UNIVERSITI TUNKU ABDUL RAHMAN (UTAR)

FACULTY OF BUSINESS AND FINANCE

(Academic Year 2017/2018)
October Trimester 2017

Bachelor of Commerce (Hons) Accounting

Bachelor of Business Administration (Hons)
Bachelor of Business Administration (Hons) Entrepreneurship
Bachelor of Finance (Hons)
Bachelor of Marketing (Hons)

Year One/Two/Three

Assignment Cover Sheet

Course Details

Subject Code/Title : UBAE3023/MPU33223 BUSINESS ETHICS

Tutor’s Name : Dr. Tan Luen Peng
Tutorial’s Group : T2,T14

Assignment Details

Title of Assignment : The Relationship between Education and Ethics.

Due Date : 10th November 2017

Students’ Details

No. Name Student I.D. No.

1. Chong Xue Ni 1502098

2. Chua Chung Bei 1603854
3. Harshini A/P Subramaniam 1600250
4. Jenny Lin Qian Yi 1601943
5. Tan Li Yi 1507457
6. Teh Hong Chun 1507790
7. Wong KahWei 1607510
8. Wong Mei Chen 1305932
9. Wong Shek Kheng 1407259
10. Yap Wah Seng 1504039
 Table of Contents
Part Title Pages
A 1.0 Introduction:
1.1 Education and Ethics
1.2 Critically Discuss Issue Pertaining to Relationship Between
Education and Ethics 1
1.3 Importance of Issue Toward Society
B 2.0 Contents:
2.1 Concept Of Educational
2.2 Concept Of Ethics
2.3 The Relationship Between Education And Ethics 6
2.4 Theories Relevant To The Relationship Between Education And
Ethics
C 3.0 Case Development:
3.1 Is Ethics Necessary for Education?
19
3.2 Does Education Lead to Ethical Behavior?
D 4.0 Recommendation:
4.1 Implication of Education and Ethics to Society, Organization
and Management. 28
4.2 Justification for Recommendation
E 5.0 Conclusion 37
F 6.0 References 39
1.0 Introduction

1.1 Education And Ethics

The increasing cross-national mobility of people and the transnational
communication of ideas that took place cause the educators around the world are faced
with new challenges of balancing local, national, and global norms and moral as well as
ethical values in the process of educating children (Gluchmanova, 2014). However,
educators are always unwilling to devote time and effort to ethics education which is
viewed as a soft course at the expense of what they view as more important courses
(Power, 1991). Many scandals related to business and professional fields took place all
over the world such as Enron and WorldCom which result to a widespread call to
implement corporate code of ethics (Schwartz, 2013). So there is a need to discuss on the
relationship between education and ethics.

Ethics, also known as moral philosophy is defined as “…generally used

interchangeably with morality” and “…the moral principles of a particular tradition,
group or individual” (Audi, 1999, p. 284). Different fields of professional have giving
different definition to ethics. In business ethics, it is define as “an area requires reasoning
and judgment based on individuals’ principles and beliefs in making choices that balance
self-interest against social welfare or claims and responsibilities” (Weiss, 1994, p.7).
However, there are three recurring themes appear in the definition - principles, decision
making process and conduct. Different people who have different principles will make
different decision while the decision made may be result to an ethical and unethical
conduct.

Education is focus on teaching humans with ethics and morality besides

development in knowledge and physical acquisition. In the philosophy of Imam Ghazali,
education is a process of teaching and used to shape an individual character (Nofal,
1993). He states that religion education enables an individual to distinguish between the
true and false, the good and bad, the right conduct and the evil doing. Education is related
to rational. A variety of education approach and programs are aimed to improve

1
individual thinking skills in order to produce good thinkers (Moshman, 1990). This
shows a relationship between education and ethics.

Chambliss (1987) believes that there are relationship among ethics, education and
the formation of a just community and have been central of the Western philosophical
tradition classic statement development. He argues that educational theory is a theory of
conduct rather than an applied science. It is theory of conduct, not about conduct
(Giarelli, 1987).

1.2 Critically Discuss Issue Pertaining To Relationship Between Education And

Ethics

1.2.1 Is Ethics Necessary For Education?

There are some positive and negative arguments about the necessary of ethics
education in different professional and area. Milton Friedman (1970) explains that the
ethical duty of businessman is to maximize profits not to study ethics. The argument is
supported by David Hume who argues that the way to encourage ethical behaviour is by
installing financial and legal incentives but not ethics lectures. However, Francis
Hutcheson held that human actions are best explained as motivated by sympathy, not self-
interest. There is also an argument explains that ethics education is meaningless, since it
is a feeling, not thinking (Hooker, 2004).

In addition, Green (1971) indicates that “professional ethics” is an excess brought

forth by the inability to take the purpose of professional practice which developed in
response to some foundation of human need whose advancement is already a moral aim
(Giarelli, 1987). It shows unnecessary of ethics education in the professional study.

However, Volnei Garrafa agrees that ethics can be a vehicle for teaching and
learning processes in undergraduate and postgraduate programs within different academic
fields. He believes that ethics should be educated in school and universities; and the real
concrete problem should be experienced by students and family themselves (Garrafa,
2015).

2
1.2.2 Does Education Lead To Ethical Behavior?
In other words to say this issue is more focus on the way that educator teach
ethics may lead to ethical behaviour of an individual most effectively? Since there are
some researchers found that ethics education improves ethical behaviour and some do
not. In fact, university education is not the only factors in influencing behaviour but also
family education and friends’ behaviour. Hill, Udayasankar and Wee (2014) argued that
Confucianism and Confucian ethics influence behaviour and shape culture in parts of
Asia. It is a kind of thinking which is educated in family. Religious, intellectual,
aesthetic, physical and cultural educations are responsible for the formation of moral
behavior in students (Manea, 2014).

Education is an important factor in the ethical decision-making process which will

impact society. The more education individuals have, the better they are at making ethical
decisions. However, the type of education has little effect or no effect on ethics. An
educated individual is in a position of power, trust, respectability, and responsibility
commits an illegal act in relation to the employment, and abuses the trust and authority
normally associated with the position for personal or organizational gains (Ferrell,
Fraedrich & Ferrell, 2015). It shows that the influence of education lead to ethical
behaviour is remained unclear. For an example, those such as Joseph Goebbels, Wilhelm
Frick, Hans Frank and others who are highly educated was helping While Hitler who did
not have a high education to implement the Third Reich’s regime. They were no more
moral for it. While the uneducated soldiers were more often objecting to the horrific
orders handed down to them (Glenn, 2010). A research showed that there are no different
in behaviour after 10 weeks of ethical courses being lectured (Ponemon, 1993).

However, based on the theory of consensus of Socrates, he believes that the soul
has been placed the goodness and truth, positive essences and pure ethical and moral
instincts. However, people are unconscious to them until they are awaken and taught
(Burgess, 2011). This has shown that education plays an important role in conducting
ethical behaviour.

Taft & White (2007) states that it is impossible to understand ethics without
context which will increase the students’ ability to navigate through the various

3
complexities of ethical decision-making (Scarfino, Schutte, Comiskey & Campbell,
2012). However, the one’s decision made may not be consistent with his behaviour. Nash
(1987) finds that over-reliance formalistic modes of thought and analysis limit its
bearings on conduct and on understanding issues of educational practice. According
Hartman and DesJardins (2008, p. 6) “…students can learn and practice responsible ways
of thinking and deliberating. We assume decisions that follow from a process of
thoughtful and conscientious reasoning will be more responsible and ethical decisions. In
other words, responsible decision making and deliberation will result in more responsible
behavior.”

1.3 Justify Importance Of Issues Toward Society

1.3.1 The Importance Of Education Towards Society

Education is the way to discover and develop the variety of morality in the society
(Evin, 2007). Education is important as it was seen as a function of the state and the aim
of it is to serve the ends of state or society and citizens. It builds character, gives
knowledge and helps progressing of state. As Plato claimed, education is aimed to
develop individual’s abilities to better serve society. Education makes a man complete
and it also plays an important role in developing society and state. Therefore, ethical
education should be teaching in family and school, therefore to provide individuals to
make decisions by their free will (Gülcan, 2015).

1.3.2 The Importance Of Ethics Towards Society

According Audi (1999, p. 586) morality is “an informal public system applying to
all rational persons, governing behavior that affects others, having the lessening of evil or
harm as its goal, and including what are commonly known as the moral rules, moral
ideals, and moral virtues.” From the definition, it shows that rational is a component of
ethics and morality and it occurs when an individual makes his decision.

4
Respect oneself and others, and responsibility are another two core components of
morality from which any other principle derives. Responsibility involves an acceptance
for one‘s own life and deeds and the commitment to the welfare of the society generally
through an active participation in the socio-economic, political, cultural activities of the
community. Morality is viewed as the system of rules that regulate the social interactions
and social relationships of individuals within societies and is based on concepts of
welfare, trust, justice and rights (Smetana, 1999). This is how humans determine their
actions based on their cognitive abilities to interpret a social situation. Issues of
reasoning, problem solving skills, self-control and adaptability are components in
exhibiting key components of the moral process (Kaur, 2015).

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2.0 Content

2.1 Concept Of Education

The word “education” is derived from the Latin word “educare”. It means to draw
out, or to callforth what is already present as a possibility. The phrase “what is already
present as a possibility”may be the essence of all that is really meant by “human
resources” in the realm of the modern workplace. Why education is important? Education
is the process of facilitating learning, or the acquisition of knowledge, skills, values,
beliefs, and habits. Educational methods include storytelling, discussion, teaching,
training, and directed research. (Basic concept of education, 2016) Education frequently
takes place under the guidance of educators, but learners may also educate themselves.
Education can take place in formal or informal settings and any experience that has a
formative effect on the way one thinks, feels, or acts may be considered educational.

Human beings deserve to be educated although they are being alive and have
thought, emotion, and willingness. Definitely, they need a long life education to support
their existence to live or enhance their skills and ability to stay alive in this world. Their
various souls’ condition allow them to be more optional and flexibility in life in making
any ethical decision. In fact, this habit indicates that they could be wrong or right; ethical
or unethical to do so. Therefore, it is a huge step for human beings to improve theirself by
being educated in order to place them in the appropriate concept of thinking. Of course
this is not about the perception but is about attitude. This is because human beings are
sinned since their ancestors felt into the sin. This condition makes them trigger any
concept, proposition, and hypothesis from their bottom of the heart that might be
outstanding compared with others. Education plays a vital role in this case. It immerses
them into appropriate thinking in stating any thought, emotion, and the willingness.
Human has preference in judging based on what he knows. He will defend on his
statement when another criticizes his statement and gives judgment.

The study of Philosophy and Sociology of Education is an exciting and

challenging venture. The reason why I said so because it allows us to encounter some of
the great and enduring ideas of human thought. Besides, most of the educational problem

6
today around us can be solved by the study of philosophy and sociology of education and
it enables us not only to understand what has gone in the past in education but also to
develop the kind of perspective and intellectual tools. Philosophy and Sociology of
Education has been identified as an important subject in all teacher training programmes.
(R.P. Pathak，2007)

The psychology of education can be refer as the study of those facts and
principles of psychology which helps to explains and improves the process of education.
(Walter B. Kolesink，2011). Moreover , educational psychology functions as a tool to
understanding how the mind and body is best to learn. Therefore, students of educational
psychology can help educators understand under what conditions work the best for
student to success. Education psychology then aims to understand how learning able to
change in different environment and also aims to identify the important roles of
socialization, motivation and age along the learning journey. (Estrovel, 2015)

2.1.1 Components Of Education

The three components that will be supported by literature reviews are values,
skill, and knowledge .Fraser and Saunders (1998) claimed that ‘values should be high on
the agenda for those concerned with teacher education’, and that values should underpin
teacher education. Literature shows that little attention has been given to consider how
students and beginning teachers might reflect on their personal and professional values
(Haydon 1997, Fraser & Saunders, 1998).‘Learning to teach is fundamentally a personal
challenge where practical, personal and emotional attributes are just as salient as
intellectual capabilities’ (Cribb & Gewirtz). Certain beliefs and attitudes are critical for
teachers to be effective. They include respect for all learners and their experiences,
confidence in their abilities to learn willingness to question and change one’s own
practices and a commitment to seek new solutions for problems encountered.

In the e ducational context, “skills” are referred to as achievements and

behaviours to be acquired through practice or training to facilitate the student learning
and classroom management (Irvine, 1997). Rather than separate, one-size-fits all kind of

7
teaching skills, researchers note the interdependent nature of these teaching skills ,
required as a “set of procedures” (Grossman, 1990,) that teachers apply to provide a rich
and varied pedagogical experience. According to Darling-Hammond, Wise, and Klein
(1995), effective teacher education requires teachers to integrate multiple kinds of
knowledge and skills as they are used in practice to forge connections between theory and
practice.

Moreover, when the student teacher graduates, the teaching will be situated in
unique, physical, social and temporal environment, representing the intersection of
multiple, interacting, and interdependent contexts. This environment will require the
beginning teacher to call upon multiple ways of knowing to begin to enact the roles of her
profession. Teachers need a knowledge base of standards, theories and ideals to inform
their teaching practice. According to Darling-Hammond & Baratz-Snowden (2005)
emphasise that “teachers must know the subject they will teach and understand how to
organize curriculum in light of both students’ needs and the schools’ learning objective.”
They conceptualized the knowledge base of teachers around a framework, highlighting
three interconnected areas between teachers, learners and content such as knowledge of
learners and their development in social contexts, knowledge of subject matter and
curriculum goals, and knowledge of teaching. This notion of this curricular content
knowledge between teachers’ knowledge of subject matter, the curriculum and in
connection with the understanding of the students parallel’s Shulman’s (1986) theory of
pedagogical content knowledge. The centrality of this knowledge lies in the notion that
the teacher should have the capacity to bridge content knowledge to his or her practice of
teaching and the nature of this bridge requires a clear knowledge and understanding of
the conceptions of three key areas of learners, curriculum and social contexts.

2.2 The Concept of Ethics

Ethics is defined as ‘the science of morals, treatise on this, moral principles or

rules of conduct’ by The Concise Oxford English Dictionary (1964). It originated from
the Greek “éthikos” meaning ‘of or for morals’. While morals been described as being

8
concerned with ‘the distinction between right and wrong’. May (1993) state that in
practice, ethics is a path of studying morality which permits decisions to be made when
individuals face specific cases of moral dilemma. Ferrell et al. (2008) reviewed the ethics
is defined as behavior or decisions made within a group’s values, where these values and
judgments play a critical role for making ethical decisions.

According to the Explanatory Dictionary of the Romanian Language, ethics is the

science managing the theoretical study of values and human behavior from the viewpoint
of moral principles as well as the general of moral behavioral norms. Pascu and
Horomnea (2012) found that moral refers to a behaviour which society accepted and
practiced. Thus, ethics is a main part of philosophy, which can be called the science of
moral reality that referring to the research of moral issues. The concept of ethics was used
as the name of a philosophical discipline by Aristotle for the first time. Based on the
ethical and moral concept including truth, sincerity, regularity, reality, neutrality and so
on, the true and fair view is able to connect to the performance criterion. “As a
philosophical discipline of study, ethics is a systematic approach to understanding,
analyzing, and distinguishing matters of right and wrong, good and bad,and admirable
and deplorable as they relate to the well-being of and the relationships among sentient
beings.” (Butts & Rich, 2012, p. 4). Many societal used to see ethics as correlated with
integrity as it is the ability a person to conduct life without compromised in any way. The
ability to make the right and just decision is depending on the core values of a person
(Essays, 2013).

Lord (n.d.) state that ethics may also widely be defined as that division of
philosophy regarding the nature of value in considerations of human conduct.
Philosophers are particularly concerned to generally explain the nature of such
judgments, offer criteria for deciding what is ethically right or wrong, and analyse the
reasons for adhering them to be correct. Philosophers concern is rarely giving moral
prescriptions but to explain why what we consider things is right or good. Thus, they seek
to formulate and justify ethical theories to explicate the fundamental nature of that which
and why it is good and reasons of which most common ethical principles used to evaluate
human conduct follow or not follow from this theory. Words of “good” and “bad” used in

9
judgments with respect to people and things positive and negative values respectively,
while words of “right” or “wrong” refer to positive and negative values respectively
regarding the actions. Based on this judgment, a “good” person will be one whose actions
are "right" by the criteria of an ethical theory.

There seem to be three main theories why we have morals and where they come
from. The first is religion. Most religions have a code of morality from God passed to
people through a prophet. The second theory is that morals are a pact with society
benefits us of living with others. These are taught by parents and society and it is rarely
do something that society generally thoughts is wrong. The final theory is we are
naturally synchronized to do the right thing which we instinctively know what is right
and wrong (May, 1993).

Ethics is categorized based on three types of inquiry including normative ethics,

meta-ethics, and descriptive ethics. The key concept of normative ethics inquiries
concerning about how humans “should” behave, what is “ought” to be done in certain
situations, what type of character one should have, or how one should be. It is not
concern about philosophers and moralists, but not psychologists. Normative ethics
attempt to decide or prescribe values, behaviors, and ways of being whether that are right
or wrong, good or bad, admirable or deplorable. The common morality consists of
normative beliefs and behavior that offers society with framework of ethical stability.
Next, meta-ethics focus on the meaning of ethical concept and theories such as good,
happiness, and virtuous character for understanding the language of morality. Descriptive
ethics concern of psychology than philosophy, which their acceptability depends on the
empirical evidence that indicating human values’ facts. Their morals are motivated by
how people actually behave or believe and what people think about morality (Butts and
Rich, 2012).

Ferrell et al. (2008) further developed there is theoretical foundation related to

ethical reasoning, and also the concepts of ethical reasoning that influence the ethical
decision making as well as the organizational environment. Donaldson and Werhane
(1983) found that most ethical theories able to categorized under consequentialism,
deontology, and human nature ethics. Furthermore, it is depending on the consideration

10
of ethical value source including consequentialist or “teleological” ethical theories which
claims right or wrong by the consequences of the action, and motivational or
“deontological” ethical theories which concerns about the motivation reasons that
prompts the actor to do right or wrong action (Lord, n. d.).

2.2.1 Component Of Ethics

Ethics comprises of three most important components. The three components that
will be discussed supported with literature reviews would be principles, values and also
integrity. These components serve as highly benefitting tools for any aspects that require
the making of ethical decisions.

For most tasks or activities or anything that requires ethical decision, principles
serves as a great guidance. For example, in the case of leadership, an example or
persuasion procedure by which an individual or team influences a group to act (Gardner,
1990). Often times, principle is considered as the basis for rules. Principles are also
considered as the boundary of behaviors. Examples of principles are equality in rights
and also freedom of speech. Principle is one of the contributors in the making of ethical
decision. Precise and informed judgements are made by individuals with vast knowledge
on the principles necessary (Page, 2012). Deciding which actions are morally forbidden
or morally obligatory, but as well as which actions are morally not desirable, morally
neutral and or morally acceptable needs principles or other moral standards (Gillon,
2003). Permissible or impermissible actions can be determined by principles. According
to Kant, there is a corresponding rule for every action, which if it suits with the
categorical imperative (principle) leads to the actions becoming morally allowable
(Waide, 1988). Furthermore, principle holds a very strong impact and also seen a superior
aspect in a person. It can be supported by a writing by Mayor which states that with
highly-ranked logical manageability, it is not astounding that moral principles have
proven to be more appealing than moral ideas as material for ethical theory (Waide,
1988). However, under principle is very general and subjective which make some claim
that virtues are derived from principles. Defining virtue as a disposition to act in accord
with principle are making it seem like virtues are derived from principles (Waide, 1988).
Thus, different people view principles in different ways possible; competing claims are

11
made by various philosophers in behalf of significantly different core moral principles
(Waide, 1988).

Values are for the use of enhancing norms. Enhancing norms that are socially
enforced are noted to be the usage of values (Ferrell, Fraedrich & Ferrell, 2010). Society
formed in the sense that they design and develop themselves to be confined in their
relations with one another by a common set of rules when a group of states, conscious of
certain common values and common interests exists, proves the existence of values (Bull,
1977). A person with strong values would definitely appreciate things and with great
values, would excel and achieve greater things. A community has set common rules and
common values to every aspect; same goes for one’s work or things. If it leads a person
forward, a work is considered to have value and is approved by the related community
(Harman, Harrington & Cerveny, 1998).

The next component would be Integrity. Integrity is referred to as an

uncompromising adherence to ethical values. Actions that portray ethical standards and
high moral are referred to as integrity by some scholars (De George, 1993). Being a
person with excellent integrity is needed in all fields. It can prove beneficial to an
individual, workplace or even in education sector. It does not matter whether a person
wants to be a leader or an employee, integrity would be one of the many important
qualities people would be seeking for. John Huntsman, Sr. is said to be a multimillionaire
who owned a chemical company which he started off from a low level to a super
successful firm worth $12 million. Comprising his past experiences, he has a book titled
Winners Never Cheat which tells the reader how being firm in one’s principle can
actually help them become super successful. Huntsman had also stated that integrity was
the major reason for his huge success.

2.3 The Relationship Between Education And Ethics

Areepattamannil et al. (2016) suggested in the moral discussions, education is the

final aim of the description and explanation, reasons formation and development of all
good and bad moral habits, and path of fulfilling good morality, and challenge with the

12
vices. Education is a way toward the scientists and great men of history to create human,
fertile, secure and safe and finally flourishing and happy society.

Casterle, Jassen and Grypdonck (1996) reviewed based on accretion of the

dimension “ethics of care”, and the Janssen’s educational theory refining the Kohlberg’s
cognitive theory of moral development, it can examine the relationship of education and
ethical behavior of nursing student. The ethical behavior is committing to the relationship
between the ethical reasoning and behavior. A few ethical nursing dilemmas tested
through Defining Issues Test with relating it to four educational variables, including
student’s level of education, level of enrollment, school, and student’s perceptions of the
educational process. Murrell (2014) found that this test used to determine students’
current moral judgement as well as their percentage of postconventional thought.

The relationship between education and values is not only necessary but logical.
In first , education is meant to learn skill and knowledge, which is necessary for
production and the rendering of services. Production and service rendering are meant to
satisfy the human value for self-preservation. These human values are obtained through
education. So while values are learned through education, education is itself a value
(Nwodo ,1998).

The negative moral principles, on the other hand, spell out more specifically the
evil to be avoided. Thus, “they tell us not to kill, not to commit adultery, not to tell lies,
not to steal, not to cheat, not to commit suicide, neither to commit incest, nor to embezzle
public fund, neither to take nor give bribes, not to be cruel, not to be callous, not to
commit rape” (Omoregbe ,1989). These principles are universal. They are valued at all
times and in all parts of the world. There is no culture or society in the world which
encourages murder, stealing, rape, telling lies like virtues, nor is there any society or
culture, which endorses kindness, honesty, justice, altruism, hospitality, as vices. Because
of the importance of morality in the life of every society, it should not be left to
individual interpretation (Ukagba 1993).

According to Peter Geach (1977), men need virtues and values for whatever men
are for order and development, hence the universal Declaration on Human Rights and

13
similar statutes to reflect human needs. Thus, a value or virtue is an operative habit that is
good.

2.3.1 Theoretical Framework : Cognitive Moral Development And Educational

Theory

Jean Piaget’s theory of cognitive moral development initiated deliberations to link

how people cultivate a personal sense of “right”. Piaget’s theoretical framework consist a
logical argument wherein an individual’s framework or way of cognitive would change in
order to cater to strangeness stimuli. Further research found that moral reasoning is
affected by both cognition and society. By using Piaget’s theory, Kohlberg assumed that
people differentiate between personal needs and societal conventions and theorized that a
confrontation for moral development is necessary while interact with society and
situations. Kohlberg believed that individuals would adjust their perspectives when facing
situations that their current moral judgment being opposed or threatened. Individual’s
moral reasoning developed after combination of new knowledge and thus improves
changing in individual’s thinking processes (Murrell, 2014).

Casterle et al.(1996) further developed Kohlberg’s theory of moral development

consists of three levels including preconventional, conventional, and the
postconventional, where each level contains two stages. There have difference in the way
of social and moral world organizing and structuring associated with experiences between
these levels, and each of the second stage of each level reflects a more developed and
better organized pattern of thinking. “The preconventional level reflects an egocentric
perspective.” (Murrell, 2014, p. 220). This level of moral judgement is making the moral
decision based on their personal consequences which concerning with reward and
punishment. Next, individual in the conventional level is capable to view themselves in
relationship to others which loyalty and conformity guiding their behavior and focusing
to do what is overall accepted by society, well liked and adherence to prescribed social
norm and laws. The postconventional level is a criterion of moral maturity to define
autonomously moral values and principles, which reflects thinking that is beyond both

14
the self and the rules and regulations of society. They are able to give opinion about what
is right and wrong base on own principle through consideration, test and redefinition
critically. This postconventional level is necessary for nurse to act as patient’s right
advocate and also model of caring. Kohlberg's theory seems applicable to the study of
moral behavior as well even though it mainly focuses on the development of moral
reasoning. According to Kohlberg’s theory, it should be similar for the factors influencing
the actual practicing of one's moral decision and those influencing moral reasoning
process. Therefore, these two components of ethical behavior could be investigated
together and in relationship of one another within Kohlberg's framework.

Janssen's theory refer to competence that exceeding difficulty by ability and

effectively, controllability where exertion and effectively give meaning of relevance,
meaningfulness which refer to intention and effectively attaching demand, and self-
regulation where value and effectively coordinating the discipline. All of these are come
from three forces including person, task, and environment, and three causes including
meaning, capacity, and effort of learning behavior, which in principle reflect the
experiences of students' learning process. This educational theory likely applicable to
other human behavior and thus forms a relevant replenishment to Kohlberg's model in the
study of nurses' ethical behaviour as it can be concluded that the educational process is
relevant ways to stimulate ethical development according to the empirical findings.

According to Casterle et al. (1996), nursing education is failing to show the huge
impact on ethical behavior as strongly believed but perhaps erroneous. The practice of
students’ group design could be causing absence of a clear evolution in ethical behavior
through the course of nursing education. There was a consideration about Kohlberg's
postulates that most of youngster acting at the conventional moral level and that the most
difficult step in ethical development is the switching from the conventional to the
postconventional level, the absence of large imparity in course of education is
theoretically supported. Stagnation in ethical behaviour has been indicated by the non-
obvious differences in ethical behavior. (Benoliel et al., cited in Casterle, Jassen &
Grypdonck, 1996) suggests that there are crucial points of criticism at where educational

15
character and emphasis on technical rather than intellectual aspect of education, and
despite of the students’ personal development.

2.4 Theories Relevant To The Relationship Between Education And Ethic

2.4.1 Teleological Ethical Theories

Casterle et al. (1996) further developed that nursing education is failing to show
the huge impact on ethical behaviour. (Kohlberg, 1971) state that the absence of large
differences in the course of education is theoretically supported by considering
Kohlberg's postulates that most of young adults acting at the conventional moral level
and that the switching from the conventional to the post-conventional level is the most
difficult step in ethical development. This post-conventional level in stage 5 also the
social- contract legalistic orientation stage which is generally with utilitarian overtones.

Utilitarianism is type of consequenlism. Consequentialist theory of ethical

reasoning concern on extent of the actions on achieving desireable results to determine
it’s right or wrong, which is labelled as teleological ethical theories due to a term derived
from the Greek word “telos” meaning “end” or “purpose”. Utilitarianism’s right action
must be maximizes the benefits the entire human community (Donaldson & Werhane,
1983).

In this social-contact stage, it defined right action according the general individual
rights and criterion that examined and agreed upon by the entire society is the. It clearly
knows about individual’s values and perspectives with the emphasis on achieving
consensus. The laws should be concern but also possible to have change by rational
considerations of social utility rather than blindly obey (Kohlberg, 1971).

2.4.2 Deontology Theory

Deontology theory gives us the view on moral philosophies that gives utmost
importance on the intentions related to a specific behavior instead of its consequences;

16
and also emphasizes on the rights of an individual (Ferell et.al, 2010). It is also widely
known as the rule-based ethics as a person is said to be bound by duty according to this
theory. Deontology comes from the origin Greek word for “ethics” (Ferell et.al,
2010).The word “deon” from deontology refers to ‘being needed or necessary’ and in
overall; deontology simply refers to the study of moral obligation and duty.

Ideas of Immanuel Kant always represent deontological ethics. A German

philosopher, Immanuel Kant was a huge influencer of the contemporary deontology
(Ferell et.al, 2010). Three very important components can be considered here. First and
foremost, it’s the marginality of the knowledge of duty. The reason for why the actions
are done is the important traits in Kant’s believe, rather than the consequences that trails
afterwards. Categorical imperative is the second element of Kant’s theory. As the saying
by Kant (1998) goes, “act just as per that proverb through which you can in the meantime
will that it turn into a widespread law”. For example, lying is immoral according to the
categorical imperative; by bluffing themselves, it brings up the assumptions that it is
allowable for a person to lie. The final component of his moral theory would be the
practical imperative. The fact that was highlighted here was that trading away the core
issues of fairness and equity for some “greater good” cannot be allowable (Tait, ).

Other than that, Deontology theory’s core idea is to provide equal rights to all
people (Ferell et.al, 2010). The Kantianism clearly states that man, as a human being who
is rational, makes the law of moral universal. Rationality has got a lot to deal with
education. Intentional, self-reflective, and suitable coordination together with the use of
authentic reasons in legitimizing and generating behaviors and beliefs are known as
rationality (Moshman, 1990). Rationality requires thinking skills, certain knowledge and
also focuses on developmental stages (Moshman, 1990). These can all be achieved via
education. Thus, this clearly proves that there are great linkage between education and
ethics under the deontology theory. There are different forms of educations that one
learns throughout their lives. One would definitely be a formal schooling education
whereas the latter would be the informal one which is the child-rearing practices such as
teaching a child to be neat and clean and also teaching them to speak in a proper way
(Edel, 2001, p.52).

17
 Under deontology theory, the said ethics include ethics of justice and rights and
also ethics of duties. These establish assumptions regarding the universal responsibilities,
universal rights and universal wrongs. This statement means that the universal ethical
principles should be implemented everywhere and to everyone in this world. From an
education perspective, it can signify that if a person in a country obtains the right of
education, then the people from all over the world supposedly should be given the rights
for education. Deontology theory maintains that individual possess equal rights such as
freedom of privacy, freedom of speech, rights to get an education. Besides that, an
educator or a professional is in a position to affirm substantive convictions about the
values and importance of education (Gluchmanova, 2014). It is said to be their universal
duty to educate and teach people as per their profession. Also, they have to be clear on
their role to serve according to their profession. This once again leads to the deontology
theory as the individuals are bound to their duty in teaching rightly in order for their
professional obligations to be fulfilled.

Next, the theoretical adaptations of Kant by William Ross revolve around the
knowledge of Prima Facie duties. This theory is said to be confined within he
deontological framework as it still looks for element that is operative of any moral
decisions within its actions and not its consequences (Ross, 1930). Seven “Prima Facie”
duties were pointed out by Ross who includes reparation, justice, gratitude, self-
improvement, beneficence, non-maleficence and fidelity (Tait, n. d.). Students’
development enhances the teacher’s interests and that development serves as the vital
goal of an education itself (Moshman, 1990). The primary goal of education is said to be
development (Kohlberg and Mayer, 1972). Thus, if education is used for self-
improvement without maleficence, it is proven to be an ethical decision under the
deontological theory.

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3.0 Discussion

3.1 Is Ethic Necessary For Education?

Today, ethics play an important role in all areas of life. Education is also a
fundamental process of human life. Therefore, in education, ethics has a very important
and effective role. In order to be a good human, ethics should be placed as a course in
educational system. Therefore, ethics is very important subject in education. People can
easily reach all knowledge by technology. Technology had been used to reveal some
ethical problems in education, for example plagiarism. In order to understand the
importance of ethics, ethics should be placed as a course in educational system. (Gülcan,
2014)
However, several popular arguments against teaching business ethics were exist.
There are few popular arguments which existing, including: (a) the ethical duty of
business people is to maximize profit within the law, whence the irrelevance of ethics
courses (the Milton Friedman argument); (b) business people respond to economic and
legal incentives, not to ethical sentiments, which means that teaching ethics will have no
effect; and (c) moral character is formed in early childhood, not while sitting in ethics
class. (Hooker, 2004).

3.1.1 Positive Argument

In the book of “Essays on Religion and Education”, Oxford philosopher R.M.

Hare argued that ethics can be taught in schools, because it involves learning a
language with a determinate method, “such that, if you understand what a moral
question is, you must know which arguments are legitimate, in the same way in
which, in mathematics, if you know what mathematics is, you know that certain
arguments in that field are legitimate and certain arguments not.” As Hare argues,
teaching morality is not about inculcating substantive positions. The purpose isn’t
necessarily to answer questions, but to raise them, and at the same time to provide
students with a method (rules, or boundaries) in accordance with which the questions
must be discussed. “As in mathematics, having taught them the language,” Hare said,
“we can leave them to do the sums.” So, whilst there may never be consensus on the

19
 ‘right answer’ in ethics, this is not an insuperable hurdle. Ultimately all secular-
ethicists are engaged in the same task which is reasoning and reflecting on our
intuitions, principles and values. This is what teaching ethics in schools should
involve. Secular ethics is about challenging students to provide reasons for their
views, and to counter the reasons of others without invoking flawed arguments or
fallacies. (Hare, 1998)

As Mary Ann Cutter Ph.D. explains, ethics can be applied to almost everything.
Biologists have learned an extraordinary amount about the genetic code that shapes
mice and men. The ethics of these professionals guide them in how to use these new
genetic technologies and the information that comes from it. In addition to cloning
animals and sequencing the human genome, amazing revelations have been presented.
So while we are gaining information everyday — the genetic footprints breast cancer
and Alzheimer’s disease, what we know about the genome still pales in comparison to
what we do not yet know and the implications what lies in between. (Futterman, 2015)

In school, students learn what is right and what is wrong. This is a value
education or character education. In educational systems, generally ethics is associated
with religion. Therefore, instead of ethics course students take religious course.
However, students should learn values clarification, and making ethical decision. In
addition, school fosters to students become trustful, responsible, and just person. Ethics
in school can benefit to this. In university, ethics should be professional ethics. Only
some students can take ethics course related to their professions in universities, because
in universities ethics does not give as a course in all departments. This kind of ethical
education provides students to realize what is right, make good decisions about ethical
issues in their professions. In addition, students learn evaluate different moral
standpoints. (Gülcan, 2015).

Avci, 2015 stated that establishing certain standards and principles in ethics
education may benefit all ethics programs across the world and create a global
standardization at some points. The finding of Avci demonstrated that both students and
educators believe that ethics education generates positive impact on ethical awareness,
knowledge, and reasoning (Avci, 2015). Beside this, the study conducted by Cannaerts,

20
Gastmans, and Casterle explores that both students and educators accept that ethics
education create substantial consequences (Cannaerts, 2014). Through facing several
shortcomings and impediments, ethics education creates positive and promising
outcomes. To improve the current situation, more ethics education with well-established
curricula is needed. However, this does not only mean to increase the number of ethics
courses and hours, but also it necessitated structural changes (Rasche, 2013).

3.1.1.1 Reason To Teach Ethics

After student leave school, few of students will ever need to solve another
quadratic equation, or remember the minutiae of cell biology. But people will all be
faced with moral decisions. People face these decisions every day. Most of the time
they don’t think about it, but ethics is everywhere; in the products consumer buy, the
careers employee choose, and the way people interact with others. The first reason to
teach ethics is to help people reflect on the moral dimensions of the decisions they
make (Isdale, 2015).

The second reason to teach ethics is that moral decisions are difficult, and will
often be amongst the most important decisions of everyone’s life. In making the
decision people will be almost entirely dependent upon their own capacities. They
cannot escape the ultimate responsibility for making them, and even when people can
seek the counsel of those they trust, they may receive competing advice (William
Isdale, 2015).

Finally, there is a public interest in teaching ethics. The ability to reason morally
is a fundamental requirement of good citizenship, and an aspect of ‘civics education’
broadly understood. It is important that citizens know how laws are made, and how
decisions can be challenged. But a robust democracy requires more, which is it requires
citizens with the capacity to reflect on how their country ought to be. Issues as diverse
as taxation and inequality, the limits to free speech, and the claims of future
generations, all have a moral dimension. Citizens need to be able to spot flaws in
arguments and weigh competing considerations if they are to exercise ‘self-
government’ in the fullest sense (Isdale, 2015).

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 Gutmann: BLiberal neutrality supports the educational method of ‘values
clarification’, which enjoys widespread use in schools throughout the United States.
Proponents of values clarification identify two major purposes of moral education within
schools. The first is to help students understand and develop their own values. The
second is to teach them respect for the values of others. Advocates of values clarification
view it as the pedagogical alternative to indoctrination (Gutmann 1987, 55).

3.1.2 Negative Argument

Ethics education not necessary can only be taught at school, but also can be taught
through family and business. In family, ethics educations focus on descriptive facts.
Children observe their parents’ (role models) ethical behaviours and they learn social
facts about ethical behaviour. While in business, people learn some ethical codes about
their occupations. This kind of ethics tells how people should act in business life (Gülcan,
2015).

3.1.2.1 The Milton Friedman Argument

Economist Milton Friedman’s (1970) argues that their sole task is to maximize
profit for stockholders, subject to the limits of law and “rules of the game’’ that ensure
“open and free competition without deception or fraud.” It follows that the only kind of
ethics instruction one needs for a business career is finance, marketing, and operations
management, perhaps along with some business law to make sure that one knows the
rules of the game. Friedman advances two main arguments for his position. First,
corporate executives and directors are not qualified to do anything other than maximize
profit. Business people are expert at making money, not at making social policy, and it is
by making money that they contribute to human welfare. They lack the perspective and
training to address complex social problems, which should be left to governments and
social service agencies. The second arguments, which is rooted in Friedman’s libertarian
philosophy, maintains that corporate officers have no right to do anything other than
maximize profit (Hooker, 2004).
This view was supported by Percell's (1977), which the research provides some
support for the hypothesis that students may become more ethical with years of

22
experience in business. Percell concluded that ". . . these young businesspersons seem to
have developed a greater ethical consciousness and sophistication after their decade of
business experience." (Percell, 1977).

3.1.2.2 The Argument from Incentives

The argument begins with the familiar hypothesis that economic phenomena are
best explained as resulting from the choices of utility-maximizing, self-interested
individuals. Moral sentiments (to use Adam Smith’s term) therefore play no significant
role in economic life. If business people behave ethically, it is only because financial
inducements and legal sanctions are properly calibrated, not because Kant or Aristotle
inspired them to do the right thing. Such ethical lapses as the recent series of U.S.
business scandals can only be addressed by such measures as regulatory reform,
improved corporate governance, and removal of conflicts of interest. Ethics instruction
has no place in this picture (Hooker, 2004).

3.1.2.3 The Moral Development Argument

Moral character is formed in childhood. By the time a young person reaches
college age, it is too late to change. Ethics instruction therefore serves no practical
purpose (Hooker, 2004). These arguments were supported by William R. Wynd & John
Mager. They stated that the criteria which students use to judge situations are developed
over time. Family relationships, religious, education, and cultural interaction all have a
part in the process. Basic values are normally set early in life and will not change unless a
"significant emotional event" occurs. A single course in Business and Society is
obviously not enough of an emotional event to change students' attitudes toward the
situations presented in the questioning instrument (Wynd & Mager, 1989).

3.2 Does Education Lead To Ethical Behaviour

23
 Business are increasingly making ethics a more important social priority (Byrne,
1988). Knowledge is not virtue, but knowledge come with a deepened insight may lead to
more excellent lives. Thus, almost cavalierly do dismiss the question of the “practical”
value of the study of ethics (William, 1926, p.3).

There are good reasons not to overlook the obvious necessity in considerations of
ethics education. In other words, it means business ethics education must necessarily
include not only learning how to effectively navigate ethical dilemmas (Ryther, 2016).
Studies of student populations during tertiary study can examine ethical behaviour and
the effects of ethics education. They can also explore the potential for ethics education to
promote ethical behaviour in future career paths to lead them to face certain moral
dilemmas (May, 2014). According to Sigurjonsson, 2015, suggested that business schools
promote businesses that are ethically responsible by giving those business exclusivity in
adjunct teaching and other collaborative projects.

Gomez (2013) found that 79 out of top 100 business schools in the US offered
ethics core or elective courses, while, according to Cornelius, Wallace, and Tassabehji
(2007), top-tier business schools in the US tend to teach proactive business ethics more
explicitly than lower-tier schools. Whether ethics education is taught actively or not
matters because, as Freeman (2009) put it “ethics all too often is treated as being purely a
matter of “character””. Approaches to business ethics education which actively engage
students in reflection and decision-making are most effective for enhancing moral
judgement competence (Richards, 1999; Koehn, 2005; Ditlev-Simonsen, 2013; and
Malitowska & Bonecki, 2015. While Bosco (2010) found that integrating ethics
throughout a course was more effective at enhancing student’s moral judgement
competence than separate ethics units.

Ryther (2016)’s commentary suggests that ethics education needs to pay more
attention to promoting sophisticated ethical behaviour, in addition to teaching students
how to avoid unethical behaviour. Otherwise, as Ryther (2016) describes, there can be a
significant temptation to opt out of career contexts in which ethical dilemmas may be
more common in favour of ethically safer environments, and it can be a significant
challenge to push oneself to opt in to more ethically challenging situations.

24
 According to Avci (2017), through the integration of these approaches and the
adaptation of the Delors Report’s pillars, the goals of ethics education are described as:
(1) increasing ethical knowledge; (2) improving ethical skills to strengthen ethical
sensitivity, awareness, and judgement; (3) developing ethical behaviour; and (4)
promoting cultural competence. These goal indicate that ethics education is an ongoing
process transcending to teach or learn certain ethical codes, norms, and principles (Avci,
2017). Ethics education is an essential concept associated with almost all academic fields
including healthcare. Many research studies demonstrate that ethics education improves
ethical sensitivity, knowledge, awareness, and judgement (Avci, 2016; Boon, 2011;
Canary, 2014; Cannaert, 2014; Lau, 2010).

Education in phrase of ethics education is considered to be the best way to

promote individual and communal development and the most effective remedy for
overcoming many problems, such as ignorance, disparity and poverty (Burnett, 2008).
Education has the potential to produce fascinating outcomes and outputs in individual as
well as public level (Delors, 1996).

A recent study indicates that US practitioners and educators believe public

relations education should include more focus on ethics, as well as research and strategic
planning (DiStaso; Stacks; Botan, 2009). While previous studies have explored ethics
education in the US, previous literature has not addressed how public relations education
on ethics is taught globally (Lucinda & Elizabeth, 2011). Gale & Bunton (2005)
recommend that course content of ethics education for professional ethics education in
public relation should include ethical theory, development of analytical skills,
development of moral reasoning, and formation of values and character. Kang (2010),
however, although ethics education in public relations emphasizes honestly, the situations
that practitioners face are inherently much more complex. For example, remaining silent
in some contexts may be seen as ethical; whereas in other settings, remaining silent may
be seen as unethical.

Gale & Bunton (2005) found that significant differences between alumni who had
taken a formal ethics course in their undergraduate public relation curriculum and those
who had not; those that had a formal course reported a more substantial focus on ethics in

25
their program, had more awareness of ethical issues and ethical reasoning in the
workplace, and retained this information long-term. Bentele & Seidenglanz (2008), found
that public relations practitioners who completed university education or professional
development courses were more familiar with German codes of public relations ethics,
and state that coverage of ethics is vital for the field to improve ethical standards.

In a time when education is frequently embedded in a logic of economic progress

(Gilead, 2012), the service-minded and self-sacrificing teacher is seeking above all to
alleviate the discomfort of the student-consumer and will find his or her work being
oriented around an individualistic preference-satisfying notion of well-being.

The concept of professional ethics is more than an external measure by which the
profession can maintain a virtuous image. For many practitioners, it is a concept that
implies reasoning capability that permits the individual to render judgement unaltered by
self-interest that could impair his or her professional responsibility (Crowther & Tunca,
2006). The reasoning process is part of the individual’s overall moral consciousness from
which he or her deals with difficult ethical conflict or dilemmas in everyday practice
(Yiksel, 2001).

Bringing up students to understand ethical reasoning will be a base for bringing

up ethical leadership. Ethical reasoning is a system traditionally containing approaches of
self-result, deontology and virtue ethics (Crowther & Tunca, 2006). Self-result
approaches require students to analyse a decision about utility and loss of shareholders
and make a decision which is useful for the majority. Deontology approaches, are related
with duties, rights, and justice thoughts, teach students ethical standards, principles and
regulations to decide best ethical result. Virtue ethics focus on ethical actor characteristics
and aim at ethical groups like occupational groups which helps to definite ethical
problems and to guide ethical actions (AACSB, 2004).

Moral education can divide into 3 educational models: bag-of-virtues, value-

clarification, and virtue-ethics models (Lee, 2006). The education beliefs underlying the
bag-of-virtues model are primarily derived from Socrates’s perspective that “knowledge
is virtue”. The principal of function of morals help people differentiate between virtue

26
and vice. The bag-of-virtues model represents the traditional approach to teaching
(Doyle, 1997). Application of the virtue-clarification model have asserted that societal
tolerance and the coexistence of diverse societal values have changed the identification
and learning modes of students. These scholars have asserted that students must
contemplate moral topics to improve their moral judgement and establish their moral
philosophies. Therefore, moral education primarily guides students in developing
appropriate moral behaviour by encouraging them to individually consider their moral
values (Carr, 1995). According to the virtue ethics by Macintyre, 1981, it is a moral
education more focuses on participation and action, emphasizing the concept of education
through experience.

Kohlberg (1981) asserted that moral learning begins from observing the behaviour
of others. When students observe different types of behaviour and their consequences,
they can recognize the moral values of which society approves and disapproves as well as
learn to imitate positive behaviour.

27
4.0 Recomendation

4.1 Implication of Education and Ethics to Society, Organization and Management

4.1.1 Society

Ethics is important for every society, because it plays a critical role in shaping the
individuals’ behaviors within a society. People have sought to keep human conduct in
check preserve the peace of society since the dawn of human civilization. If written law is
used to manage official businesses and happenings, ethics act as a self- governing system
to keep human self-interest and the good of society at equilibrium because the eyes of the
law are not always available (Duska, 2012). However, as with all of the things in life,
nothing is perfect, ethics and human conduct are no exception to this rule. Ethics of the
past has been polluted and are inadequate for business self-governance due to changes in
the environment and cultural norms. In other words, ethics in today’s society has been
eroded. Managers and leaders in modern organizations lack strong ethical standards
(Andrews, 1989: Longnecker, 1985; Molander, 1987; Pit & Abratt, 1986), or are willing
to abandon them in the face of economic incentives or competitive pressures (Gellerman,
1986; Hosmer, 1987) as cited by (Gino & Bazerman, 2008).

However, erosion of ethics is not just limited to the business world. It has spilled
over to every aspect of society, such as athletes taking drugs or cheating, and previously
unheard of bribing of Olympics organizing selection committee (Cordeiro, 2003). It was
very serious impact to the society if the erosion of ethics is not kept in check. The public,
whether is business, friendship, or any kind of interaction, functions because human rely
on a varying level of trust, respect for others, and cooperation (Cordeiro, 2003). So
nobody will have any trust in others at all if the erosion of ethics continuous to worsen. In
the end, society will cease to function like it presently does. Unfortunately, it’s not just
the actual erosion of ethics, but the people’s perception of the erosion that has to be
addressed as well. As cited in Cordeiro (2003), Morgan (1993) states that people are
judgemental and will choose not to commit to any activities when they perceive that the
other parties are unethical.

28
 Ethical norms are ever changing because it’s contextual and affected by culture,
technology, religion and politics. The ethical in one country may not be ethical in another.
This just makes the evaluation of what is ethical and what is not, an even more difficult
question to answer than it presently already is. But, there are ways to at least draw the
boundaries of what is acceptable and what is not, so this does not mean that the world
should be give up and surrender. It would seem that one of the more logical solutions to
this problem would be practice an ethical system based on common sense and reason,
rather than religions dogma and punitive legislation (Verschoor, 2001).

Education is the most important means to improve personal endowments, build

capabilities, overcome constraints and in the progress. The process of education and
attainments thereof has an impact on all aspects of life. It is a critical invasive instrument
for bringing about social, economic and political inclusion of people (NHDR, 2001).
Besides that, Midgley (1995), conceives social development as a “process of planned
social change designed to promote the well-being of the population as a whole in
conjunction with a dynamic process of economic development”. So the goal of social
development is to produce a social well-being that makes people capable for acting and
making their own decision in the broadest sense. In this context, Oxford Poverty Human
Development Initiative (OPHI) was used for the identification of the indicators for the
social dimension of human development. Accordingly, the five indicators are health,
empowerment, meaning and value in life, security and safety.

In addition, Gould (1993) opines that one of the most outstanding achievements
of the developing world is the rapid expansion of education over the last three decades. It
examines the origin of this expansion and its impact on the improvements of social and
economic development at social, national and global levels. Throughout the discussions
of the historical, economic and political contexts of the demand is necessary for
education. That’s a review of the issues in educational planning in the developing world
and the governmental and community response at all levels is provided, and his survey
reveals that expansion of education has the greatly contributed to the quality of life,
economics and social development. Besides that, “Health literacy as a public health goal:
a challenge for contemporary health education and communication strategies into the 21st

29
century”, which authored by Nutbeam (2000), explains the role of health education in
addressing the social determinants of health. In this analysis, for improving health
literacy means more than transmitting information, and developing skills to be able read
pamphlets and successfully make appointments.

In conclusion, ethics is very important for mankind, and mankind must always
learn about the correct moral concepts to avoid moral pollution and ethical erosion. In
addition, education is also very important for mankind. Education is the most important
means to improve personal endowments, build capabilities, overcome constraints and in
the progress. Therefore, it is necessary to constantly raise the level of education to create
a better state and society.

4.1.2 Organizations

There is no other topic is discussed more enthusiastically than the subject of

ethics in today’s business world (Roland & Arthur, 2010). The consideration of corporate
business ethics cannot be left until a major crisis arises may lead organization to
inappropriate exposure. This consequence happened because lack of preparedness from
both philosophically and practically. When considering the ethics education of
employees, organizations need to place that education in context as it relates to the
organization and the wider society as a whole. It is suggested that an ethics education
program needs to provide a framework for understanding the concepts of ethics and
moral development (Leanne & Greg, 2011).

A conceptual framework of organizations’ corporate and business ethics across

organizations may be divided into four separate areas. These are across organizations,
ethical structures, ethical process and ethical performance at the same time
interconnected principal areas (Goran & Greg, 2011). It is not an easy task to determine
what may be classified as ethical or unethical business practices across organizations as a
whole. Organizations are also confronted with societal expectations and perceptions
beyond purely economic issues, such as environmental and social change responsibilities

30
(Handelman, 2000; Handelman & Arnold, 1999). The area of ethical structures consists
of a code of ethics, ethical audits, ethics ombudsman, ethics committee, ethics training
committee and support to whistle-blowers to support organizations’ ethical concerns
across organizations. Organizations need to be aware that ethical values and principles
change over time and vary across contexts. Therefore, it is crucial to create processes that
contribute to regulating organizations’ ethical business practices. Also, there must be
structures in place to support staff in their ethical actions and behaviors. Theorists such as
Levitt (1958) and Friedman (1962) would contend that the only business performance
worthy of examination is whether the organization made a profit or a loss and how its
business practices in the marketplace have impacted upon its shareholders.

Ethical concerns are an important area in business practices and research

endeavors in the field of organizational chain management. In particular, ethical concerns
become evident in situations of asymmetric relationships across organizations in terms of
power and dependence (Goran & Greg, 2011). There are various areas of ethical concerns
across organizations. For instance, Robin and Reidenbach (1987), develop a
multidimensional scale for improving evaluations of business ethics as an organizational
ethical concern, while Hunt, Van Wood and Chonko (1989) develops another
organizational ethical concern which is corporate ethics scale. On the one hand, business
ethics has an external emphasis considering the gap between organizations’ ethical
actions and behavior in ongoing business practices and the marketplace’s or society’s
perceptions of the organization’s ethical actions and behavior in their business practices
(Svensson & Wood, 2004). On the other hand, corporate ethics has an internal emphasis
considering the gap between the management’s ethical actions and behavior and the
staff’s perception of the management’s ethical actions and behavior in ongoing business
practices (Svensson & Wood, 2004).

In addition, much of the work in this area has based on the ideas of the
philosophical psychologist Kohlberg (1973), which concerning individual’s moral
development. At here, an essential element is the idea that people can evolve from a state
of conformity with the values and norms around them to an autonomous state, in which

31
they are capable of independent moral reasoning. The concept of autonomy here is both
psychologically and philosophically (Kohlberg, 1973). In the concept of psychologic,
individual can break free from collective and social pressures while in the concept of
philosophic one can separates himself from his inclinations and desires in the reasoned
pursuit of impartial moral judgment.

In conclusion, organization has to develop both ethics development and moral

development towards employees to make organization gain reputation and profits as well
as stakeholders’ interest can retain. Also, organization has to relate education context with
society as a whole regarding environmental and social change responsibilities.

4.1.3 Management

According to Maclagan (1992), British management development practice was

progressing along a route which ignored the parallel rise in interest in business ethics. In
some quarters in the United Kingdom, there is an increasing interest in values in
management development has float fairly in recent (Georgina, Greg & Michael, 2012).
Maclagan (1992) also proposed that British managers did not recognize the global rise in
business ethics as applicable to them. On the same hand, British managers were not
willing to confront ethical issues directly (Mahoney, 1990).

Managers were fall into two categories which are those who tend to see the
relevance of ethics training in pragmatic terms and those who take a slightly longer term
view (Patrick Maclagan, 1994). Managers who see the relevance of ethics help ensure
one’s organization does not fall foul of the law. They always seen as a “good citizen” and
have good public relations. Then, those managers who take a slightly longer term vision,
they will anticipate action to adapt dynamic changes in business world. The business
world is dynamic and society is keeps on changing. It is a good idea to anticipate these
changes and get well prepared to deal with these changes. And, less cynically, ethics
matter (Patrick Maclagan, 1994).

32
 Maclagan and Snell (1993) states that recent work on the provision of
comprehensive management development programs in ethics has indicated that learning
from experience is vital. Most people will recognize that management learning is
generally obvious. Most provisions of management ethics programs appear to be
traditional business education regarding ethics in business schools or institutions. A brief
description of the literature on these initiatives shows a consistent pattern. According to
Mahoney (1990), three broadly defined aims for such programs can be identified.

First, raising awareness and stimulating the moral imagination is crucial. People
must have high ethical issue intensity to recognize ethical issues before they can take
action on it. The second major function of ethics programs is to provide conceptual,
theoretical, and analytical skills that enable individuals to engage in ethical reasoning and
decision-making. Last, an underlying concern is to help managers create organizations
that encourage and support ethical behavior at the individual level and help prevent
undesirable outcomes at the organizational level (Mahoney, 1990).

For instance, the 1989 Clapham Railway Disaster, which is often more accurately
explained in the context of system failures such as lack of communication or resources.
This brings in issues that go beyond the immediate problem of individual ability to make
judgement and solve moral dilemmas. For example, structures and systems which
minimize the risk of disruption of information flows or the effective mechanisms used to
provide internal reporting issues prior to problem escalation (Mahoney, 1990).

Huczynski (1983) founds that various learning areas are defined as cognition,
affective, interpersonal and self-knowledge in the technical terms of management
development. These attributes such as theory, knowledge, emotion and interpersonal are
related to the development of the individual's morality are parallel to each other. The
implications of this connection for the practice of management ethics education and
development can be achieved in three broad categories of development program
(Maclagan & Snell, 1992).

33
 According to Maclagan and Snell (1992), cognitive areas include both analytical
skills and a degree of moral and ethics theory. Management must understand the
organizational behavior as well as other knowledge of the context to which ethical issues
arise. In this stage, learning is associated with conventional teaching programs or in any
cases or methods based on "classrooms" or "workshops" can be found in the training,
education and development environment (Maclagan & Snell, 1992). Often, these are held
far away from the actual workplace.

The interpersonal areas including communication skills, assertiveness and self-

control, can be handled in the same way as projects that normally develop this trait. Such
experiential approaches include the case of role play and other workshops and learning
based on workplace reflection and experimentation (Kolb, 1984).

Self-knowledge is universal of general significance but perhaps especially with

personal crises such as career choices, is linked in this context to well-defined set of
values, including ethical values (Maclagan & Snell, 1992). A manager who has a clear
idea of fundamental values, ethical premises and personal strengths and weaknesses is
much more likely to be able to act decisively, assertively and with confidence. It is
something which issues becomes clear over time as well as the changes of the
environment, and as the crisis is met and resolved. Various forms of one-to-one
relationships such as counseling and mentoring may be helpful in this regard.

As a result, management must have relevance of ethics as well as long term vision
to avoid fall foul of the law and precautious to adapt dynamic changes of the business
world. Management may implement management development programs by raising
awareness and stimulating the moral imagination and then engage in ethical reasoning as
well as decision-making and lastly encourage and support ethical behavior as a role
model to the employees among the organization. Nevertheless, management may practice
cognition, affective, interpersonal and self-knowledge to create positive corporate culture
to guide employees to the right direction and strive toward organization mission.

34
4.2 Justification for Recommendation
4.2.1 Is Ethics Necessary For Education?

Education ethics covers a relatively broad area of ethical concerns related to

education as such. It can be defined as three major fields, which namely deliberation and
reflection on educational policies (especially those directly related to ethical concerns),
moral education and professional ethics (including aspects of teacher education as key
part of their professional development) (Campell, 1997). Besides, it is important since it
usually harbors great potential for systematic research and aids policy-makers in shaping
educational system. In addition, it further deals with philosophical and especially ethical
sources of educations aims and goals, and investigation of the ethical dimensions of
different teaching methods and paradigms.

Teaching ethics refers to a set of principles, rules, values and ideals of teachers
and educators profession. Therefore, this is a kind of professional ethics, which is
developed for specific professional community for teachers and others educators. There
are various views and approaches to teaching ethics (which is teaching and
implementation), encompassing both a narrower field of professional codes of ethics of
teachers and educators as well as broadly.

In addition, application of ethical theories to teaching practice discussion and

analysis of specific ethical challenges that teachers encounter in their domain of work
(Warnick & Silverman, 2011). Teachers and educators strive to achieve the highest ideals
of their professional services when teaching ethics. It refers to teachers’ and educators’
basic professional responsibilities (individual, collective, institutional) towards their
profession, their academic discipline, their educational institution and to whole society.

4.2.2 Does Education Lead To Ethical Behavior?

Education and code of ethics, new technology, teaching Islamic values as well as
the role of religion and class awareness are linked with ethical behavior and posited as a
primary influence on ethical behavior (Kamel, Alaa-Aldin & Al Athmay, 2014).

35
 Several researchers have noted that ethics teaching had disappeared from
undergraduate education in general and higher education. However, in the late 1970s, this
disappearance started to receive great attention from academic researchers (Hamer, 2002;
Callahan & Bok, 1980). Following this attention, several educational institutions have
begun incorporating ethical education into college and university curriculum. Most of
these researchers have stressed adding the teaching of ethics into the university
curriculum. Many ethical challenges related to educational and professional misconduct
are encountered in the college or university institutions (Valentine & Kidwell, 2008) and
recent studies suggest that universities have responded positively to the calls of
academics to add ethics education into the curriculum.

Part of an ethical education curriculum involves teaching students codes of ethics.

Codes of ethics are formalized rules and standards that describe what a society expects of
its members and what a business expects of its employees. Langlois and Schlegelmilch
(1990) defined codes of ethics as a statement that sets down corporate principles, ethics,
rules of conduct, codes of practice or company philosophy regarding to the corporation’s
responsibility to stakeholders such as employees, shareholders, consumers, the
environment and the wider society external to the company. A common assumption made
about codes of ethics is that they are tools of moral guidance, based on unchanging
virtues of honesty, sacrifice and selflessness (Beth, 2005).

36
5.0 Conclusion

Education and ethics are often to be related, and some argued that eduaction does
not help in ethical traits building. After the empirical studies, even though education does
not seem to be giving a direct impact to ethical behavior building, but education should
and always been associating with ethical teachings. Many researchers had argued on this
and Hooker (2004) emphasizes on the unnecessary of ethics education implication since
ethical decision-making is always depends on feeling and intuitive instead of theoretical
framework in most of human life. However, the formation of ethical behavior in
individuals is based on religious, intellectual and cultural studies (Manea, 2014). And the
content of it at least partially were involved in mandatory education since childhood.
Thus, education does play a role in building a ethical person. The consciousness of
important of ethics can be ignited when there are touch points from teachings in
education.

It's important to realize whether that education does play a role in ethical building
in sane mind. The philosophy behind ethical studies is difficult be done through usual
communication and casual teachings. The complexity behind ethical decision-making
requires a clear understanding on the fundamental of ethics studies and case references,
as most decision-making is reflected through difference moral and ethics dimensions in
difference situations (Isdale, 2015). People can easily make a decision with minimal
ethical knowledge but it is ambiguous for them to evaluate the effectiveness and
efficiency of the prioritized moral judgment decision. Decision maker has to analyze the
utility and the harm caused to stakeholder upon decision made (AACSB, 2004).

With the wide-categorized and accessible education nowadays, education can

easily produce tremendous outcomes in individual way of thinking (Delors, 1996).
Cordeiro (2003) mentioned that all kinds of communication in human race requires trust,
respect and cooperation. And all this interaction can be nurtured since childhood
education as children start interacting and reaching out to other individual to form
relationship and trust.

37
 The adequate amount of proper education on ethics can impact one's ability to
lead in an organization and enhancing its sustainability of business through implementing
proper code of conducts while putting stakeholders as priority instead of self-centered. If
one without receiving proper education on ethics, the principles that set possibly no
meeting the requirement of the society as well as the stakeholders. It is not easy to
identify the type of ethical approach to suit the expectation of society as it always
contrast with profit generating. Thus, if one receive education on ethics since young, they
can tailor their mindset into more socially commited.

The findings of the the relationship between education and ethics is useful for
determining the intensity or subject matter should be include in any level of education.
Educators may utilize the the theoretical framework or studies by previous researchers to
understand how can education impact ethical studies together with its effectiveness,
efficiency and limitations. However, the relationship between education and ethics is too
ambiguous and the relationship cannot be quantified for researchers for quantitative
testing. Thus, the impact can be considered as intangible. The arguments on the
relationship do not justify the impact, but it justify there's an existence of relation
between them.

38
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