Chapter 6: Using the Business Integrity Capacity Model to Advance Business Ethics Education

In light of the educational pedigrees of convicted business criminals who have hurt millions of stakeholders, the record of undergraduate business student cheating, and the recently published study documenting that MBA students are the biggest cheats among U.S. graduate students, the public is demanding to know what else business schools are doing besides credentialing more future white-collar business criminals (McCabe, Butterfield & Trevino, 2006; Smith, Davy & Easterling, 2004; Swanson & Frederick, 2005; Trank & Rynes, 2003). Successfully addressing this public challenge and empirically documenting it are front burner concerns of responsible business educators (Hartman & DesJardins, 2007; Sims & Felton, 2006; Swanson, 2004; True, Ferrell & Ferrell, 2005), business professional associations (AACSB Ethics Education Task Force, 2004; Hinings & Greenwood 2002; Pritchard, 2006) and business practitioners (Carroll, 2004; Giacalone & Thompson, 2006; Trevino & Brown, 2004).