (Sutherland-Smith 2008; Bretag, Mahmud & Wallace et al. 2013; Bretag & Mahmud 2015). The particular policy of this University follows recommended practice (Bretag, Mahmud, Wallace et al. 2011) by detailing the range and the broad contextual factors for consideration including the nature and extent of intent, seriousness as well as mitigating circumstances (Macdonald, R. & Carroll 2006). Drawing also on the application of a tariff system outlined by Carroll (2015) the challenge is to give sufficient and suitable weight to each factor as well as inform and engage the student. The worksheet tool provides for a graphic method of recording and calculating each factor enabling the decision-maker to record the “weight” given to each factor while also engaging the student in the process. This tool, trialed by the author, has a two-fold benefit of supporting academic integrity policy by ensuring the application of each factor but also engaging the student in the process.

Susan Robinson, University of South Australia Clever Marketing, Corporate Self-interest, or Ethical Enlightenment? A Stoic Perspective on CSR

With a few notable exceptions (Baker 2009; Jones 2010) academics have been slow to apply the insights of Stoic ethical thinking to the realms of economic theory and business ethics. This oversight is surprising in light of the widely-held perception that Adam Smith, the first modern thinker whose opus embraced both ethical and economic thought, was strongly influenced by both Stoic and Aristotelian virtue theory (Waszek 1984; Raphael 2007; McCloskey 2008; Broadie 2010; Jones 2010).

This paper explores two key doctrines underpinning Stoic ethics: the notion of oikeiōsis (‘belongingness’) as underpinning the path to moral development, and the Stoic two-tier theory of valuation, to show how the pursuit of Corporate Social Responsibility (CSR) can be viewed as something more than clever self-branding or enlightened self-interest. The paper thus broadly agrees with Baker’s (2009, p. 4) contention that Stoic ethical theory, with its ability to distinguish and relate both moral and non-moral value, is well-suited to the task of bridging ethics and economic rationality.

25


Susan Robinson, University of South Australia Transforming the Business Ethics Student: A Quasi-Stoic Account

This paper explores an apparent conflict at the heart of Stoic theory, as it considers the underlying purpose of business ethics education.

Stoic moral theory famously identified virtue (moral excellence) as incommensurable with any other form of value, thereby adopting a two-tier system of value. At the same time, as Cicero explained, the Stoics used the untranslatable term oikeiōsis (‘belongingness’) to relate moral development to the individual’s drive for self-preservation. Thus, Stoics apparently both agree and disagree with Utilitarians in treating moral value as an extension of everyday value, reducing moral thinking to calculation of welfare for oneself and relevant others.

This paper offers a reading of Cicero’s account of Stoic moral development, that both resolves the apparent conflict between these doctrines, and distances Stoicism from Utilitarian thinking. The paper identifies four species of ethical proficiency implicit in the Stoic account of moral development. These species of ethical proficiency potentially model different ways in which the Business student can engage with ethical issues. They provide different answers to the question, ‘why be moral?’, and thus different goals to be pursued by the Business Ethics educator.

Amber Popattia and Adam La Caze, The University of Queensland The systematic review of the empirical and normative studies in relation to pharmacist’s responsibilities towards selling complementary medicines

Aims: Many consumers purchase complementary medicines from community pharmacies. Given the widespread sale of complementary medicines in pharmacies, it is especially important to determine pharmacist’s responsibilities towards these medicines. The purpose of this systematic review is to identify research conducted in relation to (i) pharmacists responsibilities when selling complementary medicines and (ii) pharmacists and consumers expectations regarding pharmacist’s responsibilities when selling complementary medicines. Methods: Embase, PubMed, Cinahl, PsycINFO and Philosopher’s index databases were searched for English articles published between 1995-2015. The search terms used were complementary medicine, pharmacy, pharmacist, pharmacists and pharmacy practice. Empirical studies discussing pharmacist’s practices or perceptions, consumer’s expectations and theoretical contributions discussing ethical perspectives or ethical frameworks related to pharmacist’s responsibilities in selling complementary medicines were included in the review. Results: Thirty studies met the inclusion criteria. This consisted in 9 qualitative, 15 quantitative, 1 mixed method, 1 systematic review and 4 theoretical contributions. The literature discussing pharmacist’s responsibilities towards selling complementary medicines mainly consisted of empirical studies. Pharmacists and consumers identified the pharmacist’s role as providing information and counselling to consumers and ensuring safe use of complementary medicines. The studies discussing ethical perspective of selling complementary medicines mainly identified professional and ethical dilemma faced by pharmacists and the conflict between their business and health professional role. Principalism is the ethical framework employed in literature. Conclusions: There is a lack of explicit normative advice regarding pharmacist’s responsibilities when selling complementary medicines. Progress can be made by determining pharmacist’s specific responsibilities towards complementary medicines.

24


Lydia Richards, University of South Australia Applying an Academic Integrity Policy to individual cases: A tool for engaging students in making fair, consistent and defensible decisions

This paper explains the use of a worksheet tool used by the author to assist her in the decision-making process for academic integrity breaches in her role as a new academic breach decision-maker at an Australian university. To be effective an academic integrity policy must be fair, consistently applied and defensible (Carroll & Appleton, 2005). A major responsibility for policy application falls upon the academic integrity breach decision-maker who must use their professional judgment to make decisions. The educative function of policy enforcement is of prime importance, including engaging with students about policy application (Sutherland-Smith 2008; Bretag, Mahmud & Wallace et al. 2013; Bretag & Mahmud 2015). The particular policy of this University follows recommended practice (Bretag, Mahmud, Wallace et al. 2011) by detailing the range and the broad contextual factors for consideration including the nature and extent of intent, seriousness as well as mitigating circumstances (Macdonald, R. & Carroll 2006). Drawing also on the application of a tariff system outlined by Carroll (2015) the challenge is to give sufficient and suitable weight to each factor as well as inform and engage the student. The worksheet tool provides for a graphic method of recording and calculating each factor enabling the decision-maker to record the “weight” given to each factor while also engaging the student in the process. This tool, trialed by the author, has a two-fold benefit of supporting academic integrity policy by ensuring the application of each factor but also engaging the student in the process.

Susan Robinson, University of South Australia Clever Marketing, Corporate Self-interest, or Ethical Enlightenment? A Stoic Perspective on CSR

With a few notable exceptions (Baker 2009; Jones 2010) academics have been slow to apply the insights of Stoic ethical thinking to the realms of economic theory and business ethics. This oversight is surprising in light of the widely-held perception that Adam Smith, the first modern thinker whose opus embraced both ethical and economic thought, was strongly influenced by both Stoic and Aristotelian virtue theory (Waszek 1984; Raphael 2007; McCloskey 2008; Broadie 2010; Jones 2010).

This paper explores two key doctrines underpinning Stoic ethics: the notion of oikeiōsis (‘belongingness’) as underpinning the path to moral development, and the Stoic two-tier theory of valuation, to show how the pursuit of Corporate Social Responsibility (CSR) can be viewed as something more than clever self-branding or enlightened self-interest. The paper thus broadly agrees with Baker’s (2009, p. 4) contention that Stoic ethical theory, with its ability to distinguish and relate both moral and non-moral value, is well-suited to the task of bridging ethics and economic rationality.

25


Susan Robinson, University of South Australia Transforming the Business Ethics Student: A Quasi-Stoic Account

This paper explores an apparent conflict at the heart of Stoic theory, as it considers the underlying purpose of business ethics education.

Stoic moral theory famously identified virtue (moral excellence) as incommensurable with any other form of value, thereby adopting a two-tier system of value. At the same time, as Cicero explained, the Stoics used the untranslatable term oikeiōsis (‘belongingness’) to relate moral development to the individual’s drive for self-preservation. Thus, Stoics apparently both agree and disagree with Utilitarians in treating moral value as an extension of everyday value, reducing moral thinking to calculation of welfare for oneself and relevant others.

This paper offers a reading of Cicero’s account of Stoic moral development, that both resolves the apparent conflict between these doctrines, and distances Stoicism from Utilitarian thinking. The paper identifies four species of ethical proficiency implicit in the Stoic account of moral development. These species of ethical proficiency potentially model different ways in which the Business student can engage with ethical issues. They provide different answers to the question, ‘why be moral?’, and thus different goals to be pursued by the Business Ethics educator.

Amber Popattia and Adam La Caze, The University of Queensland The systematic review of the empirical and normative studies in relation to pharmacist’s responsibilities towards selling complementary medicines

Aims: Many consumers purchase complementary medicines from community pharmacies. Given the widespread sale of complementary medicines in pharmacies, it is especially important to determine pharmacist’s responsibilities towards these medicines. The purpose of this systematic review is to identify research conducted in relation to (i) pharmacists responsibilities when selling complementary medicines and (ii) pharmacists and consumers expectations regarding pharmacist’s responsibilities when selling complementary medicines. Methods: Embase, PubMed, Cinahl, PsycINFO and Philosopher’s index databases were searched for English articles published between 1995-2015. The search terms used were complementary medicine, pharmacy, pharmacist, pharmacists and pharmacy practice. Empirical studies discussing pharmacist’s practices or perceptions, consumer’s expectations and theoretical contributions discussing ethical perspectives or ethical frameworks related to pharmacist’s responsibilities in selling complementary medicines were included in the review. Results: Thirty studies met the inclusion criteria. This consisted in 9 qualitative, 15 quantitative, 1 mixed method, 1 systematic review and 4 theoretical contributions. The literature discussing pharmacist’s responsibilities towards selling complementary medicines mainly consisted of empirical studies. Pharmacists and consumers identified the pharmacist’s role as providing information and counselling to consumers and ensuring safe use of complementary medicines. The studies discussing ethical perspective of selling complementary medicines mainly identified professional and ethical dilemma faced by pharmacists and the conflict between their business and health professional role. Principalism is the ethical framework employed in literature. Conclusions: There is a lack of explicit normative advice regarding pharmacist’s responsibilities when selling complementary medicines. Progress can be made by determining pharmacist’s specific responsibilities towards complementary medicines.

26


Sunil Savur, University of South Australia Role of exemplars in ethical decision-making

Exemplars play a central role in business ethics and ethical decision-making. In general terms, an exemplar is defined as ‘a person or thing to be copied’ and can include persons who have their sense of moral commitment as a core part of their sense of self, take a principled personal stand or a role model or an organisation committed to certain moral standards or other things such as case studies, anecdotes, and even fables and myths.

Researchers have used different approaches to explain the role of exemplars in decision-making in general and ethical decision-making in particular. These approaches include facilitating impartial agreement, facilitating training and decision-making, cultivating personal judgement; the use of different exemplars for different parts of moral decision-making; and the presence of moral commitment in exemplars.

This paper presents results of the qualitative analysis of interviews showing evidence of SME managers acknowledging the role of exemplars in the management of their businesses and in their ethical decision-making processes. Two types of exemplars were identified in the analysis – individual and organisational, and indicated the prominence of individual exemplars over organisational exemplars. Respondents also used multiple exemplars in their narrations, suggesting that they would use exemplars based on the circumstances of the situation. Organisational characteristics included moral commitment, business integrity and ethics, CSR activities, family-friendly policies, compliance and cooperation, culture, and use of stories. Characteristics of individual exemplars included giving advice and working through issues, virtues such as honesty, reliability, and integrity, personal ethics, teaching right and wrong, family values, and good decision-makers.

Michael Schwartz, RMIT Melbourne A Response to Coleman

My paper is a response to the paper Stephen Coleman delivered at the 21st AAPAE annual conference at the University of Notre Dame’s Centre for Faith, Ethics and Society in Sydney in 2014. Coleman’s conference paper was later published in 2015 in Volume 13 of REIO with the title “Even dirtier hands in war: Considering Walzer’s supreme emergency argument” (pp. 61 – 73). In that paper Coleman examines “what Walzer (2006/1977) calls the supreme emergency doctrine” (2015, p. 64) which Coleman writes “can only legitimately be invoked if it is clear that the results of losing the war would include extreme and widespread violations of fundamental human rights” (2015, p. 64). In such dire circumstances when faced with the possibility of defeat “it will be justifiable to act in ways which would normally be prohibited” (2015, p. 64).

Following Coleman it is “not surprising that the only possible example of supreme emergency which Walzer provides” (2015, p. 65) is during the second world war when Britain stood alone against Nazi Germany. Regarding that Coleman makes two assertions. He asserts that:

(i) in those dire circumstances when Britain stood alone and faced defeat by Nazi Germany Churchill was justified in authorising “indiscriminate bombing raids on Germany” (2015, p. 65) but that

(ii) by the end of 1941 when Germany had declared war on both the USSR and the USA “conditions of supreme emergency no longer hold, and thus the continuation of terror bombing throughout the rest of the war cannot be ethically justified” (2015, p. 66).

Both of those assertions made by Coleman are historically and morally incorrect. My paper will explain why that is so and the implications of that for the validity of the supreme emergency doctrine.

27


Lubna Siddiqui, University of Tasmania Spirituality and its Role in Responsible Leadership, and Ethical Decision-Making

Ethics, values, morals, transcendence and such words have been used interchangeably with spirituality. Ethical dilemmas and the global corporate scandals have created a growing interest in the concept of spirituality especially in the workplace (Ashmos & Duchon, 2000; Neal, 2013). Organisations are now looking to hire well rounded professionals who take ownership of their workplace, give meaning to their work and teams. This can be achieved if higher education focuses on the holistic development of these professionals by incorporating spirituality into their courses, as it encompasses ethics and values, and all the emerging themes necessary to make effective and responsible decisions in the workplace(Cavanagh, 1999; Crossman, 2003; Petriglieri & Petriglieri Insead, 2015).

With this background in mind, part of my PhD research is exploring the concept of spirituality in leadership. This paper seeks to report a section from my research analysis of the semi-structured qualitative interview data collected from a sample of academics, in a regional university in Australia. The findings reveal the position of spirituality in higher education, and its relevance to ethics, morals, values, transcendence, faith and the way these terms have been used interchangeably in the teaching of ethical decision making. While most people connect spirituality with religion, the context used in this study is from a neutral and exploratory standpoint. The implications discussed by academics about combining spirituality in leadership within higher education could be beneficial in the long run, but would need very specific conditions.

Dayo Sowunmi II, The Anode Group What’s the opposite of honesty?

My mentor reminded me that “the opposite of honesty isn’t lying, it’s silence.”

How many times have we, as leaders, been in situations where our first response to a sticky work situation is to lie our way out of it? When we apply our ethical lens to the situation, we may hold back from lying, but then do we simply keep quiet instead? We may, wrongly, justify our silence by saying, “well, at least I didn’t lie.” However, when we say someone did not tell the truth, it could mean one of two things: that they said nothing, or they told a lie. Either way, the result is the same, they didn’t tell the truth.

In this session, I will discuss the psychological and behavioural aspects of responsible leadership, and how a leader’s moral compass influences not just the leader, but the entire team.

The takeaways, real-life examples and principles introduced here are based on my 20+ years in leadership and consulting, together with findings in human behaviour and psychology.

A key driver of ethical decision-making is the ‘why’ – what is the goal or purpose to be achieved? Without a moral compass, clear goals and guiding principles, it is impossible for leaders to know when they veer off-course and when to course-correct.

As humans, we perform best when we have a target we are striving towards. When that goal is to help others, rather than ourselves, the actions we take towards the goal are even more motivating.

26


Sunil Savur, University of South Australia Role of exemplars in ethical decision-making

Exemplars play a central role in business ethics and ethical decision-making. In general terms, an exemplar is defined as ‘a person or thing to be copied’ and can include persons who have their sense of moral commitment as a core part of their sense of self, take a principled personal stand or a role model or an organisation committed to certain moral standards or other things such as case studies, anecdotes, and even fables and myths.

Researchers have used different approaches to explain the role of exemplars in decision-making in general and ethical decision-making in particular. These approaches include facilitating impartial agreement, facilitating training and decision-making, cultivating personal judgement; the use of different exemplars for different parts of moral decision-making; and the presence of moral commitment in exemplars.

This paper presents results of the qualitative analysis of interviews showing evidence of SME managers acknowledging the role of exemplars in the management of their businesses and in their ethical decision-making processes. Two types of exemplars were identified in the analysis – individual and organisational, and indicated the prominence of individual exemplars over organisational exemplars. Respondents also used multiple exemplars in their narrations, suggesting that they would use exemplars based on the circumstances of the situation. Organisational characteristics included moral commitment, business integrity and ethics, CSR activities, family-friendly policies, compliance and cooperation, culture, and use of stories. Characteristics of individual exemplars included giving advice and working through issues, virtues such as honesty, reliability, and integrity, personal ethics, teaching right and wrong, family values, and good decision-makers.

Michael Schwartz, RMIT Melbourne A Response to Coleman

My paper is a response to the paper Stephen Coleman delivered at the 21st AAPAE annual conference at the University of Notre Dame’s Centre for Faith, Ethics and Society in Sydney in 2014. Coleman’s conference paper was later published in 2015 in Volume 13 of REIO with the title “Even dirtier hands in war: Considering Walzer’s supreme emergency argument” (pp. 61 – 73). In that paper Coleman examines “what Walzer (2006/1977) calls the supreme emergency doctrine” (2015, p. 64) which Coleman writes “can only legitimately be invoked if it is clear that the results of losing the war would include extreme and widespread violations of fundamental human rights” (2015, p. 64). In such dire circumstances when faced with the possibility of defeat “it will be justifiable to act in ways which would normally be prohibited” (2015, p. 64).

Following Coleman it is “not surprising that the only possible example of supreme emergency which Walzer provides” (2015, p. 65) is during the second world war when Britain stood alone against Nazi Germany. Regarding that Coleman makes two assertions. He asserts that:

(i) in those dire circumstances when Britain stood alone and faced defeat by Nazi Germany Churchill was justified in authorising “indiscriminate bombing raids on Germany” (2015, p. 65) but that

(ii) by the end of 1941 when Germany had declared war on both the USSR and the USA “conditions of supreme emergency no longer hold, and thus the continuation of terror bombing throughout the rest of the war cannot be ethically justified” (2015, p. 66).

Both of those assertions made by Coleman are historically and morally incorrect. My paper will explain why that is so and the implications of that for the validity of the supreme emergency doctrine.

27


Lubna Siddiqui, University of Tasmania Spirituality and its Role in Responsible Leadership, and Ethical Decision-Making

Ethics, values, morals, transcendence and such words have been used interchangeably with spirituality. Ethical dilemmas and the global corporate scandals have created a growing interest in the concept of spirituality especially in the workplace (Ashmos & Duchon, 2000; Neal, 2013). Organisations are now looking to hire well rounded professionals who take ownership of their workplace, give meaning to their work and teams. This can be achieved if higher education focuses on the holistic development of these professionals by incorporating spirituality into their courses, as it encompasses ethics and values, and all the emerging themes necessary to make effective and responsible decisions in the workplace(Cavanagh, 1999; Crossman, 2003; Petriglieri & Petriglieri Insead, 2015).

With this background in mind, part of my PhD research is exploring the concept of spirituality in leadership. This paper seeks to report a section from my research analysis of the semi-structured qualitative interview data collected from a sample of academics, in a regional university in Australia. The findings reveal the position of spirituality in higher education, and its relevance to ethics, morals, values, transcendence, faith and the way these terms have been used interchangeably in the teaching of ethical decision making. While most people connect spirituality with religion, the context used in this study is from a neutral and exploratory standpoint. The implications discussed by academics about combining spirituality in leadership within higher education could be beneficial in the long run, but would need very specific conditions.

Dayo Sowunmi II, The Anode Group What’s the opposite of honesty?

My mentor reminded me that “the opposite of honesty isn’t lying, it’s silence.”

How many times have we, as leaders, been in situations where our first response to a sticky work situation is to lie our way out of it? When we apply our ethical lens to the situation, we may hold back from lying, but then do we simply keep quiet instead? We may, wrongly, justify our silence by saying, “well, at least I didn’t lie.” However, when we say someone did not tell the truth, it could mean one of two things: that they said nothing, or they told a lie. Either way, the result is the same, they didn’t tell the truth.

In this session, I will discuss the psychological and behavioural aspects of responsible leadership, and how a leader’s moral compass influences not just the leader, but the entire team.

The takeaways, real-life examples and principles introduced here are based on my 20+ years in leadership and consulting, together with findings in human behaviour and psychology.

A key driver of ethical decision-making is the ‘why’ – what is the goal or purpose to be achieved? Without a moral compass, clear goals and guiding principles, it is impossible for leaders to know when they veer off-course and when to course-correct.

As humans, we perform best when we have a target we are striving towards. When that goal is to help others, rather than ourselves, the actions we take towards the goal are even more motivating.

28


Ayoma Sumanasiri, Christopher Selvarajah and Aron Perenyi, Swinburne University Sustainability leadership of Sri Lankan managers: exploring dimensions influencing sustainability leadership

Concern for sustainability has become a managerial priority in today’s complex market. Yet, little empirical research has been done to explore the subject of sustainability leadership among managers in a unique cultural context. In this study cultural modelling, as a concept is applied, to explore unique managerial leadership behaviours that ensure sustainability in a culturally diverse market such as Sri Lanka.

Based on theory and using a sample of managers, this study then develops new constructs to measure sustainability leadership of managers. Sustainability leadership is assumed to come from an excellent leader who is keen to minimise the negative impacts on society, the environment and the economy. Hence, three sub-dimensions of excellent leadership: concern for society, concern for the environment and, concern for financial sustainability were identified to measure the sustainability leadership construct. The study, in particular, examines the relationship between sustainability leadership and leadership dimensions, namely, employee engagement, stakeholder relationships, long-term orientation, commitment to organisational change and sustainable thinking.

A sample of 578 Sri Lankan managers participated in this research. The data was analysed through EFA, CFA and SEM methods. The findings revealed that managers’ concern for employee engagement and stakeholder relationships have strong impact on sustainability leadership of Sri Lankan managers. The findings also showed that compared to other leadership dimensions, long-term oriented decision making, though was found to have a positive effect on organisational change, was the least important dimension influencing sustainability leadership of Sri Lankan managers.

Alan Tapper, Curtin University Harry J. Gensler and the Quest for the Golden Rule

The Golden Rule (‘what you want done [or not done] to yourself, do [or don’t do] to others’) is the most widely accepted summary statement of human morality, but amongst moral philosophers it is generally regarded as just a ‘folksy proverb that self-destructs when analysed carefully’, as Harry J. Gensler puts it (Ethics and the Golden Rule, 2013: 11). Gensler himself has sought to give the Golden Rule a philosophically cogent formulation. His preferred version of the Golden Rule is this: ‘Treat others only as you consent to being treated in the same situation’. This ‘same situation’ amendment raises two questions. (1) Does it answer the philosophers’ standard objections? (2) Does it change the fundamental nature of the Golden Rule, so that it is no longer recognisable as the Golden Rule? Gensler regards his Golden Rule as just a ‘consistency norm’, and says that ‘As a consistency norm, GR isn’t a direct criterion of right and wrong, and isn’t a rival to [standard] moral norms’. But isn’t this too weak to be useful or interesting? Is Gensler’s Golden Rule no longer any sort of moral criterion? If not what value can it have? This paper will explore these questions, arguing that Gensler’s solution is not really a solution. The issue turns, I think, on the idea of the ‘same situation’.

29


Leila Toiviainen, University of Tasmania The importance of moral leadership in nursing

This paper examines the work of Professor Ann Gallagher, the editor of the international Nursing Ethics journal and the director of the International Care Ethics Observatory at the University of Surrey in England.

Ann’s nursing career has been characterised by moral integrity and fearlessness: this makes her a role model for nurses in various settings; her support of nurses who work in military and custodial care settings is particularly notable because of her personal experiences. Her career began as a student nurse at the Royal Victoria Hospital in Belfast in 1981 when 10 Irish Republican Army prisoners died during a hunger strike.

Ann has written against the force-feeding of prisoners at Guantanamo Bay (2013) and argued for compassion and justice for them. In a November 2015 Nursing Ethics editorial she discusses the ethics of migration in light of the death by drowning of three-year old Aylan Kurdi. She again argues for compassion and “a relentless reliance on a human rights lens” when we view the suffering of migrants. She recognises that many of us are migrants “privileged to avail of the hospitality and opportunities of other countries”.

Following Ann Gallagher, I investigate the relationship between politics and health care and agree with her that “the values of health professionals should not be compromised however acute a political crisis might seem”. I offer some practical examples from health care situations where values may be compromised and where solutions to the crisis require particular moral courage.

Peter Tunjic, DLMA Labs Duty Before Virtue: The Ethical Dilemma Confronting Corporate Governance

At the core of modern business practice is an unspoken ethical dilemma. DuPont’ dismantles its research team that for a century has provided its competitive advantage. Woolworths extends supplier payments by a month undermining the viability of those upon whom it relies. Apple assumes a billion dollar liability to tear up its own shares through a buy back. Company directors are torn between a duty to maximise shareholder wealth and the virtue of acting in the self-interest of the corporation rightly understood.

When Milton Friedman declared in his New York Times article that "the social responsibility of business is to increase its profits" he wasn't changeling the ethics of Adam Smith, but the 10 commandments. His was a duty ethic. For the Nobel prize winner, a corporation acted ethically when it maximizes shareholder value within the constraints of the law. From then on, Adam Smith's most famous quote would read: It is not from the self-interest of the butcher, the brewer, or the baker that shareholders expect their dinner, but from their regard to their duty and responsibility. This is a reformulation of the most basic organising principle of capitalism. For Adam Smith, the invisible hand was a virtue ethic because a person’s actions are not motivated by obligations or duties, but by an internal motivation directed at realizing a person's self-interest rightly understood.

Drawing on developments in corporate law and governance, this paper will examine:

· the tension between the deontological ethics of modern financial capitalism and the virtue ethics that was the defining feature of its predecessor;

· the application of virtue ethics to the corporation as sovereign legal entity; · how pursuing the interests of a corporation rightly understood may produce better social outcomes

than those associated with duty based ethical frameworks.

28


Ayoma Sumanasiri, Christopher Selvarajah and Aron Perenyi, Swinburne University Sustainability leadership of Sri Lankan managers: exploring dimensions influencing sustainability leadership

Concern for sustainability has become a managerial priority in today’s complex market. Yet, little empirical research has been done to explore the subject of sustainability leadership among managers in a unique cultural context. In this study cultural modelling, as a concept is applied, to explore unique managerial leadership behaviours that ensure sustainability in a culturally diverse market such as Sri Lanka.

Based on theory and using a sample of managers, this study then develops new constructs to measure sustainability leadership of managers. Sustainability leadership is assumed to come from an excellent leader who is keen to minimise the negative impacts on society, the environment and the economy. Hence, three sub-dimensions of excellent leadership: concern for society, concern for the environment and, concern for financial sustainability were identified to measure the sustainability leadership construct. The study, in particular, examines the relationship between sustainability leadership and leadership dimensions, namely, employee engagement, stakeholder relationships, long-term orientation, commitment to organisational change and sustainable thinking.

A sample of 578 Sri Lankan managers participated in this research. The data was analysed through EFA, CFA and SEM methods. The findings revealed that managers’ concern for employee engagement and stakeholder relationships have strong impact on sustainability leadership of Sri Lankan managers. The findings also showed that compared to other leadership dimensions, long-term oriented decision making, though was found to have a positive effect on organisational change, was the least important dimension influencing sustainability leadership of Sri Lankan managers.

Alan Tapper, Curtin University Harry J. Gensler and the Quest for the Golden Rule

The Golden Rule (‘what you want done [or not done] to yourself, do [or don’t do] to others’) is the most widely accepted summary statement of human morality, but amongst moral philosophers it is generally regarded as just a ‘folksy proverb that self-destructs when analysed carefully’, as Harry J. Gensler puts it (Ethics and the Golden Rule, 2013: 11). Gensler himself has sought to give the Golden Rule a philosophically cogent formulation. His preferred version of the Golden Rule is this: ‘Treat others only as you consent to being treated in the same situation’. This ‘same situation’ amendment raises two questions. (1) Does it answer the philosophers’ standard objections? (2) Does it change the fundamental nature of the Golden Rule, so that it is no longer recognisable as the Golden Rule? Gensler regards his Golden Rule as just a ‘consistency norm’, and says that ‘As a consistency norm, GR isn’t a direct criterion of right and wrong, and isn’t a rival to [standard] moral norms’. But isn’t this too weak to be useful or interesting? Is Gensler’s Golden Rule no longer any sort of moral criterion? If not what value can it have? This paper will explore these questions, arguing that Gensler’s solution is not really a solution. The issue turns, I think, on the idea of the ‘same situation’.

29


Leila Toiviainen, University of Tasmania The importance of moral leadership in nursing

This paper examines the work of Professor Ann Gallagher, the editor of the international Nursing Ethics journal and the director of the International Care Ethics Observatory at the University of Surrey in England.

Ann’s nursing career has been characterised by moral integrity and fearlessness: this makes her a role model for nurses in various settings; her support of nurses who work in military and custodial care settings is particularly notable because of her personal experiences. Her career began as a student nurse at the Royal Victoria Hospital in Belfast in 1981 when 10 Irish Republican Army prisoners died during a hunger strike.

Ann has written against the force-feeding of prisoners at Guantanamo Bay (2013) and argued for compassion and justice for them. In a November 2015 Nursing Ethics editorial she discusses the ethics of migration in light of the death by drowning of three-year old Aylan Kurdi. She again argues for compassion and “a relentless reliance on a human rights lens” when we view the suffering of migrants. She recognises that many of us are migrants “privileged to avail of the hospitality and opportunities of other countries”.

Following Ann Gallagher, I investigate the relationship between politics and health care and agree with her that “the values of health professionals should not be compromised however acute a political crisis might seem”. I offer some practical examples from health care situations where values may be compromised and where solutions to the crisis require particular moral courage.

Peter Tunjic, DLMA Labs Duty Before Virtue: The Ethical Dilemma Confronting Corporate Governance

At the core of modern business practice is an unspoken ethical dilemma. DuPont’ dismantles its research team that for a century has provided its competitive advantage. Woolworths extends supplier payments by a month undermining the viability of those upon whom it relies. Apple assumes a billion dollar liability to tear up its own shares through a buy back. Company directors are torn between a duty to maximise shareholder wealth and the virtue of acting in the self-interest of the corporation rightly understood.

When Milton Friedman declared in his New York Times article that "the social responsibility of business is to increase its profits" he wasn't changeling the ethics of Adam Smith, but the 10 commandments. His was a duty ethic. For the Nobel prize winner, a corporation acted ethically when it maximizes shareholder value within the constraints of the law. From then on, Adam Smith's most famous quote would read: It is not from the self-interest of the butcher, the brewer, or the baker that shareholders expect their dinner, but from their regard to their duty and responsibility. This is a reformulation of the most basic organising principle of capitalism. For Adam Smith, the invisible hand was a virtue ethic because a person’s actions are not motivated by obligations or duties, but by an internal motivation directed at realizing a person's self-interest rightly understood.

Drawing on developments in corporate law and governance, this paper will examine:

· the tension between the deontological ethics of modern financial capitalism and the virtue ethics that was the defining feature of its predecessor;

· the application of virtue ethics to the corporation as sovereign legal entity; · how pursuing the interests of a corporation rightly understood may produce better social outcomes

than those associated with duty based ethical frameworks.

30


Gordon Young, Ethilogical Consulting ‘Beyond Singer’s Pond’ – finding the boundaries of personal ethical responsibility

The question of where one’s ethical responsibilities begin and end has been a long-standing question for professional ethics, particularly within the context of employment. As globalization extends the influence and potential impact of businesses, the question must be asked whether individual employees can be held accountable for the actions of the businesses they work for, and if so, to what degree:

Is it reasonable to hold individuals responsible for the decisions of an organisation that they have very limited influence over? How can an organisation be held to account for its impact if no individual within it is culpable?

Additionally, if we do accept that employees can be held responsible, how to establish limitations of that responsibility? Understate the accountability of individuals, and who will act to prevent unethical actions? Overstate it and employees may put their security at risk for little benefit, risking burnout in the process.

Peter Singer’s classic Pond allegory is one solution to this problem, illustrating that inactive observation of a drowning child is morally culpable, regardless of whether the observer caused the situation themselves. However this example is insufficient to resolve the question alone. To better respond to this problem I propose a comprehensive method for individuals to establish where their ethical responsibilities begin and end, comprising of four tests: Awareness of the ethical problem, Proximity to the problem, Capacity to intervene, Consequences of intervention.

31


Leading for the greater good Lisa Philip-Harbutt and Lisa Daniel

Workshop draft - Leading for the Greater Good (9.30-12.30 Friday 17 June)

Triadic Appreciative Systems Approach.

1. Explain – what does this mean to you? – DEFINITION (context) • Leading? • Greater? • Good?

Where – what is the context that you are interested in apply this?

Participant mapping exercise- 15- 20 minutes

2. Engage - what are you/your organisation doing well in this space? DISCOVERY

• What is working effectively and why? • Does your experience differ between the situation you considered and your view of what is

effective in your organisation?

The hats I wear exercise – we’ll have 20 minutes

In your mind what should it (leading for greater good) look like if it was successful? DREAM

• What do you think relationships and interactions would be like if this were the situation? • Discuss and share your decision making processes exercise.

Ethics tests exercise - 20 minutes

3. Explore - How can you make it happen? DESIGN

• What options are there for you to make constructive change? • How do the structures and frameworks affect relationships and interactions in your workplace?

How can we change the system when everything is connected to support leading for greater good? DELIVER

Greater good ecosystem exercise- 15-20 minutes

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23rd

Aus

tral

ian

Ass

ocia

tion

for

Pro

fess

iona

l &

App

lied

Ethi

cs (

AA

PA

E) A

nnua

l Con

fere

nce

Thur

sday

16

June

8:

30am

Re

gist

ratio

n Ro

om: B

H4-2

2 8:

45am

Ke

ynot

e: B

ruce

Lan

der,

Com

mis

sion

er IC

AC

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: HH5

-08

Room

H

H3-

08

HH

3-09

BH

4-23

Th

eme-

Chai

r Co

rpor

ate

Soci

al R

espo

nsib

ility

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n G

ibso

n Cu

lture

- Ch

arm

ayne

Hig

hfie

ld

Acad

emic

Inte

grity

- Tr

acey

Bre

tag

9:30

am

Ayuk

a Ko

mur

a et

al

A ca

se o

f a Ja

pane

se H

otel

Com

pany

Ja

nine

Pie

rce

& B

en P

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ve a

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omm

itmen

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the

Amer

ican

Maf

ia

Trac

ey B

reta

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ho is

resp

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r Aca

dem

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ity

10:0

0am

Pe

ter T

unjic

Du

ty b

efor

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rtue

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eth

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dile

mm

a co

nfro

ntin

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rpor

ate

gove

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Chris

Pro

vis

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thic

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onfu

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nd th

e di

ffere

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ual

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s misd

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and

stud

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redu

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cade

mic

Inte

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10:3

0am

Ju

lia D

are

Whe

n go

od p

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is n

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The

par

adox

of C

SR

Tahi

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ta

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se st

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anal

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of le

arni

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thic

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a m

ultic

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clas

sroo

m

Julia

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Resp

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in A

cade

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Inte

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11:0

0am

M

orni

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ea

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BH

4-22

Th

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Soci

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espo

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nnife

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nine

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Acad

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Bre

tag

11:3

0am

Su

san

Robi

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A

Stoi

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St

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n Ke

mp

Ethi

cal d

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akin

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catio

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ards

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n Ac

adem

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y to

indi

vidu

al c

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12:0

0pm

Hug

h Br

eake

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man

Rig

hts a

nd C

orru

ptio

n: A

skin

g th

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ques

tions

Jose

ph N

aim

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Plen

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end

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of a

cade

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4-22

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30pm

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2:10

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over

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ye

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eth

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spon

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lead

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ip: t

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ndur

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cont

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of G

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Henr

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bins

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sfor

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g th

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tude

nt: A

Qua

si-St

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2:40

pm

Leila

Toi

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The

impo

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f mor

al le

ader

ship

in n

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icha

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Resp

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Rob

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3:30

pm

Lexi

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Code

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n (im

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gui

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dec

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m

akin

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leve

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Alan

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per

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Gen

sler a

nd th

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for t

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le

Josn

a Pa

nkha

nia

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ethi

cal c

halle

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pos

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e Ro

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omm

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reve

latio

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f sex

ual a

buse

in a

n Au

stra

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yoga

inst

itutio

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4:00

pm

Ambe

r Pop

attia

& A

dam

La

Caze

Th

e sy

stem

atic

revi

ew o

f the

em

piric

al a

nd

norm

ativ

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rela

tion

to p

harm

acist

’s

resp

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How

ard

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Hum

an d

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ork

and

mea

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Ja

nine

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& D

onna

Vel

laris

Pr

e-U

nive

rsity

Pat

hway

Per

cept

ions

of S

tude

nt E

thic

s

5:00

pm

Adel

aide

Ova

l tou

r 6:

30pm

Co

nfer

ence

Din

ner a

t Jol

leys

Boa

thou

se R

esta

uran

t

23rd

Aus

tral

ian

Ass

ocia

tion

for

Pro

fess

iona

l &

App

lied

Ethi

cs (

AA

PA

E) A

nnua

l Con

fere

nce

Frid

ay 1

7 Ju

ne

8:45

am

Keyn

ote:

Jenn

ifer G

riffin

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: HH5

-08

Room

H

H3-

08

HH

3-09

BH

4-23

Th

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ship

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Sust

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bilit

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Alan

Red

drop

W

orks

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9:30

am

Ruth

Ren

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ler,

Nav

a Su

bram

ania

m &

Bria

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Re

spon

sible

lead

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of m

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pr

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case

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for t

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Phi

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Lisa

Dan

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10:0

0am

Br

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Gur

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and

the

impa

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lead

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Mar

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Pas

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Ethi

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0am

Th

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Maa

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Nic

ola

Ples

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ader

min

dful

ness

and

its r

elev

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for e

thic

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deci

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mak

ing

Ayom

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man

siri

Sust

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bilit

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ader

ship

of S

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man

ager

s:

expl

orin

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men

sions

influ

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ader

ship

11

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m

Mor

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Tea

R

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BH

4-22

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den

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0am

Su

nil S

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4-22

12

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AGM

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H4-

23

Them

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Lead

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How

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Harr

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- M

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chw

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1:

30pm

N

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schl

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Bria

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Fl

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and

stru

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thic

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ond’

– fi

ndin

g th

e bo

unda

ries o

f pe

rson

al e

thic

al re

spon

sibili

ty

2:00

pm

Lubn

a Si

ddiq

i Sp

iritu

ality

and

its R

ole

in R

espo

nsib

le L

eade

rshi

p,

and

Ethi

cal D

ecisi

on-M

akin

g

Day

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wun

mi I

I W

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the

oppo

site

of h

ones

ty?

2:30

pm

Ruth

Ren

tsch

ler &

Hea

th K

irby-

Mill

er

Lead

ersh

ip a

nd th

e ne

w in

stitu

tiona

l cha

lleng

es: A

n ex

amin

atio

n of

the

Aust

ralia

-Chi

na b

ilate

ral t

rade

re

latio

nshi

p

Sven

Erli

c Th

e Hi

ppoc

ratic

oat

h of

Bus

ines

s: A

stud

y in

to th

e de

finiti

on o

f Eth

ics

3:00

pm

Afte

rnoo

n te

a

R

oom

BH

4-22

Them

e-Ch

air

Lead

ersh

ip -

TBA

Ph

iloso

phy

- Su

nil S

avur

3:

20pm

Al

an R

eddr

op

Virt

ue R

ewar

ded

Pete

r Bow

den

The

mor

al fa

ilure

of p

hilo

soph

y

3:50

pm

Budi

Har

sant

o &

Sun

u W

idia

nto

SMEs

Per

form

ance

in In

done

sia: T

he R

ole

of

Lead

ersh

ip a

nd C

ultu

re

30







31



















Notes

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Notes

Research in Ethical Issues in Organizations The journal of the Australian Association for Professional and Applied Ethics

Research in Ethical Issues in Organizations is published twice a year by Emerald.

REIO is listed in the ERA journals list. REIO is indexed in SCOPUS ISSN: 1529-2096 Series Editors: Michael Schwartz and Howard Harris Book Review Editor: Debra Comer http://www.emeraldinsight.com/series/reio#

Scope: The primary goal of the articles published here is to examine how organizations can be conceived and designed to satisfy legitimate human needs in an ethical and meaningful way. REIO encourages authors to submit rigorous research and scholarship from a wide variety of academic perspectives including (but not limited to) business management, philosophy, sociology, psychology, religion, accounting, and marketing. Published manuscripts probe important issues in organizational ethics and do so in ways that make original and substantial contributions to the existing applied ethics literature, written in a clear, convincing style.

Usage and download data is available to authors. Many papers show downloads in the hundreds.

Recent issues: v16, f’coming: The Contribution of Love, and Hate, to Organizational Ethics v15, in press: Contemporary Issues in Applied Ethics v14, 2015: The Ethical Contribution of Organizations to Society v13, 2015: Conscience, Leadership and the Problem of ‘Dirty Hands’ v12, 2014: Achieving Ethical Excellence v11, 2014: The Contribution of Fiction to Organizational Ethics v10, 2013: Moral Saints and Moral Exemplars v9, 2013: Ethics, Values and Civil Society

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Documents

23rd Australian Association for Professional & Applied ...unisabusinessschool.edu.au/contentassets/a1dc942c23474cefadb3… · different perspectives, we can learn together about the