Achieving High Organization Performance through Servant Leadership

This empirical paper investigates whether a servant leader can develop a corporate culture that attracts or develops other servant leaders. Using the survey developed by Barbuto and Wheeler (2006), servant leader characteristics in managers were measured at three high-performing organizations. Results indicate that servant leaders can develop a culture of followers who are servant leaders themselves. This is one of the few studies to empirically test the model of servant leadership in an organizational environment. The success these servant leaders have achieved in a for-profit, demanding environment suggests this leadership style is viable for adoption by other firms

An analysis of the implementation of the Standard Accounting, Budgeting and Reporting System (SABRS) in the 4th Marine Division

http://archive.org/details/analysisofimplem00melcMajor, United States Marine CorpsApproved for public release; distribution is unlimited

The impact of business education on moral judgment competence: An empirical study

This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence among students. Our results point to the need to further examine the connections among academic institutional structures, ethics pedagogy, and students\u27 moral development. © 2007 Springer Science+Business Media B.V

Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students\u27 ‘Moral Judgment Competence\u27

This study investigates the effectiveness of pedagogical practices used to teach business ethics. The business community has greatly increased its demands for better ethics education in business programs. Educators have generally agreed that the ethical principles of business people have declined. It is important, then, to examine how common methods of instruction used in business ethics could contribute to the development of higher levels of moral judgment competence for students. To determine the effectiveness of these methods, moral judgment competence levels for undergraduate and graduate students from three institutions were measured and compared based upon the pedagogical method used in a business class. Significant differences were found for moral reasoning and moral competence scores depending on the method used for ethics instruction. Students in classes with more highly integrated ethics coverage scored higher in moral reasoning and moral competence

Business faculty perceptions and actions regarding ethics education

This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. These results suggest that faculty are approaching ethics instruction less formally, raising concerns over the success of curriculum integration. © 2007 Springer Science+Business Media B.V