Reasoning About a Service-oriented Programming Paradigm

This paper is about a new way for programming distributed applications: the service-oriented one. It is a concept paper based upon our experience in developing a theory and a language for programming services. Both the theoretical formalization and the language interpreter showed us the evidence that a new programming paradigm exists. In this paper we illustrate the basic features it is characterized by

Neoconservatism as Discourse:Virtue, Power and US Foreign Policy

Neoconservatism in US foreign policy is a hotly contested subject, yet most scholars broadly agree on what it is and where it comes from. From a consensus that it first emerged around the 1960s, these scholars view neoconservatism through what we call the ‘3Ps’ approach, defining it as a particular group of people (‘neocons’), an array of foreign policy preferences and/or an ideological commitment to a set of principles. While descriptively intuitive, this approach reifies neoconservatism in terms of its specific and often static ‘symptoms’ rather than its dynamic constitutions. These reifications may reveal what is emblematic of neoconservatism in its particular historical and political context, but they fail to offer deeper insights into what is constitutive of neoconservatism. Addressing this neglected question, this article dislodges neoconservatism from itsperceived home in the ‘3Ps’ and ontologically redefines it as a discourse. Adopting aFoucauldian approach of archaeological and genealogical discourse analysis, we trace itsdiscursive formations primarily to two powerful and historically enduring discourses ofthe American self — virtue and power — and illustrate how these discourses produce aparticular type of discursive fusion that is ‘neoconservatism’. We argue that to betterappreciate its continued effect on contemporary and future US foreign policy, we needto pay close attention to those seemingly innocuous yet deeply embedded discoursesabout the US and its place in the world, as well as to the people, policies and principlesconventionally associated with neoconservatism

"Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching

[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).Tormo-Carbó, G.; Oltra, V.; Klimkiewicz, K.; Seguí-Mas, E. (2019). "Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching. Business Ethics: A European Review. 28(4):506-528. https://doi.org/10.1111/beer.12236S506528284Adkins, N., & Radtke, R. R. (2004). Students’ and Faculty Members’ Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap? Journal of Business Ethics, 51(3), 279-300. doi:10.1023/b:busi.0000032700.07607.02Allen, W. R., Bacdayan, P., Berube Kowalski, K., & Roy, M. H. (2005). Examining the impact of ethics training on business student values. Education + Training, 47(3), 170-182. doi:10.1108/00400910510592220Auger, P., & Devinney, T. M. (2007). Do What Consumers Say Matter? The Misalignment of Preferences with Unconstrained Ethical Intentions. Journal of Business Ethics, 76(4), 361-383. doi:10.1007/s10551-006-9287-yBampton, R., & Cowton, C. J. (2012). Taking Stock of Accounting Ethics Scholarship: A Review of the Journal Literature. Journal of Business Ethics, 114(3), 549-563. doi:10.1007/s10551-012-1341-3Bampton, R., & Maclagan, P. (2005). Why teach ethics to accounting students? A response to the sceptics. Business Ethics: A European Review, 14(3), 290-300. doi:10.1111/j.1467-8608.2005.00410.xBates, A., & Godoń, R. (2016). Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland. Compare: A Journal of Comparative and International Education, 47(4), 454-467. doi:10.1080/03057925.2016.1234931Beggs, J. M., & Dean, K. L. (2006). Legislated Ethics or Ethics Education?: Faculty Views in the Post-Enron Era. Journal of Business Ethics, 71(1), 15-37. doi:10.1007/s10551-006-9123-4Bernardi, R. A., & Bean, D. F. (2010). Ranking North American accounting scholars publishing ethics research: 1986 through 2008. Research on Professional Responsibility and Ethics in Accounting, 139-174. doi:10.1108/s1574-0765(2010)0000014010Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting Educators’ Opinions about Ethics in the Curriculum: An Extensive View. Issues in Accounting Education, 22(3), 355-390. doi:10.2308/iace.2007.22.3.355Boni, A., & Lozano, J. F. (2006). The generic competences: an opportunity for ethical learning in the European convergence in higher education. Higher Education, 54(6), 819-831. doi:10.1007/s10734-006-9026-4Borkowski, S. C., & Ugras, Y. J. (1992). The ethical attitudes of students as a function of age, sex and experience. Journal of Business Ethics, 11(12), 961-979. doi:10.1007/bf00871962Callahan, D. (1980). Goals in the Teaching of Ethics. Ethics Teaching in Higher Education, 61-80. doi:10.1007/978-1-4613-3138-4_2Campbell, D., & Cowton, C. J. (2015). Method issues in business ethics research: finding credible answers to questions that matter. Business Ethics: A European Review, 24, S3-S10. doi:10.1111/beer.12093Chung, J. (2003). Journal of Business Ethics, 44(4), 291-302. doi:10.1023/a:1023648703356Cohen, J. R., Pant, L. W., & Sharp, D. J. (2001). 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(1984). Gender stereotypes stem from the distribution of women and men into social roles. Journal of Personality and Social Psychology, 46(4), 735-754. doi:10.1037/0022-3514.46.4.735Ede, F. O., Panigrahi, B., Stuart, J., & Calcich, S. (2000). Journal of Business Ethics, 26(2), 133-146. doi:10.1023/a:1006309212031Eweje, G., & Brunton, M. (2010). Ethical perceptions of business students in a New Zealand university: do gender, age and work experience matter? Business Ethics: A European Review, 19(1), 95-111. doi:10.1111/j.1467-8608.2009.01581.xFerguson, J., Collison, D., Power, D., & Stevenson, L. (2011). Accounting education, socialisation and the ethics of business. Business Ethics: A European Review, 20(1), 12-29. doi:10.1111/j.1467-8608.2010.01607.xFestinger, L. (1957). A Study of Thinking.J. S. Bruner , J. J. Goodnow , G. A. Austin. American Journal of Sociology, 63(2), 231-232. doi:10.1086/222197FOB and GoodBrand and Company Polska. (2010). CSR w Polsce – Menedżerowie/Menedżerki 500 Lider/Liderka CSR. [CSR in Poland ‐ Managers 500 Leaders CSR].Warszawa. Retrieved fromhttp://odpowiedzialnybiznes.pl/public/files/raport_menedzerowie500_lidercsr_2010.pdfFord, R. C., & Richardson, W. D. (1994). Ethical decision making: A review of the empirical literature. Journal of Business Ethics, 13(3), 205-221. doi:10.1007/bf02074820Geary, W. T., & Sims, R. R. (1994). Can ethics be learned? Accounting Education, 3(1), 3-18. doi:10.1080/09639289400000002Ghaffari, F., Kyriacou, O., & Brennan, R. (2008). Exploring the Implementation of Ethics in U.K. Accounting Programs. Issues in Accounting Education, 23(2), 183-198. doi:10.2308/iace.2008.23.2.183Graham, A. (2012). The Teaching of Ethics in Undergraduate Accounting Programmes: The Students’ Perspective. Accounting Education, 21(6), 599-613. doi:10.1080/09639284.2012.725638Halbesleben, J. R. B., Wheeler, A. R., & Buckley, M. R. (2005). Everybody Else is Doing it, So Why Can?t We? Pluralistic Ignorance and Business Ethics Education. Journal of Business Ethics, 56(4), 385-398. doi:10.1007/s10551-004-3897-zHarris, H. (2008). Promoting ethical reflection in the teaching of business ethics. Business Ethics: A European Review, 17(4), 379-390. doi:10.1111/j.1467-8608.2008.00541.xHaski-Leventhal, D., Pournader, M., & McKinnon, A. (2015). The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey. Journal of Business Ethics, 146(1), 219-239. doi:10.1007/s10551-015-2936-2Hunt, S. D., & Vitell, S. (1986). A General Theory of Marketing Ethics. Journal of Macromarketing, 6(1), 5-16. doi:10.1177/027614678600600103Hurtt, R. K., & Thomas, C. W. (2008). Implementing a Required Ethics Class for Students in Accounting: The Texas Experience. Issues in Accounting Education, 23(1), 31-51. doi:10.2308/iace.2008.23.1.31Jones, G. E., & Kavanagh, M. J. (1996). An experimental examination of the effects of individual and situational factors on unethical behavioral intentions in the workplace. Journal of Business Ethics, 15(5), 511-523. doi:10.1007/bf00381927Jones, T. M. (1991). Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model. The Academy of Management Review, 16(2), 366. doi:10.2307/258867Kaynama, S. A., King, A., & Smith, L. W. (1996). The impact of a shift in organizational role on ethical perceptions: A comparative study. Journal of Business Ethics, 15(5), 581-590. doi:10.1007/bf00381933Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95(1), 1-31. doi:10.1037/a0017103Kinach-Brzozowska, K. (1995). Window on Eastern Europe: Teaching Ethics in Gda?sk. Business Ethics: A European Review, 4(4), 233-235. doi:10.1111/j.1467-8608.1995.tb00121.xLarkin, J. M. (2000). Journal of Business Ethics, 23(4), 401-409. doi:10.1023/a:1006150718834Lau, C. L. L. (2009). A Step Forward: Ethics Education Matters! Journal of Business Ethics, 92(4), 565-584. doi:10.1007/s10551-009-0173-2Lehnert, K., Park, Y., & Singh, N. (2014). Research Note and Review of the Empirical Ethical Decision-Making Literature: Boundary Conditions and Extensions. Journal of Business Ethics, 129(1), 195-219. doi:10.1007/s10551-014-2147-2Lewicka‐Strzalecka, A. (2006). Opportunities and limitations of CSR in the postcommunist countries: Polish case. Corporate Governance: The international journal of business in society, 6(4), 440-448. doi:10.1108/14720700610689559Loe, T. W., Ferrell, L., & Mansfield, P. (2000). Journal of Business Ethics, 25(3), 185-204. doi:10.1023/a:1006083612239Low, M., Davey, H., & Hooper, K. (2008). Accounting scandals, ethical dilemmas and educational challenges. Critical Perspectives on Accounting, 19(2), 222-254. doi:10.1016/j.cpa.2006.05.010Luthar, H. K., & Karri, R. (2005). Exposure to Ethics Education and the Perception of Linkage between Organizational Ethical Behavior and Business Outcomes. Journal of Business Ethics, 61(4), 353-368. doi:10.1007/s10551-005-1548-7Macfarlane, B., & Ottewill, R. (2004). Business Ethics in the Curriculum: Assessing the Evidence from U.K. Subject Review. Journal of Business Ethics, 54(4), 339-347. doi:10.1007/s10551-004-1823-zMaclagan, P., & Campbell, T. (2011). Focusing on individuals’ ethical judgement in corporate social responsibility curricula. Business Ethics: A European Review, 20(4), 392-404. doi:10.1111/j.1467-8608.2011.01634.xMadison, R. L., & Schmidt, J. J. (2006). Survey of Time Devoted to Ethics in Accountancy Programs in North American Colleges and Universities. Issues in Accounting Education, 21(2), 99-109. doi:10.2308/iace.2006.21.2.99Malinowski, C., & Berger, K. A. (1996). Undergraduate student attitudes about hypothetical marketing dilemmas. Journal of Business Ethics, 15(5), 525-535. doi:10.1007/bf00381928Marnburg, E. (2001). Journal of Business Ethics, 32(4), 275-283. doi:10.1023/a:1010643309056Marnburg, E. (2003). Educational impacts on academic business practitioner’s moral reasoning and behaviour: effects of short courses in ethics or philosophy. Business Ethics: A European Review, 12(4), 403-413. doi:10.1111/1467-8608.00341May, D. R., Luth, M. T., & Schwoerer, C. E. (2013). The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-experimental Study. Journal of Business Ethics, 124(1), 67-80. doi:10.1007/s10551-013-1860-6Mayhew, B. W., & Murphy, P. R. (2008). The Impact of Ethics Education on Reporting Behavior. Journal of Business Ethics, 86(3), 397-416. doi:10.1007/s10551-008-9854-5McCabe, A. C., Ingram, R., & Dato-on, M. C. (2006). ‘The Business of Ethics and Gender’. Journal of Business Ethics, 64(2), 101-116. doi:10.1007/s10551-005-3327-xMedeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Mumford, M. D., & Connelly, S. (2017). What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction. Journal of Academic Ethics, 15(3), 245-275. doi:10.1007/s10805-017-9281-2Nguyen, N. T., & Biderman, M. D. (2008). Studying Ethical Judgments and Behavioral Intentions Using Structural Equations: Evidence from the Multidimensional Ethics Scale*. Journal of Business Ethics, 83(4), 627-640. doi:10.1007/s10551-007-9644-5O’Fallon, M. J., & Butterfield, K. D. (2005). A Review of The Empirical Ethical Decision-Making Literature: 1996–2003. Journal of Business Ethics, 59(4), 375-413. doi:10.1007/s10551-005-2929-7Pan, Y., & Sparks, J. R. (2012). Predictors, consequence, and measurement of ethical judgments: Review and meta-analysis. Journal of Business Research, 65(1), 84-91. doi:10.1016/j.jbusres.2011.02.002Peppas, S. C., & Diskin, B. A. (2001). College courses in ethics: do they really make a difference? International Journal of Educational Management, 15(7), 347-353. doi:10.1108/09513540110407947Peterson, D., Rhoads, A., & Vaught, B. C. (2001). Journal of Business Ethics, 31(3), 225-232. doi:10.1023/a:1010744927551Rentsch, J. R., & Klimoski, R. J. (2001). Why do ?great minds? think alike?: antecedents of team member schema agreement. Journal of Organizational Behavior, 22(2), 107-120. doi:10.1002/job.81Popowska, M. (2016). Shaping New Generations of Managers and Consumers: CSR Implementation and Higher Education System in Poland. Social Responsibility Education Across Europe, 115-138. doi:10.1007/978-3-319-26716-6_6Rajah, R., Reifferscheid, G., & Borgmann, E.-L. (2016). Social Responsibility Education in Germany. Social Responsibility Education Across Europe, 29-48. doi:10.1007/978-3-319-26716-6_2Randall, D. M., & Fernandes, M. F. (1991). The social desirability response bias in ethics research. Journal of Business Ethics, 10(11), 805-817. doi:10.1007/bf00383696Rest, J. R. (1980). Development in moral judgment research. Developmental Psychology, 16(4), 251-256. doi:10.1037/0012-1649.16.4.251Ritter, B. A. (2006). Can Business Ethics be Trained? A Study of the Ethical Decision-making Process in Business Students. Journal of Business Ethics, 68(2), 153-164. doi:10.1007/s10551-006-9062-0Roozen, I., De Pelsmacker, P., & Bostyn, F. (2001). Journal of Business Ethics, 33(2), 87-99. doi:10.1023/a:1017536222355Ruegger, D., & King, E. W. (1992). A study of the effect of age and gender upon student business ethics. Journal of Business Ethics, 11(3), 179-186. doi:10.1007/bf00871965Ryan, L. V. (1995). WINDOW ON EASTERN EUROPE: Ethical Perceptions of Polish Business Students. Business Ethics: A European Review, 4(1), 36-42. doi:10.1111/j.1467-8608.1995.tb00108.xSleeper, B. J., Schneider, K. C., Weber, P. S., & Weber, J. E. (2006). Scale and Study of Student Attitudes Toward Business Education’s Role in Addressing Social Issues. Journal of Business Ethics, 68(4), 381-391. doi:10.1007/s10551-006-9000-1Sojkin, B., Bartkowiak, P., & Skuza, A. (2014). Changes in students’ choice determinants in Poland: a comparative study of tertiary business education between 2008 and 2013. Higher Education, 69(2), 209-224. doi:10.1007/s10734-014-9770-9Stachowicz-Stanusch, A. (2011). The Impact of Business Education on Students’ Moral Competency. Vision: The Journal of Business Perspective, 15(2), 163-176. doi:10.1177/097226291101500207Stedham, Y., Yamamura, J. H., & Beekun, R. I. (2007). Gender differences in business ethics: justice and relativist perspectives. Business Ethics: A European Review, 16(2), 163-174. doi:10.1111/j.1467-8608.2007.00486.xStrahan, R., & Gerbasi, K. C. (1972). Short, homogeneous versions of the Marlow-Crowne Social Desirability Scale. Journal of Clinical Psychology, 28(2), 191-193. doi:10.1002/1097-4679(197204)28:23.0.co;2-gTenbrunsel, A. E., & Smith‐Crowe, K. (2008). 13 Ethical Decision Making: Where We’ve Been and Where We’re Going. The Academy of Management Annals, 2(1), 545-607. doi:10.1080/19416520802211677Thorne, L. (1999). An analysis of the association of demographic variables with the cognitive moral development of Canadian accounting students: an examination of the applicability of American-based findings to the Canadian context. Journal of Accounting Education, 17(2-3), 157-174. doi:10.1016/s0748-5751(99)00019-6Tormo-Carbó, G., Seguí-Mas, E., & Oltra, V. (2014). Accounting Ethics in Unfriendly Environments: The Educational Challenge. Journal of Business Ethics, 135(1), 161-175. doi:10.1007/s10551-014-2455-6Trevino, L. K. (1986). Ethical Decision Making in Organizations: A Person-Situation Interactionist Model. The Academy of Management Review, 11(3), 601. doi:10.2307/258313Trevino, L. K. (1992). Moral reasoning and business ethics: Implications for research, education, and management. Journal of Business Ethics, 11(5-6), 445-459. doi:10.1007/bf00870556Tse, A. C. B., & Au, A. K. M. (1997). Journal of Business Ethics, 16(4), 445-450. doi:10.1023/a:1017957210848Özmen Uysal, Ö. (2009). Business Ethics Research with an Accounting Focus: A Bibliometric Analysis from 1988 to 2007. Journal of Business Ethics, 93(1), 137-160. doi:10.1007/s10551-009-0187-9Valentine, S., & Hollingworth, D. (2011). Moral Intensity, Issue Importance, and Ethical Reasoning in Operations Situations. Journal of Business Ethics, 108(4), 509-523. doi:10.1007/s10551-011-1107-3Van Liedekerke, L., & Demuijnck, G. (2011). Business Ethics as a Field of Training, Teaching and Research in Europe. Journal of Business Ethics, 104(S1), 29-41. doi:10.1007/s10551-012-1260-3Waples, E. P., Antes, A. L., Murphy, S. T., Connelly, S., & Mumford, M. D. (2008). A Meta-Analytic Investigation of Business Ethics Instruction. Journal of Business Ethics, 87(1), 133-151. doi:10.1007/s10551-008-9875-0Zerbe, W. J., & Paulhus, D. L. (1987). Socially Desirable Responding in Organizational Behavior: A Reconception. The Academy of Management Review, 12(2), 250. doi:10.2307/25853

New Speakers and Language Revitalisation: Arpitan and Community (Re)formation

Today, it is uncontroversial to claim that France’s regional (minority) languages (RLs) are in decline. However, revitalisation movements have nonetheless continued to surface, and this chapter considers one by-product of such efforts: the emergence of new speakers in RL contexts. The term ‘new speaker’ refers to individuals who acquire the target language not through traditional transmission contexts (e.g. home, family), but instead as adults through language revitalisation initiatives. The chapter focuses on revitalisation efforts in the context of Francoprovençal, a severely endangered and understudied RL spoken transnationally across French, Italian and Swiss borders. A critical examination of current studies supplemented with recently collected empirical data shows new speakers to be central agents in a movement championing proto-nation-statehood across national borders, reorienting the region’s traditional sociolinguistic field

Voices Raised, Issue 06

Included in this issue: Immaculate Mary; Grants augment women’s research; Mentoring grows; Women’s Studies take root in the neighborhood; Solution-oriented VP to retire; Muslim students strive to educate, support; Don’t let stress ruin your holidays; Dining services dishes up more than you’d expect; Marianist Images Across Campus; Confronting Disrespect: We Owe it to Each Other.https://ecommons.udayton.edu/wc_newsletter/1005/thumbnail.jp

The 'knowledge politics' of democratic peace theory

How do academic ideas influence US foreign policy, under what conditions and with what consequences? This article traces the rise, ‘securitisation’ and political consequences of democratic peace theory (DPT) in the United States by exploring the work of Doyle, Diamond and Fukuyama. Ideas influence US foreign policy under different circumstances, but are most likely to do either during and after crises when the policy environment permits ‘new thinking’, or when these ideas have been developed through state-connected elite knowledge networks, or when they are (or appear paradigmatically congenial to) foreign policymakers’ mindsets, or, finally, when they become institutionally-embedded. The appropriation of DPT by foreign policymakers has categorised the world into antagonistic blocs – democratic/non-democratic zones of peace/turmoil – as the corollary to a renewed American mission to make the world ‘safer’ through ‘democracy’ promotion. The roles of networked organic intellectuals – in universities and think tanks, for instance – were particularly important in elevating DPT from the academy to national security managers

Leo Strauss and International Relations: The politics of modernity's abyss

This article argues that an engagement with the political philosophy of Leo Strauss is of considerable value in International Relations (IR), in relation to the study of both recent US foreign policy and contemporary IR theory. The question of Straussian activities within and close to the foreign policy-making establishment in the United States during the period leading up to the 2003 invasion of Iraq has been the focus of significant scholarly and popular attention in recent years. This article makes the case that several individuals influenced by Strauss exercised considerable influence in the fields of intelligence production, the media and think tanks, and traces the ways in which elements of Strauss’ thought are discernible in their interventions in these spheres. It further argues that Strauss’ political philosophy is of broader significance for IR insofar as it can be read as a securitising response to the dangers he associated with the foundationlessness of the modern condition. The article demonstrates that the politics of this response are of crucial importance for contemporary debates between traditional and critical IR theorists

Foreign policy fusion: Liberal interventionists, conservative nationalists and neoconservatives - The new alliance dominating the US foreign policy establishment

Several tendencies in US foreign policy politics generated a new foreign policy consensus set to outlast the Bush administration. Three developments are analysed: increasing influence of conservative organizations – such as the Heritage Foundation, and of neoconservatism; and, particularly, democratic peace theory-inspired liberal interventionism. 9-11 fused those three developments, though each tendency retained its ‘sphere of action’: Right and Left appear to have forged an historically effective ideology of global intervention, an enduring new configuration of power. This paper analyses a key liberal interventionists' initiative – the Princeton Project on National Security – that sits at the heart of thinking among centrists, liberal and conservative alike. This paper also assesses the efficacy of the new consensus by exploring the foreign policy positions and advisers of President-elect Barack Obama and his defeated Republican rival, Senator John McCain, concluding that the new president is unlikely significantly to change US foreign policy