SBM-NMIMS: COURSE TEACHING PLAN

Assurance of Learning AOL Specific

Course Code
Course Title Ethical Issues in Management
Dr. Sujata Mukherjee sujata.mukherjee@sbm.nmims.edu
Course
Dr. Alaknanda Menon alaknanda.menon@sbm.nmims.edu
Instructor/s
1.5 credits (50 marks)
Credit Value
Programme MBA & Trim – I
& Trimester
Pre-requisite
CLOs – (PLOs mapped are in the brackets)

CLO 1) Ability to analyze and understand ethical quandaries and make decisions
appropriate to the business situation (PLO 5a).
Learning CLO 2) Develop understanding of ethical concerns across business functional
Objectives areas consistent with stated business values of the corporation (PLO 5b).
CLO 3) Apply ethical decision-making theories/frameworks to reflect critically on
specific business problems and challenges and appreciate approaches to
moral reasoning and its relevance to managing business. (PLO 5c).

After completion of the course, students will have the ability to

1) Identify the ethical aspect(s) in a business situation and make appropriate
Learning
business decisions.
Outcomes
2) Employ ethical understanding across business contexts based on ethical
(Must be
frameworks and approaches.
connected to
3) Foster ethical perspectives based on present day managerial challenges while
Learning
conducting business.
Objectives)

Ethical decision making in business is not at all limited to the type of major corporate
decisions with dramatic social consequences. The direct costs of unethical business
practices are more visible today than any time before. At some point, every
employee, and everyone in the managerial role, will be faced with issues requiring
ethical decision making. More often than not, responsible decision making must rely
on personal values and principles of the individuals involved.
A company’s ethics and responsibility towards various stakeholder groups matter
more today than they did a few decades ago. Employees place a higher emphasis on
Course the values of their employers and have access to more information than ever before.
Description The questions today are not about should ethics be a part of business, but the
questions are about which values and principles should guide business decisions.
This course covers components of ethics related a corporation’s behaviour in
various functional areas and the ethical issues that corporate decision makers face
across different domains. The purpose of the course is to facilitate the student to
make decisions keeping in mind the ethical guidelines and differentiate between
ethical and unethical behaviour.

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 Specific 3 1.5 AOL CLO CLO CLO CLO
assessment Credit Credit Instruments 1 2 3 4
methods (*)
Class 10
Participation
and
Case/Article
Discussion
Individual 12 Rubric Ö(6) Ö(6)
written
assignment
Group Live 18 Rubric Ö(9) Ö(9)
Evaluation
Project
Pattern
Quiz 10 Embedded Ö(5) Ö(5)
Questions
Total 100 50 16 14 20

*AOL Assessment Instruments:

• Embedded Questions: Quiz, Class Test, Midterm Examination, Final
Examination
• Rubrics: Case & Article Discussion, Individual Assignment
Group Projects & Viva’s, Case Problem analysis, Oral and written
communication presentations, Role Play,
Group Presentation, Group Project etc.

Chapter detail Pedagogy adopted for

Topics / Sub -
/ Article Reference / Case class engagement
Sessions topics
Studies Learning Outcomes
session wise
Introduction to Pre -Watch: The Inside Job Class Activity: Film
ethics- (The film is available on Netflix, Discussion: Using the
What is ethics? YouTube and Google Play Ishikawa diagram to
Ethics and Morals; movies & TV. deconstruct the ethical
Ethics and values Students are requested to watch dilemmas and
the film with an open mind and challenges and to
identify what according to them identify the relevance of
is unethical and based on what ethics and its relation to
facts do they consider it morals and values;
unethical) importance of ethics,
1 morals and values in
Asynchronous Learning personal and
Component: professional context.
John R. Boatright, Jeffery D. LO: Understanding
Smith and Batra, B P. (2018). morals, ethics and law
Ethics and the Conduct of and the interpretation of
Business, Chapter 1; pp. 1- 9, ‘right’ and ‘wrong’.
Pearson Publication.

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 Understanding self Pre-read: Lennick, D and Kiel, F Class Activity:
• Understanding (2006). Moral Intelligence- Large Group discussion
one’s own moral Enhancing Business Performance on- Moral Intelligence-
competency & Leadership Success. Wharton Enhancing Business
School Publishing, pp. 20-33. Performance- to
Asynchronous Learning identifying one own’s
Component: The Significance moral compass based on
of Ethics and Ethics Education in personal values to help
2 Daily Life | Michael D. students begin to
Burroughs | TEDxPSU articulate and justify
their own ethical
decisions based
LO: Understand and
realize the importance of
moral skill building as a
learning process.
Ethics in Pre-Read: McCoy, B.H. (1997). Class Activity:
Organizations Parable of the Sadhu. Harvard Large Group discussion
• Understanding Business Review, pp. 2-7 on- Parable of the Sadhu
individual and -to understand when
group ethics Asynchronous Learning does a group have
Component responsibility for the
John R. Boatright, Jeffery D. well-being of an
Smith and Batra, B P. (2018). individual? And what
Ethics and the Conduct of are the differences
Business, Chapter 1; pp. 11- 15, between the ethics of
3 Pearson Publication the individual and the
ethics of the
corporation?

LO: to understand that

managers need an
agreed-upon process for
dealing with dilemmas,
including a method for
reaching consensus on
how to resolve them
Market Ethics Pre-Read: Case – HP and the Class Activity:
• The market Smart Chip Large Group discussion
system, John R. Boatright, Jeffery D. on the case-– HP and
• Breaches and Smith and Batra, B P. (2018). the Smart Chip-
Fraud, Ethics and the Conduct of to recognize duties and
• Roles, Business, Chapter 2; pp.21 obligations associated
Relationships, with fundamental
4 and Firms Asynchronous Learning business roles and
Component: relationships in markets
Unfairness and Fairness and firms.
https://www.ted.com/talks/
marco_alvera_the_surprising_
ingredient_that_makes_ LO: Understand the
businesses_work_better duties and obligations
associated with
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 John R. Boatright, Jeffery D. fundamental business
Smith and Batra, B P. (2018). roles and relationships
Ethics and the Conduct of in markets and firms
Business, Chapter 2; pp. 22- 32,
Pearson Publication
Ethical Decision Pre-Read: Howard, R.A., Class Activity:
Making Korver, C.D. (2008). Consult the Large Group discussion
• Ethical Touchstones: Discovering Our on- Consult the
Reasoning Ethical Principles, Chapter 3, pp. Touchstones:
1-19, Harvard Business Review Discovering Our Ethical
Press Principles- to recognise
that one of the major
Asynchronous Learning challenges of ethical
Component: reasoning is being able
John R. Boatright, Jeffery D. to sort through the
Smith and Batra, B P. (2018). collection of ethical
Ethics and the Conduct of principles we have
5 Business, Chapter 2; pp. 36- 38, gathered over a lifetime
Pearson Publication to decide which ones to
call our own.
What really motivates people to
be honest LO: To understand the
https://www.ted.com/talks/ mixed chorus of ethical
Alexander_wagner_what_really_ voices emanating from
motivates_people_to_be_honest_ deep within all of us,
in_business looking for the
harmonious strains of
ethical guidance and
separating them from
the dissonant ones.
Ethical Theories Pre-Read : Exporting Pollution, Class Activity: Case
• Theses that lay John R. Boatright, Jeffery D. Discussion in small
the foundation Smith and Batra, BP. (2018). groups and then sharing
for ethics in Ethics and the Conduct of with larger group to
business. Business, Chapter 3; pp. 61 recognize and
appreciate the various
Asynchronous Learning foundations of ethical
Component: choices made by
• Bounded ethicality individuals in business
https://www.youtube.com/ and society.
6 watch?v=Jb3EXFLoE,9g
• Consequentialism, LO: Understand the
https://www.youtube.com/ various ethical theories
watch?v=51DZteag74A to improve the moral
• Deontology compass to navigate the
https://www.youtube.com/ ethical terrain of the
watch?v=wWZi-8Wji7M business world
• Virtue ethics
https://www.youtube.com/
watch?v=NMblKpkKYao
Personal Values Badaracco, Jr. Joseph L. (2005). Class Activity:
7 and Professional Personal Values and Professional Discussion on in small
Responsibilities groups and then sharing
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 Responsibilities, pp. 1-5, HBS with large groups to
• Conflicts faced Product No. – 304070 understand the conflicts
by managers managers face in trying
Asynchronous Learning to live and work by their
Component: personal values and use
When Personal and Professional of Hirschman's "exit,
Values conflict loyalty, and voice"
https://www.youtube.com framework to suggest
/watch?v=qmILxMtpgcs ways for resolving
conflicts.
Panel Discussion with Industry
experts LO: Understand the
meaning of conflict of
interest and ways in
which a manager can
manage these situations

Quandaries and Case: Professional Quandaries – Class Activity: Case

Managerial roles Spaulding v. Zimmerman discussion -
• Ethical HBS 9 800 371 Professional Quandaries
dilemmas which – Spaulding v.
professionals Asynchronous Learning Zimmerman -in small
face Component: groups and then sharing
Bazerman, Max H and with large groups to
Tenbrunsel, Ann E. (2011), understand the ethical
8
Ethical Breakdowns: Good predicaments faced by
People often let bad things professionals in various
happen. Why? Harvard Business stages of their careers.
Review, pp.59-65
LO: Understand the
challenges of ethical
dilemmas in
professional careers
Bribery and Ethics Pre-Read -Articles: Class Activity - Articles
• Leadership and 1. Healy, Paul and Serafeim, Discussion -
corruption George (2019). How to How to Scandal Proof
• Company Scandal Proof Your Your Company to
strategy and Company, Harvard Business understand how despite
Anti-Corruptive Review, July-August, pp. 42- efforts to crack down on
practices 50. illegal activity, crimes
2. Venkatesan, Ravi and like fraud, bribery,
Benton, Leslie (2018). How embezzlement, and
Companies Can Take a money laundering are
9
Stand Against Bribery. rampant in corporations.
Harvard Business Review, What steps can leaders
September. take to fix this growing
problem?
Asynchronous Learning How Companies Can
Component: Take a Stand Against
What is # Corruption? Bribery to understand
https://www.youtube.com how companies usually
/watch?v=hglpdc8vwW0 manage bribery and
corruption risk through
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 Power of corruption, a mix of internal
https://www.youtube.com processes, certification
/watch?v=295T3fUF1SM requirements, and basic
good practices –
including with suppliers
and vendors

LO: Understand how

companies can fight
bribery and corruption.
Ethics & Pre-Read- Case: Becton Class Activity: Case
Multinational Dickinson: Ethics and Business discussion in small
companies Practices (A) groups and then sharing
• Bribery, with large groups to
• business Asynchronous Learning understand how a
etiquette, Component: company decides on the
• conflict of John R. Boatright, Jeffery D. company's global policy
interests Smith and Batra, B P. (2018). on gifts, gratuities, and
Ethics and the Conduct of business entertainment
Business, Chapter 5; pp. 88- 98, and whether the policy
& Chapter 14, pp. 331-335, should be established
10 Pearson Publication centrally and made
uniform worldwide or
whether it should be
decided locally,
depending on local
circumstances and
practices.
LO: Understand the
ethical, legal,
organizational, and
strategic issues involved
in doing business

Reading List Textbook

and John R. Boatright, Jeffery D. Smith and Batra, BP. (2018). Ethics and the Conduct
References of Business, Pearson Publication.

(must be Further Readings

comprehensive Laura P. Hartman, Joe Desjardins (2013) Business Ethics –Decision making for
and complete personal integrity & social responsibility, Mc Graw Hill education (India) Pvt. ltd,
with all New Delhi (second edition).
details.)
References Provided in the Chapter details/ Chapter detail// Article Reference
/ Case Studies.

Prepared by Faculty Team Area & Program chairpersons

Sujata, Alaknanda

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 Approved by Associate Deans Approved by Dean SBM

Sticker for date of receipt and attachements rubic and project guidelines

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 Assignment 1
Individual Assignment Guidelines
Weightage: 12 Marks

I. General Guidelines
• The written assignment is aimed at applying the ethical concepts and theories discussed
during the course to real life business situations.
• The suggested areas mentioned below are to prompt students to examine ethical
predicaments and the decision-making criteria adopted in commonly occurring
business events.
• Students are expected to examine the issues from the perspective of various
stakeholders, identify inherent ethical violations and suggest possible resolutions. Some
of the areas for exploration can be, (but not necessarily limited to)
- Whistleblowing - Discrimination at workplace
- Insider trading - Executive compensation
- Discrimination at workplace - Product safety
- Violation of privacy at workplace - Health and Safety at workplace
- Employee rights and freedom of - Sales practices and Product
expression Labelling
- Corporate accountability - Deceptive advertising
- Human rights violations

• Individual students are requested to choose an area of interest -maybe for the above-
mentioned areas or any other area of choice and share the same with the faculty.
• Students are requested to meet the faculty on a scheduled date and time of mutual
convenience to discuss queries related to the individual assignment. Students can fix a
scheduled based on class groups formed.

II. Specific Guidelines

A. Assignment Content
The assignment should contain the following parts/headings as absolute requirements. Work
that does not conform to this format will NOT be considered for marking.

Title Page
This should contain the title of the assignment, the module name, the course facilitator’s name,
the date for submission and the student’s name, roll number and SAP ID. No pictures.

Structure of the assignment

The major content of the assignment may be clustered into two sub sections:

a) Context and Facts of the issues identified

Identify a case related to the topic that you have chosen and indicate the ethical quandary that
you would want to discuss. Present the context and facts of the quandary backed by source
citations1.
The students may use footnotes to insert references including weblinks used (if any). The
facts identified should not be more than 1000 words. In case you use graphics(tables or figures)
to present certain facts you may limit it to 350 words more.

1
Follow the APA Style of Referencing for in-text citations and preparing the reference list
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 b) Critical perspective
In this section the student is required to first identify the core issue/s in the case. There after
critically analyse2 the issue/s based on impact on various stakeholders. The student is also
supposed to identify and describe how would she/he handle the situation if they were one of
the major protagonists in the case.
The student may take the support of any ethical theories/ perspectives to justify their
responses. This section may not be more than 1500 words. In case you use graphics(tables or
figures) to present certain facts/analyses you may limit it to 350 words more.

B. Report format
Please use Times New Roman 14 font size for the main headings, Times New Roman 12 font
size for the text body, Times New Roman, 10 font size for the foot notes. It should be single
spaced justified. All Caps is strictly discouraged. Insert page numbers as well.

C. Plagiarism
If you include other people's ideas in your work, without acknowledging the source, then you
are plagiarising. Plagiarism is the intentional presentation of someone else's work - published
or unpublished, either written or in some other form - as if it were your own. Copying from an
unacknowledged source, even if the original wording has been changed, constitutes plagiarism.
Where a verbatim quotation or paraphrase is included, it is not sufficient to include at the end
of your assignment a general list of works consulted. In accordance with good academic
practice, the source of each quotation or paraphrase must be used.

Each assignment submission shall be accompanied with a plagiarism report.

Submission Due Date

Faculty need to receive all the individual written assignment (soft copy) by the end of day
(23:59:59 hours) of seventh (7th) lecture.

Evaluation Parameter
Student would be evaluated basis the rubric for the Individual Assignment.

2
In critical analysis, the writer expresses their own evidence based view. You may refer to the mentioned blog
for better understanding of critical analysis. https://sallypezaro.wordpress.com/2019/06/14/what-is-critical-
analysis/

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 Rubric for Assessment for Individual Assignment

CLO 1) Ability to analyze and understand ethical quandaries and make decisions appropriate
to the business situation (PLO 5a).
CLO 3) Apply ethical decision-making theories/frameworks to reflect critically on specific
business problems and challenges and appreciate approaches to moral reasoning and
its relevance to managing business. (PLO 5c).

Criteria Excellent (3) Acceptable(2) Unacceptable (1) Score

Identifies dilemma Describes the dilemma Identifies the dilemma, Has a vague idea of what
-context and facts in detail having gathered including pertinent the dilemma is and is
(CLO1) pertinent facts. facts, and ascertains uncertain what must be
Ascertains exactly what what must be decided decided
(3 marks) must be decided
Can identify the ethical Unable to identify an ethical
Identification of the issue but unclear issue in a problem or case
ethical issue and explain elaboration
the underlying principle Unable to explain
being violated General explanation of development of how ethical
development of how reasoning develops (e.g.,
Detailed explanation of ethical reasoning Kohlberg, or Kahneman
development of how develops (e.g., other theory)
ethical reasoning Kohlberg, or Kahneman
develops (e.g., other theory)
Kohlberg, or Kahneman
other theory)
Considers Determines accurately Determines the Is unsure as to who are the
stakeholders the stakeholders affected stakeholders and stakeholders , mentions
and thoroughly reflects somewhat reflects the some unrelated stakeholders
(CLO1) on the viewpoints of the viewpoints of some of
stakeholders the stakeholders Unable to identify
(3 marks) stakeholders involved in an
Identify and describe Can identify ethical issue
potential impacts on the stakeholders but unclear
stakeholders involved in of impact on the
an ethical issue stakeholders involved in
an ethical issue

Analyses Clarifies a number of Clarifies at least two Begins to appraise the

Alternatives and alternatives and alternatives and predicts relevant facts and
Consequences evaluates each on the their associated assumptions and identifies
basis of whether or not consequences in detail. some alternatives.
(CLO3) there is interest and
concern over the welfare
of all stakeholders
(3 marks) Able to state approach
Clear and elaborated but unclear or minimal Unable to state the approach
statement of approach to description of approach to ethics being used (e.g.
ethics being used (e.g. to ethics being used utilitarian, deontology ,
utilitarian, deontology , (e.g. utilitarian, virtue etc.)
virtue etc.) deontology , virtue etc.)

Chooses an Action Formulates an action Formulates an action Has difficulty identifying

that evidences a that delineates the and appropriate course of
(CLO3) thoughtful reflection on execution of the action from among
the benefits and risks of decision alternatives
action. Makes suggestions but Unable to make suggestions
(3 marks) Clear and elaborated not elaborate in terms of of reducing risks to
suggestions of reducing reducing risks to stakeholders
risks to stakeholders stakeholders

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 Assignment 2
Group Live Project Guidelines

Weightage: 18 Marks

I. General Guidelines for Written project report

1. Group project is towards the partial fulfilment of the course titled “Ethical Issues in
Management”.
2. Please work in the assigned groups for the assignment.
3. Written submission is team assignment.
4. Plagiarism is an act of fraud and will not be tolerated. Plagiarism is the appropriation of
another’s work and includes both stealing someone else’s work and lying about it. It
includes the following:
- Turning anyone else’s work (including other students’) as your own
- Copying without giving credit (including copying from the internet)
- Not putting quotations in quotation marks
- Incorrectly identifying the source of quotation
a. Plagiarism also includes copying the structure of the sentence of a source. Even if you
have changed the words, it may be a major part of your paragraph/paper which you have
used from the source without giving credit is also plagiarism.
b. All your assignments will be subjected to the plagiarism software and where verified,
there will be penalization which can be severe. Possible punishments for academic
dishonesty can be a grade ‘zero’ or ‘failure’ for the assignment. If you are unsure as to
what action constitutes plagiarism, please get in touch with your course instructor.
c. Each group is requested to submit a plagiarism report with their assignment.
d. It shall also be certified by the team members that analysis is the original work of this team
and all members of the group shall sign an undertaking to this extent on the title page.
e. The Title page should be in the format mentioned below and should include e-signatures of
all group members.

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 Sample Title Page

[DOCUMENT TITLE]
[Document Subtitle]

Group Details

Name SAP ID Roll No

“We, the members of the Group Project, certify that the submitted written report
is the original work of our team and all the analysis and reporting text is entirely our
own. Facts, figures and other relevant information drawn from sources, where
required, is duly acknowledged”.

e-signatures

II. Specific Guidelines for Collecting Primary and Secondary Data for the Project

a. Secondary data collection

1. Identify and select a company of the group’s choice to complete the assignment.
2. Research based on information available digitally search for any ethical /unethical
(current/past) acts of the organization selected. Use a checklist.
3. The checklist is a list structure of points that needs to be observed or evaluated. Using this
technique, you can mark the presence or absence of criteria or can note down short
comments about a topic. Below are some of the tools for Checklists:
• Canva.com:
It is an online tool for creating checklists. It will allow you to customize the design for
checklists. The created checklists template will be accessible from desktop, laptop, iPhone,
iPad, and Android devices. Website: Canva.com
• Checkli:
It is a free checklist maker. It provides templates for creating checklists. It has free as well as
a business plan. The business plan has many features like creating checklists, assigning &
scheduling, and tracking everything. Website: Checkli
• Forgett:
Forgett is a simple and easy to use checklist tool. It has features like markdown & syntax
highlighting, animated gifs, edit mode & action mode, sharing of checklists, and mobile
checklists. It is free for creating three checklists. Website: Forgett
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4. Use a checklist to collect the following information.

§ Identify how the violation of ethics affected various direct and indirect
stakeholders of the organization.
§ What were the implications of the violation(s) on the organization in terms of the
brand reputation, employee retention, investors/donors.

b. Primary data collection

1. Design an interview guide for the purpose of the study. The mentioned website :
https://sociology.fas.harvard.edu/files/sociology/files/interview_strategies.pdf can help in
designing the interview guide.
2. The interview guide should focus on the following broad parameters ( these are indicative
parameters, students can add more parameters):
o What are the major morals that the company focuses on?
o How has the morals of the company shaped the objectives of the organization in
terms of dealing with its major stakeholders- investor/donors, employees,
communities where they work?
o Ethical issue(s) both internal issues or external issues based on the secondary
research done by the group - how has it affected the company
o What are the views of the stakeholders with regards to violation of ethics? How
have they dealt with the situation- psychologically and emotionally.
o From the stakeholder perspective find out if violation of ethics an organizational
risk and the implications of ethical violations on the organization and how it has
impacted the stakeholders.
o What steps has the organization taken to mitigate the risk?

3. Identify four stakeholders of the organization (for example employees, suppliers,

investors, board members etc) to collect the information mentioned in point b, 2.
4. Fix an appointment to conduct a zoom interview to collect the data. All members of the
group have to be present during the interview. Pictures of the interview conducted need
to be attached with the submission as an Appendix.

III. Specific Guidelines for the Writing the Project Report

The written assignment should be based on the following indicative parameters

• Introduction – Discuss the relevance of ethics for the organization in the section. This
section should not be more that 300 words
• Morals of the organization- Discuss the morals that the organization focuses on and
how are these morals followed by the board of the organization and the employees.
This section should not be more that 250 words
• Stakeholders and ethics – Discuss how following the stated morals helps the
organization to take care of its stakeholders. This section should not be more than
250 words
• Ethical violation and Risk- Discuss how violation of ethics is a risk to the
organization for the perspective of internal and external stakeholders. Which ethical
theories has the organization violated leading to the risk. This section should not be
more than 300 words.
• Organization and Ethics- Discuss what the organization does to take care of ethics as
a business risk. This section should not be more than 300 words.
• Conclusion- Write the conclusion in 100 words .

Kindly follow the APA Style of Referencing for in-text citations and referencing. The
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mentioned link can help in understanding and use of the Style of Referencing. The link is
https://www.mendeley.com/guides/apa-citation-guide

Use font size 12 and the preferred fonts are serif (Times New Roman) or sans serif (Arial or
Palatino Linotype).

The criteria for assessment are based on the rubric. Submit only word document. Submission
in any other format(pdf) will be negatively marked.

Submission Due Date

Faculty need to receive all the group live project (soft copy) by the end of day (23:59:59 hours)
of ninth (9th) lecture.

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 Rubric: Group Written Assignment
CLO 2) Develop understanding of ethical concerns across business functional areas consistent
with stated business values of the corporation (PLO 5b).
CLO 3) Apply ethical decision-making theories/frameworks to reflect critically on specific
business problems and challenges and appreciate approaches to moral reasoning and
its relevance to managing business. (PLO 5c).
Parameters Fails Approaches Meets Expectations Exceeds Score
Expectations Expectations (1 (1.5 mark) Expectations
(0.5 mark) mark) (2 marks)
Gathers the facts Relevant facts Some relevant Facts identified, All relevant facts
(How, What, not identified. facts not but some may not identified
Which, Who, and identified. be relevant to the appropriately.
Why) Facts are company or may Who, what, where,
(2 marks) incorrect be slightly when, how and
misinterpreted. why were all
(CLO2) addressed, as
appropriate?
Unavailable facts
that were relative
to the ethical
outcome were also
identified. Facts
were assembled
before starting the
project.
Define the ethical Central ethical Central issues Central issues are Clearly understands
issues issues not are identified, all identified and diverse factors leading
Able to analyze a defined but not clearly used as basis for to development of
situation for appropriately or explained. ethical evaluation; other ethical positions.
potential ethical completely. Peripheral other issues are
problems. Misunderstandi issues not identified. Identification of the
(2 marks) ng of the issues identified ethical issue and
related to the explain the
(CLO2) case. Can identify Can identify the underlying
Unable to the ethical ethical issue some principle being
identify an issue but amount of violated
ethical issue in unclear elaboration
a problem or elaboration
case
Ethical reasoning Unable to Limited General Detailed
Can explain how explain how explanation of explanation of explanation of how
ethical reasoning ethical how ethical how ethical ethical reasoning
develops (e.g., reasoning reasoning reasoning develops
Kohlberg, develops develops develops
Kahneman or other
theory)
(2 marks)
(CLO3)
Understanding Student only Student can Student can name Student names the
Different Ethical names the name the the major theory theory or theories,
Perspectives/Conce major major theory or theories she/he can present the gist
pt theory(e.g., she/he uses, uses, can present of said theory or
(2 marks) utilitarian, and is only the gist of said theories, and
deontology able to present theory or theories, accurately explains
(CLO3) she/he uses the gist of the and attempts to the details of the
named explain the details theory or theories
theory(e.g., of the theory or (e.g., utilitarian,
utilitarian, theories (e.g., deontology, virtue
deontology utilitarian, etc.)
deontology used,
used.
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 but has some
inaccuracies
Identify the affected Affected parties Major players Critical affected Critical affected
parties are not are identified, parties (both parties (both direct
(stakeholders) identified but some direct and and indirect) are
(2 marks) completely. minor players indirect) are identified.
Major players may be identified. Perspectives of all
(CLO2) critical to missing. Perspectives of all critical
analysis are not Perspectives critical stakeholders are
identified. are not stakeholders are identified and
Perspectives of complete. identified. connected with
players are consequences.
missing. Determines who
should be Determines who
involved in the should be involved
decision making in the decision
process and making process and
accurately thoroughly reflects
identifies all the on the viewpoints
stakeholders of the stakeholders
Identify the Critical All critical All critical All critical
consequences of consequences consequences consequences are consequences are
each possible action of actions are are identified, identified and identified and
(2 marks) missing. but some connected with connected with
Actions are not minor actions. More actions. Clarifies a
(CLO3) connected with consequences minor number of
consequences, are missed. consequences are alternatives and
but are instead Consequences also considered. evaluates each on
random and are related to Relative weights the basis of
illogical. actions, but of the various whether or not
Relative relative consequences there is interest and
weights of weights are explicitly concern over the
actions and not clearly articulated with welfare of all
consequences articulated or rational thought. stakeholders
are not inappropriate.
identified.
Application of Student can Student can Student can Student can
Ethical apply ethical apply ethical independently (to independently
Perspectives/Conce perspectives/ perspectives/ a new example) apply ethical
pts concepts to an concepts to an apply ethical perspectives/
(2 marks) ethical question ethical perspectives/ concepts to an
with support question, concepts to an ethical question,
(CLO2) (using independently ethical question, accurately, and is
examples, in a (to a new accurately, but able to consider
class, in a example) and does not consider full implications of
group, or a the application the specific the application.
fixed-choice is inaccurate. implications of
setting) but is the application.
unable to apply
ethical
perspectives/
concepts
independently
(to a new
example.
Analyzes Begins to Clarifies at Clarifies a Clarifies a number
Alternatives and appraise the least two number of of alternatives and
Consequences relevant facts alternatives alternatives and evaluates each on
(2 marks) and and predicts evaluates each on the basis of
assumptions their the basis of whether or not
and identifies associated whether or not there is interest and
(CLO3) there is interest concern over the
and concern over

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 some consequences the welfare of all welfare of all
alternatives. in detail. stakeholders stakeholders

Formulates an Formulates an
implementation implementation
plan that plan that delineates
delineates the the execution of the
execution of the decision and that
decision evidences are
thoughtful
reflection on the
benefits and risks
of action .
Identify the Not all relative All major All relative codes All relative codes
obligations or duties codes and laws codes and and laws that and laws that
(2marks) have been laws have influence the influence the
identified, or been identified ethical analysis ethical analysis
(CLO3) the relationship that influence have been have been
of those laws the ethical identified. identified.
are not clear to analysis.
the issues. Other duties Other duties
Some other relative to the relative to the
The obligations relative duties analysis that are analysis that are
and rights of all have been not necessarily not necessarily
players have missed. The dictated by laws dictated by laws
not been importance of are recognized. are recognized. The
addressed fully. the duties has The relative relative importance
not been fully importance of this of this aspect has
articulated. aspect has explicitly
explicitly articulated with
articulated with rational thought.
rational thought. Solution and
ethical analysis is
logical and clearly
presented at a level
that reflects
extensive reflection
and insight.
Total Score

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