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Ethical Climate (ethical + climate)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	80%

Selected Abstracts

Ethical Climate in Nonprofit Organizations: Propositions and Implications

NONPROFIT MANAGEMENT & LEADERSHIP, Issue 1 2001
David Cruise Malloy
The authors discuss a number of variables that may influence the perception of ethical climate in the nonprofit sector, including individual, organizational, and significant other (peers, coworkers, and superiors) variables. The basis of this discussion is the model developed by Agarwal and Malloy (1999) identifying a framework for nonprofits that is distinct from the for-profit orientation. The authors provide ten propositions and discuss their implications. [source]

Bank Mergers and Small Firm Finance: Evidence from Lender Liability

FINANCIAL MARKETS, INSTITUTIONS & INSTRUMENTS, Issue 2 2008
James E. McNulty
As a merger approaches, the value of repeat business for the target bank can drop sharply, so loan relationships between this bank and small businesses are often disrupted. Small firms sometimes experience serious value destruction as a consequence of this sudden lack of credit. This paper shows that lender liability may result from bank mergers and bankers involved in mergers often engage in aggressive, scorched-earth defense tactics to discourage further litigation. I summarize six lender liability cases to illustrate these points. Bank mergers have been shown to reduce credit availability in a number of studies. Since small firms depend on credit for their daily existence, owners of small firms do have a reason to fear a merger of their bank with a larger institution. Analyzing merger effects with survey data of firms obtained after a bank merger, an empirical strategy used in a number of studies, raises problems since the only firms considered are the ones that survived the bank merger. Suggesting that the problem will cure itself in the long run, an argument advanced in other studies, ignores small firms' daily dependence on credit. In the long run we are all dead. Bank examiners need to evaluate an institution's litigation experience and measure a bank's organizational architecture , its ethical climate. Banks which are repeatedly involved in lender liability lawsuits should be denied future mergers until there is a change in organizational architecture. To assist in evaluating organizational architecture, banks should be required to report their litigation expense on their call reports. Furthermore, regulators should seriously consider the recent suggestion of Carow, Kane and Narayanan (2006) that they take steps to ensure that participants in bank mergers preserve target bank relationships. Otherwise negative effects on small business lending and economic growth will continue as bank consolidation proceeds. [source]

Ethical Climate in Nonprofit Organizations: Propositions and Implications

The Effect of Formal Policies and Informal Social Learning On Perceptions of Corporate Ethics: Actions Speak Louder than Codes

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2002
Shirit Kronzon
ABSTRACT This research investigates how two cues in an organizational setting, codes of conduct and company responses to ethical transgressions, affect the kinds of inferences individuals make about the ethical climate of the company. The business community has adopted the legal approach, emphasizing that the ethical climate of a corporation can be effectively mandated in a code. However, social psychological analysis intuits that management can define the ethical climate more powerfully through their overt actions. Study 1 and Study 2 find that it is not so much the presence/absence or strength of a code but how a company responds to violations of the code that influences how ethical a company will be judged. Study 3 examined motives for establishing a code, and showed that a company was judged as more unethical when its code was motivated by situational constraints. Employees' ethical judgments are critical to their acceptance of ethical conduct. [source]

The academic environment: the students' perspective

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008
K. Divaris (nci)
Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source]