The Giving Voice to Values pedagogy and curriculum is described as an example of a powerful leverage point in the integration of business ethics and values-driven leadership across the business curriculum. GVV is post-decision-making in that it identifies an ethical course of action and asks practitioners to identify who are the parties involved and what’s at stake for them; what are the main arguments to be countered; and what levers that can be used to influence those who are in disagreement. (...) The internalization of GVV’s constructs allows faculty to comfortably raise and endorse ethics as part of the natural order of business decision-making because the stakes of doing so have been normalized. Methods for introducing and using GVV in undergraduate through MBA courses are given. An illustration is given for economics courses. (shrink)

Giving Voice to Values, under the leadership of Mary Gentile, has fundamentally changed the way business ethics and values-driven leadership is taught and discussed in academic and corporate settings worldwide. This book shifts attention to the future of Giving Voice to Values (GVV) and provides thought-pieces from practitioners and leading experts in business ethics and the professions on the possibilities for sustaining its growth and success. These include the creation of new teaching materials, reaching different audiences, and expanding the ways (...) in which Giving Voice to Values is making a difference in classrooms and the workplace and acting as a catalyst for organizational and societal change. The book closes with a reflective chapter by Mary Gentile, looking back at where GVV has been and looking ahead to where GVV might go. (shrink)

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Motorheadbangers, the official fan club for rock giants, Motorhead, has never stopped. Like the band on tour, in the studio and playing live to audiences across the world, Motorheadbangers, through its stalwart fan base, has matched the band's enthusiasm to keep going against all the odds. Since the first fanzine the fan club membership has written of their experiences at seeing and meeting one of the greatest rock n roll bands in the world. In this way, Motorhead's history has been (...) catalogued. However, the majority of those fanzines have long been out of print. (shrink)

The power, wealth and impact of multinational corporations now exceed that of many national govern ments, and this fact has created an expectation that corporations have a responsibility to manage their impacts on the wider social context. Although these observations are increasingly cited as 'truisms' in the business press and in policy debates, few business schools have given attention to the management of social impacts into their core curriculum. In this article the author raises the question that, if business leaders, (...) pol icy makers, NGOs and even the media agree there is a need, why is there so little expressed demand from business who recruit at business schools? The work done at the Aspen Institute has been presented in this regard. The Aspen Institute's Initiative for Social Innovation through Business has taken a system atic look at both the 'demand' for and the 'supply' of business education that addresses the interdependence between business needs and wider societal concerns. By means of global dialogues among CEOs and lead ers of the public, NGOs and academic sectors, as well as through surveys, focus groups and traditional research, Aspen ISIB has gathered data that illuminates this question of supply and demand, and also sug gests powerful levers for influencing what business scholars research and what business educators teach about the management of social impacts. (shrink)