Business Ethics Education in Banks – Levels and Methods of Education
Journal Title: Journal of Management and Business Administration. Central Europe - Year 2012, Vol 20, Issue 3
Abstract
PurposeThe essay focuses on some important instruments and measures supporting the desiredactual (and not just declared) ethical behavior in banking practices.MethodologyThe essay first used a combination of comparisons to show similarities and differences between10 banking codes of ethics in EU countries. Then qualitative analysis of indicators and scalesassigned to bank rankings was also used to identify some possibilities to promote the ethicalbehavior of banks in more efficient ways.FindingsEthical behaviors in the banks, despite a high awareness of moral norms, are largely declarativerather than actual. In order to approximate the actual behaviors to the declared ones, furtherimprovements need to be introduced in the methods and instruments of education (codes ofethics, bank rankings), along with encouraging the implementation of management practicesconsistent with ethical behavior. This should start with redefinition of the functioning of thebank, i.e. broadening the task of achieving ambitious outcomes by adding respect for ethicalstandards.|Practical ImplicationsNot every instrument of ethics education can be treated as directly useful in the process of trainingactual ethical behavior in banks. Some particular conditions must be taken into accountthat it should fulfill.OriginalityThe author has distinguished three levels in business ethics education: ethical awareness andethically oriented behaviors, both declared and actual. The essay described the necessary conditionsfor utilization of some educational instruments of ethics in the process of implementingactual ethical behaviors in the banks.. Such an approach has not been found previously in thesubject literature.
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Róża Milic-Czerniak
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