Business Ethics and Positive Social Change, Assignment help

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Please use the rubric for this assignment and the APA template.

In this Assignment, you will create an inquiry/action model of education that fosters research, discovery, and critical thinking. This model should promote professional excellence through the application of business ethics from the perspective of independent scholars, reflective practitioners, and agents of positive social change.

To prepare for this Assignment, identify and research a business ethics crisis for scandal. You may want to review Chapter 13 and Case 13 of Dyer, Godfrey, Jensen, and Bryce (2016) for ideas, as well as the Walden Library databases. Consider how a strategic decision can negatively impact social change and how infusing ethics into business strategy can help prevent crises.

By Day 7

Submit a 5- to 7-page paper evaluating business ethics within the context of positive social change. Your evaluation should address the following:

  • What are the essential details of the event, and what do you see as the causes of the crisis and/or negative impact to society?
  • Where do you see failures in corporate governance?
  • What caused the failures in the ethical culture and climate of the company?
  • What ethical policy might prevent this scenario from occurring in the future?
  • If you were a leader within this company, what choices would you have made differently to effect positive social change?

Note: Be sure to use the APA Course Paper Template (6th ed.), found in this week’s Learning Resources, to complete this Assignment. Also, refer to the Week 6 Assignment Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work. Please Note: For each page of your paper, you must include a minimum of two APA-formatted scholarly

Name: DDBA_8161_Week_6_Assignment_Rubric

Superior Criteria Excellent Criteria Satisfactory Criteria Marginal Criteria Unsatisfactory Criteria Not Submitted
Element 1: Essential Details & Causes of Crisis
Points:

10 (10%)

Student presents a thorough and detailed explanation of what the essential details are of the event and what he/she sees as the causes of the crisis and/or negative impact to society. Several sources and examples support thinking.
Points:

9.5 (9.5%)

Student presents a thorough and detailed explanation of what the essential details are of the event and what he/she sees as the causes of the crisis and/or negative impact to society. Several sources and examples support thinking. There are one or two minor errors.
Points:

8.5 (8.5%)

Student presents an explanation with some details of what the essential details are of the event and what he/she sees as the causes of the crisis and/or negative impact to society. Some sources and examples support thinking.
Points:

7.5 (7.5%)

Student presents a cursory or incomplete explanation with vague or missing details of what the essential details are of the event and what he/she sees as the causes of the crisis and/or negative impact to society. Few sources or examples support thinking.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 2: Failures in Corporate Governance
Points:

10 (10%)

Student presents a thorough and detailed explanation of where he/she sees the failures in corporate governance. Several sources and examples support thinking.
Points:

9.5 (9.5%)

Student presents a thorough and detailed explanation of where he/she sees the failures in corporate governance. Several sources and examples support thinking. There are one or two minor errors.
Points:

8.5 (8.5%)

Student presents an explanation with some details of where he/she sees the failures in corporate governance. Some sources and examples support thinking.
Points:

7.5 (7.5%)

Student presents a cursory or incomplete explanation with vague or missing details of where he/she sees the failures in corporate governance. Few sources or examples support thinking.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 3: Failures in the Ethical Culture and Climate
Points:

10 (10%)

Student presents a thorough and detailed explanation of what caused the failures in the ethical culture and climate of the company. Several sources and examples support thinking.
Points:

9.5 (9.5%)

Student presents a thorough and detailed explanation of what caused the failures in the ethical culture and climate of the company. Several sources and examples support thinking. There are one or two minor errors.
Points:

8.5 (8.5%)

Student presents an explanation with some details of what caused the failures in the ethical culture and climate of the company. Some sources and examples support thinking.
Points:

7.5 (7.5%)

Student presents a cursory or incomplete explanation with vague or missing details of what caused the failures in the ethical culture and climate of the company. Few sources or examples support thinking.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 4: Ethical Policy
Points:

10 (10%)

Student presents a thorough and detailed explanation of what ethical policy might prevent this scenario from occurring in the future. Several sources and examples support thinking.
Points:

9.5 (9.5%)

Student presents a thorough and detailed explanation of what ethical policy might prevent this scenario from occurring in the future. Several sources and examples support thinking. There are one or two minor errors.
Points:

8.5 (8.5%)

Student presents an explanation with some details of what ethical policy might prevent this scenario from occurring in the future. Some sources and examples support thinking.
Points:

7.5 (7.5%)

Student presents a cursory or incomplete explanation with vague or missing details of what ethical policy might prevent this scenario from occurring in the future. Few sources or examples support thinking.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 5: Effecting Positive Social Change
Points:

10 (10%)

Student presents a thorough and detailed explanation of if he/she was the leader within this company, what choices he/she would have made differently to effect positive social change. Several sources and examples support thinking.
Points:

9.5 (9.5%)

Student presents a thorough and detailed explanation of if he/she was the leader within this company, what choices he/she would have made differently to effect positive social change. Several sources and examples support thinking. There are one or two minor errors.
Points:

8.5 (8.5%)

Student presents an explanation with some details of if he/she was the leader within this company, what choices he/she would have made differently to effect positive social change. Some sources and examples support thinking.
Points:

7.5 (7.5%)

Student presents a cursory or incomplete explanation with vague or missing details of if he/she was the leader within this company, what choices he/she would have made differently to effect positive social change. Few sources or examples support thinking.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 6: Components of Paper
Points:

10 (10%)

Students submits a comprehensive, well-organized paper that includes for each page at least two APA-formatted scholarly citations. There are no errors.
Points:

9.5 (9.5%)

Students submits a comprehensive, well-organized paper that includes for each page at least two APA-formatted scholarly citations. There are one or two minor errors in formatting.
Points:

8.5 (8.5%)

Students submits a paper that includes for each page at least two APA-formatted scholarly citations. There are issues with selection of citations and/or consistent errors in formatting.
Points:

7.5 (7.5%)

Students submits a paper that includes some citations, but does not submit at least two APA-formatted citations per page.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 7: Critical Thinking
Points:

10 (10%)

Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments.
Points:

9.5 (9.5%)

Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. There are one or two minor errors in explanation.
Points:

8.5 (8.5%)

Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly.
Points:

7.5 (7.5%)

Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited.
Points:

5 (5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 8: Written Delivery Style & Grammar
Points:

15 (15%)

Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors.
Points:

14.25 (14.25%)

Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar.
Points:

12.75 (12.75%)

Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar.
Points:

11.25 (11.25%)

Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style.
Points:

7.5 (7.5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.
Element 9: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)
Points:

15 (15%)

Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors.
Points:

14.25 (14.25%)

Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format.
Points:

12.75 (12.75%)

Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident.
Points:

11.25 (11.25%)

Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident.
Points:

7.5 (7.5%)

Does not meet minimal standards.
Points:

0 (0%)

Did not submit element.

Required Readings

Dyer, J. H., Godfrey, P., Jensen, R., & Bryce, D. (2016). Strategic management: Concepts and tools for creating real world strategy. Hoboken, NJ: John Wiley & Sons.

  • Review Chapter 13: “Corporate Governance and Ethics” (pp. 256–273)
  • Case 13: “Corporate Governance and Ethics: A Series of Decisions” (pp. C-119–C-120)

Driver, M. (2012). An interview with Michael Porter: Social entrepreneurship and the transformation of capitalism. Academy of Management Learning & Education, 11(3), 421–431. doi:10.5465/amle.2011.0002B

Note: Retrieved from the Walden Library databases.

Robson, K., Campbell, C. & Cohen, J. (2013). Abercrombie & #fitchthehomeless (Case No. 9B13A032). London, Ontario: Ivey Publishing. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/53435998/53436…

Walden University. (2015). APA course paper template (6th ed.). Retrieved from http://academicguides.waldenu.edu/ld.php?content_i…

Wilburn, K. M. & Wilburn, H. R. (2016). Asking “what else?” to identify unintended negative consequences. Bloomington, IN: Kelley School of Business. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/53435998/53436…

Required Media

Laureate Education (Producer). (2016b). Business strategy and innovation: Effecting positive social change [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes.

Optional Resources

Dyer, J. H., Godfrey, P., Jensen, R., & Bryce, D. (2016). Strategic management: Concepts and tools for creating real world strategy. Hoboken, NJ: John Wiley & Sons.

  • Case 14: “Safe Water Network: Mastering the Model at Dzemeni” (pp. C-121–C-131)

Kane, G. C., Palmer, D., Phillips, A. N., & Kiron, D. (2014). Finding the value of social business. Retrieved from http://sloanreview.mit.edu/article/finding-the-val…

Mycoskie, B. (2016). The founder of TOMS on reimagining the company’s mission. Retrieved from https://hbr.org/2016/01/the-founder-of-toms-on-rei…

Servaes, H., & Tamayo, A. (2013). The impact of corporate social responsibility on firm value: The role of customer awareness. Management Science, 59(5), 1045–1061. Retrieved from http://faculty.london.edu/hservaes/ms2013.pdf

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