The Ethical Professor: PDW & Book for our times!

Longtime readers of The Ethicist blog will remember the substantive writings contributed by the founders and inaugural blog hosts, Lorraine Eden, Kathy Book coverLund Dean, and Paul Vaaler. This experienced team has now collected, updated, and edited their work into a new book, The Ethical Professor: A Practical Guide to Research, Teaching and Professional Life. Could it come at a more timely moment?

Luckily for AOM 2018 attendees, the writers will offer a lively PDW about contemporary ethical issues for professors–  in research, teaching and professional life. Upcoming, new and experienced professors will benefit from this opportunity!

The Ethical Professor: Practical Advice For Ethics in Research, Teaching And Professional Life
All Academy PDW

Sunday, Aug 12 2018 4:00PM – 5:30PM
at Hyatt Regency Chicago in Columbus AB

Come join us for an interactive and practical conversation about ethical issues in academic life. The PDW, and the book on which it is based, are the direct result of “The Ethicist” blog, an Ethics Education Committee (EEC) and AOM leadership “Strategic Doing” initiative begun in 2011. Lorraine, Kathy and Paul served as The Ethicist’s inaugural authors, writing about ethical issues in research, teaching and professional life.

The Ethical Professor: A Practical Guide to Research, Teaching and Professional Life (2018, Routledge) began to take form in 2015, when we stepped down from writing posts. We realized that our years of working and writing blog posts together had created a synergy when read together, providing a conceptual flow that we believed could move to book form. We also believed that a book on ethics in academia would fill a hole in the available resources to doctoral students and young faculty members on how to navigate the tricky waters of a successful academic career. So we selected the best and most useful of our blog posts, rewrote, and updated them as book chapters to reflect the most recent thinking (as of October 2017) on each topic. We also added new chapters to the book to fill missing holes on key topic areas.

The key theme in the book – and in this PDW – is that academic career paths appear to be quite standard and transparent. However, we argue that there are many ethical pitfalls along the academic life cycle in all three of the metrics by which we are judged: research, teaching and service. The ethical dilemmas that can plague each of the steps along the academic career path are often not visible, are generally not discussed with or by the thousands of faculty in the Academy, and are generally not addressed with training on how to spot and handle these ethical issues.

Our All-Academy PDW will create a space for conversation about ethical issues in academe, bringing some of the content from the book to the AOM membership in an interactive format.

We hope that the PDW will bring together individuals within AOM who are passionate about ethics, to talk about how together we might lessen the ethical pitfalls that face all members of the Academy.

​​PDW: Behavioral Ethics Research

This post is part of an invited series, in an effort to share ethics-related opportunities, news, and projects lead by AOM Divisions, Committees, and members.
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Session #313, Title: “Behavioral Ethics Research: A Third Annual Pecha Kucha Springboard and Networking Session.”  Saturday, August 11, 2018 10:45 AM – 2:45 PM. Location: Sheraton Grand Chicago, Sheraton Ballroom II & III.

Organizers:
Niki den Nieuwenboer (U of Kansas)
Marie Mitchell (U of Georgia)
Linda K. Treviño (Penn State)

The field of behavioral ethics examines the causes and consequences of ethical and unethical behavior within organizations. Buoyed by the organizational scandals that continue to come to light, the field is attracting ever more research interest and is starting to diversify in its theoretical foundations and methodologies. Thus, the behavioral ethics community attracts individuals from a broad range of backgrounds and divisions within the Academy of Management.

To enable the behavioral ethics research community to continue to grow and prosper, for the third consecutive time, we are organizing a PDW that offers a platform for all those interested in (un-)ethical behavior within organizations to congregate, mingle, and exchange research ideas. The first half of the PDW features eight timed 5-minute Pecha Kucha style presentations by established and more upcoming scholars in the field. These presentations highlight a broad range of ideas that the presenters believe will push the field forward. The presentations will be followed by a stimulating plenary discussion.

The second half of the PDW will feature nine roundtable topical discussions, hosted by two to three behavioral ethics experts per table.

While all are welcome to attend the first part of the PDW, we ask those who are interested in also attending the round table discussions to register ahead of time, as we only have limited space per table. There are still a few spots left; so if you are interested please email us at niki@ku.edu.

Presenters and experts:
Bruce Avolio (U of Washington)
Max Bazerman (Harvard)
Jon Bundy (Arizona State U)
Katy DeCelles (U Toronto)
Rellie Derfler-Rozin (U of Maryland)
Ryan Fehr (U of Washington)
Rob Folger (U of Central Florida)
Michelle Gelfand (U of Maryland)
Maryam Kouchaki (Northwestern)
Celia Moore (Bocconi)
Tyler Okimoto (U of Queensland)
Mike Pfarrer (U of Georgia)
Lamar Pierce (U of Washington St. Louis)
Ann Tenbrunsel (Notre Dame)
Elizabeth E. Umphress (U of Washington)
Abhijeet Vadera (Singapore Management U
Marius Van Dijke (RSM Erasmus U).

 

 

Call for Papers: Journal of Business Ethics on Historic Corporate Responsibility

This post is part of an invited series, in an effort to share ethics-related opportunities, news, and projects lead by AOM Divisions, Committees, and members.
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Sins of the Fathers:
Organizations and Historic Responsibility
by Robert A. Phillips, Judith Schrempf-Stirling and Christian Stutz

What are the responsibilities of current managers and the organizations they lead for the actions of long ago predecessors? When historians found that forebears of the U.S. bank Wachovia owned slaves, Ken Thompson, chairman and chief executive officer in 2005, publicly apologized stating, “On behalf of Wachovia Corporation, I apologize to all Americans, and especially to African-Americans and people of African descent“. Wachovia has not been the only company – or even the only bank – to publicly apologize for its history. That same year, J.P. Morgan Chase issued an apology and announced it would provide a $5 million scholarship fund for its role in owning slaves who were used as loan collateral.

In 2011, German fashion company Hugo Boss apologized for its use and harsh treatment of forced labourers during World War II. The company’s public statement stressed “its profound regret to those who suffered harm or hardship at the factory run by Hugo Ferdinand Boss under National Socialist rule.”  Nor is this limited to for profit corporations. In 2017, Yale announced it would rename Calhoun College due to John C. Calhoun’s active support of slavery. While history is in the past, it remains very much in the present. Examples like these raise fundamental questions about the historical actions of organizations and the related responsibility in the present.

We share our history in the form of stories and narratives when we talk about the foundation, origins, developments, changes, and goals of our organizations. Those stories form and express identity and legitimize current activities. Our stories co-create our collective organizational memory. However, stories and narratives are substantially subjective. Due to their own past and experiences and current position, individuals will have different takes on historical and current events – that is, history can be contested. Even when we experience the same event, this does not mean that we think or talk about it in the same way. Different narratives can co-exist about the very same historical events. History, as such, can be a powerful tool. These narratives can be, and often are, used strategically. Non-governmental organizations or activists might (mis-)use history for moralizing purposes to receive greater public attention and support. Corporations may manipulate how the public views past events by sharing only part of the story or discrediting other narratives. Often these organizations are also the stewards of the very documents and artefacts needed to inform our readings of history. Of course, some level of interpretation and selectivity is unavoidable. Examining an organization’s past, how that past is interpreted in the present, and how these sometimes contested interpretations influence today’s managers and organizational stakeholders present fascinating scholarly possibilities.

To provoke and promote deeper examination, we have launched a call for papers for a special issue in Journal of Business Ethics on Historic Corporate Responsibility in which we encourage scholars to consider some of the following pressing questions in relation to organizations and their histories:

  • Can organizations be responsible for the actions of prior generations of leaders and members?
  • What, if anything, can current leaders do to recognize, mitigate or limit responsibility today for past actions?
  • What can leaders today do to affect how they and their organizations are seen in the future? What role can concerns for legacy have in influencing current decisions?
  • What, if any, effect do attempts at re-organization (e.g., acquisition, mergers, bankruptcy, re-branding, changes in leadership, etc.) have on responsibility?
  • Is there a limit to how far back the claims of historic responsibility can go?
  • What would adequate restitution look like? To whom and in what form and magnitude? Can an organization be forgiven? Can an organization apologize and who can accept it?
  • What are the boundaries of past and current organizations? Are there affiliational responsibilities from the past?
  • Who can legitimately speak for the past?
  • What is the role of forgetting and selective memory?
  • What, if any, duty do organizations have to be transparent about their past?
  • Should stigma attach to individuals who were participants in past transgressions? How do we define participants?

Many of our colleagues have been hard at work for many decades within the Academy of Management, particularly within the Management History Division. Tremendous potential remains, however, for exploring how the past continues to affect the sorts of questions that have historically (ahem) been considered part of other domains of the Academy.

Communities of Practice Fostering Moral Strength in the Workplace: An Example in Silicon Valley

by Leslie E. Sekerka, Ph.D.
Menlo College, Atherton, CA

Communities of Practice (CoP) are an important means of sharing information and fostering development among business ethicists. An exemplary model of a particularly effective CoP is the Business Ethics Partnership at Santa Clara University’s Markkula Center for Applied Ethics in the Silicon Valley. The design of this CoP is specifically geared toward the promotion of collaborative discourse between executives and scholars. Meeting throughout the year, members and visiting guests increase their knowledge about how to effectively manage ethics in their own organizations. Founded in 2003, the group includes business leaders, academics, and practitioners who share a common goal of honing ethics and compliance practices and processes. Together, partners work to advance the state of business ethics by sharing common solutions and ideas, as they explore innovative ways of achieving ethical strength in the workplace. Partners have the advantage of efficiency and effectiveness, exchanging knowledge, keeping up with ethics education and policy news, and collaboratively working to address new and emerging ethical challenges.

Recently the CoP focused on how to cultivate productive discourse toward addressing discrimination and microagression in a proactive manner. Offering insights, Leslie Sekerka, Professor of Management and Ethics in Action Center Director at Menlo College (Atherton, CA), presented a workshop entitled “Fortifying Workplace Respect through Balanced Experiential Inquiry (BEI).” Partners and guests engaged in an adult learning process (BEI) to better understand and address Islamophobia and anti-Muslimism and other forms of discrimination. Dr. Sekerka underscored the critical nature of diverse work environments that encourage respect for all. Although a thoughtful regard for others is often assumed, this requires work to become an realized and sustained. Without respect, friction among coworkers can lead to ethical issues of discrimination, contributing to inequality and a lack of civility. The professor led the BEI session while also providing insights about how to conduct the process itself. Robert Shanklin, a philosophy lecturer at SCU (Santa Clara, CA), helped participants understand how seemingly little things —a string of offhand remarks or common assumptions— can lead to unhealthy cultures and even lawsuits. Participants in this session worked together to better understand how micro-aggressions can contribute to corporate culture problems and to consider how responses to such negativity can be more effective and ethically appropriate.

In all, the gathering helped members practice the use of tools that will help them lead and foster mindful awareness and respect toward others in their respective workplace environments. Participants left the session with a sense of how to respond to ethical challenges with moral courage through the use of specific moral competencies, skills that enable people to address
ethical issues like anti-Muslimism, with compassion and care.

Additional resources:
https://www.scu.edu/ethics/focus-areas/business ethics/programs/business-ethics- partnership/
http://www.springer.com/us/book/9783319180892
http://www.innovativelearning.com/teaching/communities_of_practice.html

Ombuds and “Informality”

by Mary Sue Love, AOM Ombuds

juggling tasksI’ve been struggling with a work decision recently. It may come as no surprise to many mid-career academics, but I was feeling over committed and I needed to let at least one service role go.  I’ve attended meetings and listened to about seven different perspectives on whether to let go of this particular officer role.  I’d have loved to talk in detail with any of these seven people, but I knew their perspectives and I didn’t want to be convinced to stay; I just wanted to sort through all of their points and see how they could help inform my choice.  The problem: I was torn and didn’t really know exactly what I wanted, what my motives were, and what was best for me and the organization I was poorly serving.  I needed someone who would listen and help me clarify my own perspective, not share one more!

Turns out, this is exactly when an Ombuds can be helpful.  Not only must they remain neutral, but being informal is much more than just not taking notes or putting anyone on record. Last year, the AoM Ombuds committee started a series of posts on the International Ombudsman Association Standards of Practice . AOM Ombuds Greg Stephens started the series with general information on the role of an ombuds; then I wrote about neutrality and impartiality. Nancy Day wrote about confidentiality, then Greg wrote on independence.

I’m finishing our series with a discussion on informality, something I recently turned to an Ombuds for myself.  Last spring, Nancy posted on the topic for her university. She does a great job of defining informality, saying, “being an informal resource means I can help you think about your problem in different ways that may help address it without going through the complications of a formal process such as a grievance. Working with me is off-the-record, and no one will know you’ve been to see me unless you tell them.”  She’s right, according to the International Ombudsman Association Standards of Practice, informality means we are ‘off the record,’ we don’t make binding decisions, and we do not participate in any formal procedures.

You might ask, then, what can an Ombuds do, and how can one help me decide whether to drop this committee obligation?  Ombuds can listen, help you identify issues, discuss a range of options, reframe things, just like Nancy said in her post. But why is this so powerful?

Renowned psychologist Carl Rogers spoke to this in his 1958 address to the American Personnel and Guidance Association.  Titled “The Characteristics of a Helping Relationship,” and reprinted in his book “On Becoming a Person,” many other places, and here , Rogers describes the undeniable magic that can happen when a person is listened to by another who is genuine, empathetic, and non-judgmental.  In this safe space, the individual is able to speak freely and have her ideas and feelings clarified.  In so doing, Rogers found that patients often were able to develop workable solutions to their own problems.  This was quite a departure from the more prescriptive psychological theories of Rogers’ day.

Today I want to share just how magical it is when someone helps you sort through your own mess of thoughts and feelings to find your own workable solution.  I started my conversation with the Ombuds by sharing the nuts and bolts of my obligations, my thoughts as to why this was the one commitment to let go, and the reasons others thought this was a bad idea on my part.  For the first time in weeks, I was able to talk about the issues without fear of judgment and without being pressured by others. Part of my confusion was in the thought of letting down so many other committed individuals. Yet part of what they weren’t hearing from me was how I felt I was already letting them down by not being able to give the role all the time and dedication it required. About halfway through my second round of being listened to without judgment, I started to hear myself say “I can’t fulfill the obligations of this role and…” The last three times I’d started that sentence, I’d been cut off by one of those seven other perspectives.  However, my informal Ombuds didn’t cut me off, she let me talk through all my mixed motives. So as I listened to the last half of that sentence for the first time, my decision gelled and the force of it resonated within me.

The tone of the conversation changed as I gained enthusiasm and momentum for my decision.  We quickly moved from my fears to real solutions.  By the time we finished the conversation, I had a plan for next steps.  Because I was clear with myself, I was able to articulate my decision to others in a way that helped strengthen the leadership team instead of leaving them in the lurch.  It’s been about six weeks since I made the decision to step down from leadership and focus on the sub-committee work for this fledgling organization. I feel better, obviously, but because I took the time to sort my thoughts and feelings with an Ombuds, I was able to find a resolution that benefitted not just me but the organization too.

Leading Ethically Through Diversity and Inclusion Policies

Guest Post from Kristine D. Jones-Pasley, Ph.D.

From the AOM Code of Ethics: AOM members are aware of and respect cultural, individual, and role
differences, including those based on age, gender identity, race, ethnicity, culture, national origin, religion, sexual
orientation, disability, language, and socioeconomic status, and they consider these factors when working with all
people. AOM members try to eliminate the effect on their work of biases based on these factors, and they do not
knowingly participate in or condone activities of others based upon such prejudices.

We know that a hot topic for many organizations is the creation of a diverse and inclusive work endiversity at workvironment. Organizations tend to focus on gender and race when it comes to the topic of diversity; however, diversity is much more. Let’s focus on diversity as it relates to people with disabilities (PWD).

According to the Bureau of Labor Statistics (BLS) (2017), the unemployment rate in 2016 for PWD was 10.5% vs 4.6% for people without disabilities (para. 1). BLS (2017) stated that the unemployment rate for PWD “was little changed from the previous year” (para. 1).

We need to look at these numbers in context, the BLS report information comes from the Current Population Survey, which surveys 60,000 households on employment statuses in the United States. The information is voluntary and from their data BLS determined that the majority of those surveyed with a disability were over the age of 65. This information leads to several questions:

  • Are those younger than 65 hesitant to acknowledge their disability?
  • If they are hesitant, why?
  • How many in the workforce are hiding their disability?

I want to touch on the last question. How many in the workforce are hiding their disability? This one question leads to a host of several questions regarding leadership and organizational culture. When we think of disability we tend to think of visible disabilities; however, there are a number of individuals who have non-visible disabilities.

Think about your team, how many do you know suffer from chronic depression? Diabetes? Heart disease? Migraine headaches? These are just some of the impairments that are covered under the Americans with Disabilities Act (ADA). Can you also see why some individuals do not self-identify as having a disability?

Continue to think about your team. Do you have someone on your team that has used a lot of leave in large blocks due to a mysterious illness. Do you have someone on your team that takes several breaks throughout the day to walk around, in the restroom, in their car, etc.?

Have you as a leader and your organization in general, created an environment where team members feel comfortable reporting that they are facing challenges? Are you currently “watching” a member of your team for one more strike so that you can release them from the company? If you knew that they had a disability would you change your mind about releasing them from the company? If you knew that your top employee had two heart attacks, would this change your opinion of the person and their value to the organization?

Legally, you could release the person from the organization if they are missing large amounts of time or taking a lot of breaks. Ethically, should you do it if mitigating circumstances are presented?

Conduct an audit on your organizational diversity and inclusion initiatives. What is in place regarding reasonable accommodations for PWD? How many leaders/managers/supervisors/team leads have self-identified as having a disability? Although organizations state that they are open to diversity and inclusion, many do not have the initiatives in place to support these statements.

If you are unsure of how to start a diversity and inclusion initiative, join me for the webinar: Defining Diversity and Inclusion for Your Organization.

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LIVE!! Diversity and Inclusion Webinar

Title: Defining Diversity and Inclusion for Your Organization

This webinar provides actionable first steps in creating a diversity and inclusion initiative for your organization.

Date: Wednesday, November 15, 2017

Time: 2 PM ET/1 PM CT/12 PM MT/11 AM PT

Audience: Leaders, managers, supervisors, change makers, and human resources professionals.

Register at: https://www.crowdcast.io/e/definingdi

This webinar is limited to 50 people, register now and save your seat. Those who attend will have access to the recording for two weeks.

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References:

Bureau of Labor Statistics. (2017, June 21). Economic news release: Persons with a disability: Labor force characteristics summary. Retrieved from https://www.bls.gov/news.release/disabl.nr0.htm

Ethical Leadership through Giving Voice To Values: Free Online Course

Beginning next Monday, September 25, 2017, the University of Virginia Darden School of Business, in partnership with Coursera, will offer a 4-week online course, Ethical Leadership through Giving Voice To Values.
This course offers an action-oriented introduction to Giving Voice to Values (or GVV), an exciting new approach to values-driven leadership development in the workplace, in business education and in life.
GVV is not about persuading people to be more ethical, but instead it starts from the premise that most of us already want to act on our values, but that we also want to feel that we have a reasonable chance of doing so effectively and successfully.
Through positive, real-life examples, pre-scripting, rehearsal and peer coaching, GVV builds the skill, the confidence and the likelihood that we will act on our values more often and more successfully. Based on research and practice and with more than 1,000 pilots in companies and educational settings on all seven continents, GVV helps us to answer the questions: “What if I were going to act on my values? What would I say and do? How could I be most effective?”
Audiences for this course include business practitioners, corporate trainers and leadership/ethics professionals who wish to use the GVV approach in their organizational training and management practices; faculty who wish to find ways to integrate values-related topics into their core curriculum; as well as students and individual learners. Faculty may wish to assign the entire course and/or selected videos and assignments to students in their own classes, as a way to introduce them to the GVV approach before asking them to apply the methodology to cases and topics in their existing syllabi.
The course includes short videos introducing the key GVV topics and approaches, as well as video presentations by GVV users from business, the military and academia; readings; exercises; and peer coaching opportunities.
Learners can earn a course certificate from Coursera for $79. Auditors can access the course materials for free.
Registration
Registration is available now at this link through Coursera. The first cohort for the course begins on September 25, 2017 and runs for 4 weeks. For the remainder of 2017, subsequent cohorts launch on October 23November 20December 18, and every fourth Monday after that.
For more information, please feel free to contact AOM Ethics Education Committee member GentileM@darden.virginia.edu and visit www.GivingVoiceToValues.org and www.MaryGentile.com.

Theory Meets Practice: Executives in the Ethics Classroom Let’s Compare Notes!

by Diane L. Swanson, PhD    Kansas State University

theory-73181_1280Why this blog?

I am sharing my experience in team teaching ethics with a corporate executive because I want to hear from others who have done something similar. It is difficult to find such experiences documented anywhere; therefore, it would be ideal if Academy of Management members would share their thoughts on this subject here.

How my team teaching with an executive started:  

Approximately four years ago, I started team teaching my graduate professional ethics elective in our college of business with a recently retired senior executive.  This came about because the then dean of our college stopped me in the hall one day and asked if I wanted to team teach with our newly arrived executive in residence.

I usually pause for at least a few minutes before making any decision, not to mention one that affects my classes. However in this case, I quickly said “yes.”  Although I hadn’t yet met this gentleman, the dean told me of his stellar career with a Fortune 500 company and of his sincere interest in business ethics education.   I also knew that he was still serving on three boards of directors.

That was enough for me.

To make a long story short, this executive and I soon met to plan our experiment in team teaching. This coming fall will be our fourth semester team teaching this graduate course.

In due time, the dean put me in touch with yet another executive who helped me create an ethics teaching module for my MBA triple bottom line class.  Soon afterwards, a law partner of a large global firm started flying to campus twice a year to give lectures on ethics in my undergraduate and graduate classes and to our college’s professional advantage students.

I can attest to the advantages of these arrangements, especially the benefits from the team teaching arrangement.

Benefits of the team teaching:

  • The very presence of this executive in the classroom speaks volumes to students about the importance of ethics in the workplace.
  • The executive boosts this subject’s relevance by giving concrete examples of how and why ethical behavior in the workplace matters. Student teaching evaluations show as much.
  • Students are looking for role models. They want to take advice from a successful business executive, especially when it is given face-to-face in an ethics classroom.
  • What this executive has added to the class has influenced the topics covered in this course. Notably, given my teaching partner’s experience as a former senior vice president of a Fortune 500 firm and his role as a current board member for three organizations, I have added material on corporate governance to the course.
  • This executive has touched the lives of students in ways he may never know. I have heard from former students who tell me that their interactions with him made a positive difference in their professional lives. Three of them have offered to give back in kind someday. There could be a chain reaction taking shape!
  • The executive tells me that he enjoys helping students and giving back to society in this role.
  • I continually learn about developments in practice, especially those that affect the C-suite.

Our method in brief:  

My teaching partner is active in our classroom. (I now think of it as our classroom!)  He attends classes, meets with students in groups, and gives them thoughtful feedback on their presentations.  The method that works best for us is that I teach the models and then ask for his comments and observations.  Examples of the questions I pose to him include: How is this model relevant to practice in your view?  How is it not?  Could the model be altered to address practice better?

The most interesting conversations begin.  Essentially, we engage in looking at the models and material more critically.   Since this elective is just as much a course in critical thinking as it is a course in professional ethics, these conversations are a real plus.

Let’s compare notes!

Again, please feel free to use this blog site to weigh in on this topic. It would be nice to create some notes on best practices!

 

Diane L. Swanson, PhD
Professor of Management and Edgerly Family Endowed Chair of Business Administration
Founding Chair, Business Ethics Education Initiative
Kansas State University http://cba.k-state.edu/departments-initiatives/business-ethics/index.html
Co-editor: Advancing Business Ethics Education (2008) and Toward Assessing Business Ethics Education (2011)

Ethics? Let’s talk! Plan now for Atlanta sessions.

rightandwrongdecisionsWhat does it mean to act ethically?

Is it basically to “do the right thing”? We only have to peer out of our office windows to see that what one thinks is the right thing, the appropriate attitude, justifiable behavior, is utterly, perhaps terrifyingly wrong to someone else. What is the right thing, and who is the arbiter?

As academics, scholar practitioners, or students, much of our work is done privately. No one can see what we’re doing when we’re crafting a paper, analyzing data, or conducting a peer review on someone else’s work. If we cut corners or cheat the risk may not be obvious, or it may take time before those closed-door deeds become public. Other activities are public, and may have an immediate impact on other’s well-being, or careers. Even so, the right action, the ethical behavior, may not be entirely clear.

Members of the Academy need to be on the same page about what is right, and we can readily find that page– it’s called our Code of Ethics. The code spells out expectations for all of us in General and Professional Principles. Ethical Standards spell out “enforceable rules” for activities within the context of the AOM.

All members are expected to uphold the Code, but it is clear that many have not reviewed it to see what they have endorsed by joining the AOM, or perhaps wait until a problem arises before consulting it.

Like any document of this kind, it is useless unless we bring it to life in the ways that we think and act. The Ethics Education Committee (EEC) is responsible for bringing the Code of Ethics to the attention of our members– and the Ombuds Committee is responsible for providing guidance when dilemmas arise. EEC members are available to assist your Division Consortia, or other sessions you offer at the annual conference. We offer a flexible menu of options, and encourage you to contact us to discuss the best way we can work together in Atlanta.

We can offer the following types of sessions for your meeting, Division Consortium or Committee:

  1. Presentation and Discussion: A 60-minute interactive session to provide a broad overview of business and professional ethics, values and the AOM Code of Ethics.
  2. Focused Session and Discussion: A 30 to 60-minute session on a specific topic such as academic honesty, ethical dilemmas in collaborative research and writing, or an area you identify.
  3. Q & A Forum: Collect the questions your doctoral students or early career faculty have about ethics and the AOM in advance, and will come prepared to answer, and discuss them.
  4. Code and Procedures FAQ: A 30-minute introduction to the AOM Code of Ethics, who does what at the Academy in the ethics area, including the role of the Ombuds and ways to get help.
  5. Discussant: An EEC member can attend an ethics session you are offering in a consortium, PDW, or symposium, and answer questions as needed about the AOM Code, Ombuds roles etc.

Please contact EEC Chair Janet Salmons (jsalmons[at]vision2lead.com or with the contact form below) to discuss ways the EEC can help ensure that new and returning members your area of the Academy are familiar with the principles and standards they agreed to uphold.

Journal editors – unregulated and unmonitored

HI Friends

I’ve been quiet for a couple of months – summer schedule and all – and wanted to get back to the blogosphere. I’ll try and be more diligent.

Many strange things have been brought to my attention over the summer, but I thought I would start with a more personal experience. That way, if anyone want’s to comment, at least one side of the equation is available.

Last spring we sent a paper in to an unnamed FT50 journal. Normally, these top journals reply within three months – at least – that has been my experience until now, for the most part. One consequence of the enhanced competitive environment is that journal editors seem to invite submissions by promising faster turn around.

In any case, a full six months went by, without hearing from the journal. As a result, I contacted the editor directly.  The editor immediately responded, on a Friday,  by saying “I should have contacted him earlier” and that he would ‘get on it’. By Monday, we had our rejection, along with only one review, and a note from the editor saying he was unable to get a second review. He didn’t even bother adding his own comments to the rejection letter. Needless to say, the first review was not very helpful, but that is beside the point. This little exchange once again brings me to question the authority, transparency, and lack of professionalism sometime exhibited by editors of even top journals. One cannot help wondering, given the importance of these gate-keeping roles, how it happens that we have processes that appear cavalier, with no recourse regarding accountability, transparency, appeal, or arbitration. In this particular case, my career does not hinge on the outcome – but I must report – in many cases where individual careers are in jeopardy, I have more often observed arrogance than compassion.

So, this brings me to raise an important question – and I must highlight – this question does NOT apply to Academy of Management journals, where transparency and fairness seems to be much more institutionalized.

Who appoints these people as editors?

Who governs their behavior?

Why do we allow autocratic and incompetent behavior by editors, even of prestigious journals?

In my view, we have a serious professional need for an equivalent of ‘rate my professor’ for academic journals. Such an idea was posed a few years ago in the Chronicle of Higher Education by Robert Deaner who called for a “consumer reports for journals”. We could monitor and evaluate the review process, the editorial process, the time taken, and other aspects of peer review. If anyone is interested in starting such an activity, please let me know – as I think we really need some monitoring out there.

Happy Research!

Benson