Business Ethics, Case Studies and Selected Readings,
10th Edition by Jennings, All units 1 to 9 Covered
SOLUTION MANUAL
,
,Marianne Jennings, Business Ethics: Case Studies and Selected Readings, 10e, © 2024, 9780357717776; Introduction
TABLE OF CONTENTS
Units .............................................................................................................................................................. 1
Preface and Using the Manual ...................................................................................................................... 2
Teaching Tips and Suggestions ..................................................................................................................... 4
Teaching Methodology .................................................................................................................................. 6
Sample Syllabus ............................................................................................................................................ 9
UNITS
Unit One—Ethical Theory, Philosophical Foundations, Our Reasoning Flaws, Types of Ethical Dilemmas, and You
Unit Two—Solving Ethical Dilemmas in Business
Unit Three—Business, Stakeholders, Social Responsibility, and
Sustainability
Unit Four—Ethics and Company Culture
Unit Five—Ethics and Contracts
Unit Six—Ethics in International Business
Unit Seven—Ethics, Business Operations, and Rights
Unit Eight—Ethics and Products Unit Nine—Ethics
and Competition Test Bank
PREFACE AND USING THE MANUAL
This instructor’s manual (IM) consists of three parts. The first portion offers some teaching tips and suggestions,
including a sample syllabus for teaching a one-semester course in business ethics.
In the second segment of this manual, you will find answers to case questions and key discussion points,
observations, and additional information for the cases and readings in the book. The third segment of this instructor’s
manual is a test bank. Many instructors asked for help in developing exams for their courses. This test bank offers a
variety of question formats and topics along with answers. Also included are correlations between the questions and
the materials in the text so that exams can be developed more easily according to materials covered.
There are also PowerPoint slides for the cases. These slides are greatly expanded for this edition. The PowerPoint
slides offer illustrations and diagrams of the often complex interactions of the characters in the cases. The students will
be able to visualize this interaction as opposed to mentally keeping track of who did what and when.
Each case and readings are covered in the manual. The title of the case appears, and if there is a PowerPoint
slide associated with the case, its number is noted directly beneath the case title. There is then a section called “Answers
and Key Discussion Items.” The questions from the book are answered along with embellishments and additional
questions to ask the students as a follow-up. The “Ethics in Action,” “Compare & Contrast,” “Why Didn’t They Say
Something?,” and “Famous Lines from Art & Literature” features in the text are also covered in those cases in which
they appear. These feature help students compare and contrast the cases and decisions in those cases and require
students to recall and integrate materials. The famous lines are pithy memory features that help students with recall
of important ethical principles. These features are included to help students think more deeply about ethical issues in
their lives and in business. The manual materials on these features will help instructors lead discussions. The heading
“Legal Issues” appears for cases in which the legal and ethical issues cross, and the law that applies in the case is
summarized and explained.
The materials were developed with both students and instructors in mind. This IM offers instructors additional
, resources as well as notions for the stimulation of discussion. Students enjoy the benefit of instruction that leads to
the heart of the difficult dilemmas presented in the text.
Good luck as you proceed with instruction in an area that is critical to your students in their business and
personal lives. I hope the materials are helpful to you. If you have questions or suggestions, please feel free to email
me at or write to me at 5155 East Eagle Drive, #22244, Mesa, AZ 85215.
Marianne M. Jennings Emeritus Professor of Legal
and Ethical Studies in
Business
Former Director, Lincoln
Center for Applied Ethics (1994–1999)
W. P. Carey School of Arizona State University
Business,
TEACHING TIPS AND SUGGESTIONS
Teaching business ethics is a challenge for most instructors. The most frequent questions I am asked by those
who use this book are: What am I supposed to be teaching? How do I approach this topic? How do I organize what
seems to be a subject based on opinion?
The nature of these questions tells me that those who are teaching business ethics have some confusion about
what business ethics is. Business ethics is an applied science, not a theoretical one. While the discussions in philosophy
ramble and posture, the discussions in business ethics have purpose and, often, have definitive answers. For
example, a conflict of interest is a conflict of interest. The discussion in business ethics focuses on how to handle that
conflict, not whether a conflict exists. A theoretical approach would focus on the initial question of whether there is a
conflict. The business ethics approach focuses on why something needs to be done about a conflict of interest and
which approach is best for handling that conflict.
Since the publication of the ninth edition, we thought we had finished with ethical problems after all the bank
issues. However, we had Boeing, with another ethical debacle with its redesign of its 737 MAX airplane. We had
another sexual abuse scandal at a major university. This time, Michigan State failed to properly investigate and take
action against a physician in its sports medicine program. Almost 50 parents were charged in an admission scandal in
which their children’s records were falsified and money was paid to get them into prestigious schools. The former CEO
of Nissan spent company money on suits and parties and then escaped from Japan in a crate to avoid trial.
Pharmaceutical firms continued to raise their prices on lifesaving prescription drugs. The last edition’s case questions
in the area of culture (Unit 4) were almost predictive of what could happen in cultures such as these that did not
frame issues correctly or resolve the tension between performance and reputation and evolving issues and dangers in
operation. Other debacles have unfolded since the last edition, with resulting ethical questions surrounding financial
reporting, accounting, conflicts of interest, political donations, destruction of documents, whistleblowing, employee
pensions plans, relationships between pharmaceutical firms and physicians and researchers, insider trading, and even
moral responsibility.
Instructors should understand the critical role they play in helping students see and understand business ethical
issues as they unfold so that they can play a role in preventing a company’s self-destruction and the resulting harm to
employees, creditors, communities, and many others associated with or dependent upon their companies. This
edition continues to help students explore the psychology behind the decisions that companies made that turned out to
be very shortsighted and risky. Instructors can play a key role in helping students understand why they might
succumb to pressures within organizations.
A frequent obstacle that many instructors face when teaching business ethics is their concern that they do not
want to impose their values or anyone’s values on their students. Remember, your role is not to teach students what to
think about business ethics: your role is to teach them how to think about business ethics. In other words, you play
the role of teaching students how to think through all of the impact, costs, and consequences of choices they and
businesses make as they analyze these cases. You will find that some students will read through the segment on
earnings management and emerge convinced that earnings management is worth the risk. They have made a
decision that may run contra to your views and the views of many other managers. However, your role is to be
certain that those students who emerge with that as a business strategy understand the costs, consequences, and
implications of that pattern of behavior for them and their organizations.
This edition continues with the reorganization of the ninth edition to incorporate the government and nonprofit
cases into the topics of culture, operations, and social responsibility. The well-received first two sections on personal
ethics and an introduction to business ethics have been further refined to give students more of a foundation for
resolving dilemmas before they delve into specific topic areas. The financial cases are not grouped into one unit. You
will find the full Boeing case early on in the book to give instructors the opportunity to teach students that while the fact
10th Edition by Jennings, All units 1 to 9 Covered
SOLUTION MANUAL
,
,Marianne Jennings, Business Ethics: Case Studies and Selected Readings, 10e, © 2024, 9780357717776; Introduction
TABLE OF CONTENTS
Units .............................................................................................................................................................. 1
Preface and Using the Manual ...................................................................................................................... 2
Teaching Tips and Suggestions ..................................................................................................................... 4
Teaching Methodology .................................................................................................................................. 6
Sample Syllabus ............................................................................................................................................ 9
UNITS
Unit One—Ethical Theory, Philosophical Foundations, Our Reasoning Flaws, Types of Ethical Dilemmas, and You
Unit Two—Solving Ethical Dilemmas in Business
Unit Three—Business, Stakeholders, Social Responsibility, and
Sustainability
Unit Four—Ethics and Company Culture
Unit Five—Ethics and Contracts
Unit Six—Ethics in International Business
Unit Seven—Ethics, Business Operations, and Rights
Unit Eight—Ethics and Products Unit Nine—Ethics
and Competition Test Bank
PREFACE AND USING THE MANUAL
This instructor’s manual (IM) consists of three parts. The first portion offers some teaching tips and suggestions,
including a sample syllabus for teaching a one-semester course in business ethics.
In the second segment of this manual, you will find answers to case questions and key discussion points,
observations, and additional information for the cases and readings in the book. The third segment of this instructor’s
manual is a test bank. Many instructors asked for help in developing exams for their courses. This test bank offers a
variety of question formats and topics along with answers. Also included are correlations between the questions and
the materials in the text so that exams can be developed more easily according to materials covered.
There are also PowerPoint slides for the cases. These slides are greatly expanded for this edition. The PowerPoint
slides offer illustrations and diagrams of the often complex interactions of the characters in the cases. The students will
be able to visualize this interaction as opposed to mentally keeping track of who did what and when.
Each case and readings are covered in the manual. The title of the case appears, and if there is a PowerPoint
slide associated with the case, its number is noted directly beneath the case title. There is then a section called “Answers
and Key Discussion Items.” The questions from the book are answered along with embellishments and additional
questions to ask the students as a follow-up. The “Ethics in Action,” “Compare & Contrast,” “Why Didn’t They Say
Something?,” and “Famous Lines from Art & Literature” features in the text are also covered in those cases in which
they appear. These feature help students compare and contrast the cases and decisions in those cases and require
students to recall and integrate materials. The famous lines are pithy memory features that help students with recall
of important ethical principles. These features are included to help students think more deeply about ethical issues in
their lives and in business. The manual materials on these features will help instructors lead discussions. The heading
“Legal Issues” appears for cases in which the legal and ethical issues cross, and the law that applies in the case is
summarized and explained.
The materials were developed with both students and instructors in mind. This IM offers instructors additional
, resources as well as notions for the stimulation of discussion. Students enjoy the benefit of instruction that leads to
the heart of the difficult dilemmas presented in the text.
Good luck as you proceed with instruction in an area that is critical to your students in their business and
personal lives. I hope the materials are helpful to you. If you have questions or suggestions, please feel free to email
me at or write to me at 5155 East Eagle Drive, #22244, Mesa, AZ 85215.
Marianne M. Jennings Emeritus Professor of Legal
and Ethical Studies in
Business
Former Director, Lincoln
Center for Applied Ethics (1994–1999)
W. P. Carey School of Arizona State University
Business,
TEACHING TIPS AND SUGGESTIONS
Teaching business ethics is a challenge for most instructors. The most frequent questions I am asked by those
who use this book are: What am I supposed to be teaching? How do I approach this topic? How do I organize what
seems to be a subject based on opinion?
The nature of these questions tells me that those who are teaching business ethics have some confusion about
what business ethics is. Business ethics is an applied science, not a theoretical one. While the discussions in philosophy
ramble and posture, the discussions in business ethics have purpose and, often, have definitive answers. For
example, a conflict of interest is a conflict of interest. The discussion in business ethics focuses on how to handle that
conflict, not whether a conflict exists. A theoretical approach would focus on the initial question of whether there is a
conflict. The business ethics approach focuses on why something needs to be done about a conflict of interest and
which approach is best for handling that conflict.
Since the publication of the ninth edition, we thought we had finished with ethical problems after all the bank
issues. However, we had Boeing, with another ethical debacle with its redesign of its 737 MAX airplane. We had
another sexual abuse scandal at a major university. This time, Michigan State failed to properly investigate and take
action against a physician in its sports medicine program. Almost 50 parents were charged in an admission scandal in
which their children’s records were falsified and money was paid to get them into prestigious schools. The former CEO
of Nissan spent company money on suits and parties and then escaped from Japan in a crate to avoid trial.
Pharmaceutical firms continued to raise their prices on lifesaving prescription drugs. The last edition’s case questions
in the area of culture (Unit 4) were almost predictive of what could happen in cultures such as these that did not
frame issues correctly or resolve the tension between performance and reputation and evolving issues and dangers in
operation. Other debacles have unfolded since the last edition, with resulting ethical questions surrounding financial
reporting, accounting, conflicts of interest, political donations, destruction of documents, whistleblowing, employee
pensions plans, relationships between pharmaceutical firms and physicians and researchers, insider trading, and even
moral responsibility.
Instructors should understand the critical role they play in helping students see and understand business ethical
issues as they unfold so that they can play a role in preventing a company’s self-destruction and the resulting harm to
employees, creditors, communities, and many others associated with or dependent upon their companies. This
edition continues to help students explore the psychology behind the decisions that companies made that turned out to
be very shortsighted and risky. Instructors can play a key role in helping students understand why they might
succumb to pressures within organizations.
A frequent obstacle that many instructors face when teaching business ethics is their concern that they do not
want to impose their values or anyone’s values on their students. Remember, your role is not to teach students what to
think about business ethics: your role is to teach them how to think about business ethics. In other words, you play
the role of teaching students how to think through all of the impact, costs, and consequences of choices they and
businesses make as they analyze these cases. You will find that some students will read through the segment on
earnings management and emerge convinced that earnings management is worth the risk. They have made a
decision that may run contra to your views and the views of many other managers. However, your role is to be
certain that those students who emerge with that as a business strategy understand the costs, consequences, and
implications of that pattern of behavior for them and their organizations.
This edition continues with the reorganization of the ninth edition to incorporate the government and nonprofit
cases into the topics of culture, operations, and social responsibility. The well-received first two sections on personal
ethics and an introduction to business ethics have been further refined to give students more of a foundation for
resolving dilemmas before they delve into specific topic areas. The financial cases are not grouped into one unit. You
will find the full Boeing case early on in the book to give instructors the opportunity to teach students that while the fact
