Front Cover -- Management Education for Integrity: Ethically Educating Tomorrow's Business Leaders -- Copyright Page -- Contents -- List of Contributors -- List of Reviewers -- Acknowledgements -- PART I: INTRODUCTION -- 1. Management Education for Integrity -- Transcending Amoral Business Curricula -- References -- PART II: BUSINESS ETHICS EDUCATION: ACROSS THE CURRICULUM AND BEYOND -- 2. Sensemaking: A Fresh Framework for Ethics Education in Management -- 2.1. Sensemaking as a Framework for Ethics Instruction -- 2.2. Sensemaking and Assessment -- 2.3. Discussion -- Acknowledgments -- References -- 3. Three Pedagogical Tools to Advance Management Integrity Capacity -- 3.1. The Concept of Integrity Capacity -- 3.2. Indicator of Readiness for Management Ethics Inquiry -- 3.3. Process Integrity Capacity Auction -- 3.4. Intra-Organizational Ethics Bowl Event -- 3.5. Conclusion -- References -- Appendix 3.A. Indicator of Readiness for Management Ethics Inquiry (IRMEI) © -- Appendix 3.B. Process Integrity Capacity Auction (PICA) © -- 4. Using Literature to Encourage Moral Engagement in Business Ethics Courses -- 4.1. Sources of Failure in Business Ethics -- 4.2. Seeking ''Internalization'' -- 4.3. The Imaginative Alternative -- 4.4. Different Kinds of Imagination -- 4.5. Using Imaginative Literature -- 4.6. What the Teacher must bring to the Course -- 4.7. A Course using Imaginative Literature -- 4.8. Conclusion -- Acknowledgments -- References -- Appendix. Some Works used by the Author in His Business Ethics Course -- 5. Fostering Integrity in Business Education: An Analysis of Academic Administrators' Perceptions at Spanish Business Schools -- 5.1. Introduction -- 5.2. Fostering Integrity at Business Schools: Theoretical Review -- 5.3. Implementing Integrity-Based Experiences at Business Schools: Empirical Review.

5.4. Integrity at Spanish Business Schools: Academic Administrators' Perceptions -- 5.5. Conclusions -- Acknowledgments -- References -- PART III: VALUES AS PATHWAYS TO ETHICAL ACTION -- 6. Teaching ''How'' - Not ''Whether'' - to Manage with Integrity: Undergraduate and MBA Applications of the ''Giving Voice to Values'' Curriculum -- 6.1. GVV with Undergraduates at the Mason School of Business, College of William & Mary -- 6.2. GVV in the Simmons SOM MBA Program -- 6.3. Conclusion -- References -- 7. Four Key Steps in Developing Leader Integrity -- 7.1. Motivate -- 7.2. Equip -- 7.3. Follow-Up -- 7.4. Manage the Larger Organizational Context -- 7.5. Summary -- Acknowledgments -- References -- 8. Scenario-based Approach as a Teaching Tool to Promote Integrity Awareness: A Chinese Perspective -- 8.1. Consistency of Thought, Voice, and Action -- 8.2. Inconsistency of Thought, Voice, and Action -- 8.3. Chinese Integrity-Related Core Values -- 8.4. Scenario Analysis for Promoting Integrity Awareness -- 8.5. TVA Analytical Model for Integrity: An Illustration -- 8.6. Discussion -- 8.7. Conclusion -- Acknowledgment -- References -- Appendix 8.A. Worksheet for ''Indonesia Expatriation'': A Scenario -- Appendix 8.B. MBA Class Feedback Information as the Basis for Group Discussions -- Appendix 8.C. EMBA Class Feedback Information as the Basis for Group Discussions -- PART IV: DEVELOPING CURRICULA BASED ON A LIBERAL APPROACH TO EDUCATION: A WAY TOWARD RESPONSIBLE CITIZENS -- 9. Returning to a Holistic Management Education and the Tradition of Liberal Education -- 9.1. The Call to Transform Management Education -- 9.2. Liberal Education: Rediscovering and Returning to Our Roots -- 9.3. Traditional Undergraduates as a Unique Population -- 9.4. Re-Thinking How to Teach for Integrity -- 9.5. A Model for Integrated, Liberal Management Education Experiences.

9.6. Conclusions and Recommendations -- Acknowledgments -- References -- 10. Education for Integrity: Business, Elitism, and the Liberal Arts -- 10.1. Introduction -- 10.2. Liberal Arts, Management Education, and the Organization of Business - A Short History -- 10.3. How Can the Liberal Arts Strengthen the Integrity of Undergraduate Management Students? -- 10.4. Conclusions -- References -- 11. Meeting the Objectives of Business Ethics Education: The Marriott School Model and Agenda for Utilizing the Complete Collegiate Educational Experience -- 11.1. Introduction -- 11.2. Level One: Personal Ethical Understanding -- 11.3. Level Two: Application of Ethical Principles to Business Situations -- 11.4. Level Three: Moral Courage and Organizational Savvy -- 11.5. Level Four: Ethical Leadership -- 11.6. Agenda for Utilizing the Complete Collegiate Educational Experience -- Acknowledgment -- References -- About the authors -- Author Index -- Subject Index.