Excellence and ethics, the role of Christian Business Schools

“Excellence and ethics,

the role of Christian

Business Schools”

International Colloquium

Christian Management

Education in the 21. Century

John Miles Touya

Intention

•

Three limitations of business schools to

respond to the challenges of today's world.

•

The contribution of Catholic Business

Schools.

•

Implications for business community.

•

The case of ISEDE Business School of UCU

ACDE (UNIAPAC in Uruguay).

Companies, business and

technology have boosted

the quality of life

The most extraordinary scientific

advances, the most amazing

technical abilities, the most

astonishing economic growth,

unless they are accompanied by

authentic social and moral

progress, will definitively turn

against men (LS4)

The fact is that contemporary man has not been

trained to use power well because our immense

technological development has not been accompanied

by a development in human responsibility, values and

conscience (LS 105)

We can look the other way, but come on.

The C.E.O.’s of those companies, those are

the people that we used to brag about. We

cannot say, ‘Well, it wasn’t our fault’ when

there is such a systemic, widespread failure

of leadership.

Angel Cabrera, dean of the Thunderbird School of Global

Management in Glendale, Arizona

The Business Schools

are responsible

Business education is not

only guilty by

omission

, it

Too much of contemporary business education

offers a

narrow concept of the role of business in

society

. It is not holistic, nor does it take into

account the competing claims that a variety of

constituents have on the firm. Consequently, the

leadership training in business schools tends to be

narrow, functional, and specialized.

It does not

produce a broad, integrative understanding of

business.

1. Academic excellence model

2. Failure to question the

dominant culture in business

3. Curriculum integration

Three limitations of business

schools to respond to the

Academic excellence model

Business schools, instead of measuring

themselves in terms of the competence of their

graduates, or by how well their faculties

understand important drivers of business

performance,

they measure themselves almost

solely by the rigor of their scientific research

.

How Business Schools Lost Their Way W. Bennis, J. O´Toole, 2005

Business schools measure success

in terms of the salary obtained by

graduating students.

Business School failed

to challenge the

dominant business

culture

For new models of progress to arise, there is a

need to change “models of global

development” this will entail a

responsible

reflection

on the meaning of the economy and

its goals

with an eye to correcting its

Curriculum integration

Business education is devoted

overwhelmingly to technical training

Business students spent 95% of their time learning how to

calculate with a view to maximizing wealth.

Just 5% of their time…is spent developing their moral

capacities.

.

Ethics, integral human development, sustainability

should not be just another isolated specialty.

The contribution of Catholic

Business Schools

•

We are part of the world of Business Schools.

•

Three distinctive elements:

–

Definition of academic excellence and student's

success.

–

Integral education.

The measure of success

The success of a school should be

measured by what its students

become after they have left it …

…so that they become persons of

human quality, committed citizens

and great professionals.

The measure of success

Not training the best in the world

but the best for the world

Professional excellence is measured

primarily by the parameter of greater

service to the human family

Integral education

Jesuit approach to business education goes beyond

the development of vocational skills to engage

the

affective and moral sensibilities of the heart as

rigorously as it does the intellect

and is oriented

towards a purpose beyond itself, for the service and

transformation of society.

McCallum and Horian, 2013

Not only the formation of the intellect,

but the formation of the self

We need to form leaders who are not only excellent

economists or managers, but who also have vision

in the long term of the development and a deep

look of reality, which allows them to see the

intimate connection which links the whole creation.

Without rooted convictions we stay in the surface

of things; and without depth we end up being

incapable of seeing beyond the immediate interests

which currently prevail in most economic groups.

Train the ability to assess conduct and make

decisions based on ethical concerns and

transcendent moral values.

.

Develop a habit of discernment

to accompany daily decision

making

Habits are not formed only by

chance or occasional happenings.

Rather, habits develop only by

Traditional B-school Catholic B-school

Teaches leadership skills so students know what to do in various business capacities as CEOs, CFOs, senior

managers

Equips students with the critical thinking skills to discern on their own what needs to be done regardless of role in the

organization. Leaders are not the people at the top, but are those persons who can influence and foster change

Teaches the roles and responsibilities of leading and managing in a variety of case situations.

Prepares students to recognize who they are, what they value, and how to use their strengths in any situation.

Teaches management skills and

techniques for setting goals, establishing objectives, developing strategy, building teams, etc.

Provides a compass or way of proceeding that enables students to adapt to

unknown situations because they know what they want to achieve.

Prepares students to graduate with the skills needed to perform tasks in their chosen field.

Encourages self-understanding, self-

management, and a lifetime of evolution through discovery

Subtle but important

Implications for business community

The education of business leaders is

very important to be left solely in the

hands of academics

–

Send the right signals.

–

Get involved in its content and its integration.

•

ACDE (

) – UCU (

)

•

Council involved

•

Explicitly incorporate business ethics in all

activities (MBA, Executive Education, etc.)

–

Align / evaluate professors

–

Evaluation of participants

The case of ISEDE Business School of

UCU ACDE (UNIAPAC in Uruguay

To what extent this activity has included business ethics

values in its thematic ?

Participant

´

s evaluation

of an Executive

1% 4% 23% 48% 24% 0% 10% 20% 30% 40% 50% 60% 1 2 3 4 5

¿En qué grado esta actividad incluyó en su temática valores de ética empresarial?

Año 2015 (respuestas al 19/11/2015) Escala de 1 a 5, en donde 1 es "Malo" y 5 es "Excelente".

67% 71% 74% _{73% 72%} 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2011 2012 2013 2014 2015*

¿En qué grado esta actividad incluyó en su temática valores de ética empresarial?

Porcentaje de respuestas 4 y 5, con escala de 1 a 5, en donde 1 es "Malo" y 5 es "Excelente".

% Respuestas 4 y 5

To what extent

this activity

has included

business ethics

values in its

thematic ?

John Miles jmiles@ucu.edu.uy

The mission of the IAJBS is to enhance

the ability of business school deans and

administrators to lead in the creation and

transmission of scholarship and

knowledge that will prepare students for

the profession and vocation of business

leadership in a global economy.