<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942022000202526</article-id>
<article-id pub-id-type="doi">10.5294/edu.2022.25.2.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación ética en escuelas de negocios: un debate que no avanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethics Training in Business Schools: A Stalled Debate]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação ética em escolas de negócios: um debate que não progride]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra-Torres]]></surname>
<given-names><![CDATA[Juan Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Castillo]]></surname>
<given-names><![CDATA[Gianna Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Idrovo-Carlier]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Inalde Business School  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Inalde Business School  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Inalde Business School  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942022000202526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942022000202526&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942022000202526&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los escándalos corporativos de principios del siglo XXI (Enron, Worldcom, subprime) generaron crisis económicas globales. Cuando poderosos graduados de reconocidas escuelas de negocios fueron responsabilizados por la opinión pública, surgió la pregunta de si la formación ética que recibieron de estas instituciones había sido insuficiente. Analizamos las tendencias de la literatura académica reciente (2012-2022) sobre las propuestas para mejorar la enseñanza ética en las escuelas de negocios. A partir de una revisión sistemática de la literatura (revistas Q1 y Q2 en Scopus y Web of Science - WOS) clasificamos los artículos en cinco categorías, dependiendo de dónde acentuaban su diagnóstico y sus propuestas: 1) factores externos: reguladores y acreditadores, presiones del mercado, opinión pública y rankings (clasificaciones); 2) factores transversales: conceptos de base y valores del entorno, misión e identidad institucional, estrategia y oferta de valor; 3) factores de entrada: directivos, claustro académico y estudiantes; 4) factores de proceso: currículo y formato, pedagogía, contenido y materiales de enseñanza; y 5) factores de salida: graduados, publicaciones académicas, sellos de calidad. Los resultados indican que el interés en esta discusión decayó. Predominaron las propuestas de cambios curriculares, con rediseño de cursos y nuevas propuestas pedagógicas,y enfocados en ciertos factores transversales, como ajustar la misión y los objetivos institucionales, en respuesta al compromiso que muchas instituciones asumieron al firmar los Principles for Responsible Management Education (PRME) de Naciones Unidas. Se discute si este cambio fue más "cosmético" que una transformación integral de la oferta educativa, incapaz de vencer las barreras existentes para mejorar la enseñanza ética de los profesionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The great corporate scandals of the beginning of the 21st century (Enron, Worldcom, Subprime) gave rise to economic crises of global impact. When influential graduates of renowned business schools were held accountable by public opinion, questions arose about whether the ethics training they received from these institutions had been insufficient. We intend to analyze trends in recent academic literature (2012-2022) on proposals to improve ethical teaching in management and business schools. Based on a systematic literature review (Q1 and Q2 journals in Scopus and WOS), we classified the articles into five categories, depending on where authors emphasized their diagnosis and proposals: 1) External factors to educational institutions (regulators and accreditors, market pressures, public opinion, and rankings); 2) cross-cutting factors (basic fundamental values of the environment, mission and institutional identity, strategy, and value offer); 3) input factors (managers, faculty, and students); 4) process factors (curriculum and format, pedagogy, content, and teaching materials), and (5) output factors (graduates, academic publications, institutional recognitions). The results indicate that interest in this discussion waned. Proposals mainly aimed at curricular changes (redesign of courses and new pedagogical proposals) and certain cross-cutting factors (for example, adjusting the mission and institutional objectives) in response to the commitment that many institutions made when signing the United Nations PRME (Principles for Responsible Management Education). It is also discussed whether this change was "cosmetic" rather than a comprehensive transformation of the educational offering capable of overcoming the existing barriers to improve the ethical teaching of professionals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os escândalos corporativos do início do século 21 (Enron, Worldcom, subprime) geraram crises econômicas globais. Quando poderosos formandos de reconhecidas escolas de negócios foram responsabilizados pela opinião pública, surgiu a pergunta de se a formação ética que receberam dessas instituições tinha sido insuficiente. Analisamos as tendências da literatura acadêmica recente (2012-2022) sobre as propostas para melhorar o ensino ético nas escolas de negócio. A partir de uma revisão sistemática da literatura (revistas Q1 e Q2 em Scopus e Web of Science), classificamos os artigos em cinco categorias, dependendo de onde acentuavam seu diagnóstico e suas propostas: 1) fatores externos - reguladores e acreditadores, pressões do mercado, opinião pública e rankings (classificações); 2) fatores transversais - conceitos de base e valores do ambiente, missão e identidade institucional, estratégia e oferta de valor; 3) fatores de entrada - direção, corpo docente e estudantes; 4) fatores de processo - currículo e modelo, pedagogia, conteúdo e materiais de ensino; 5) fatores de saída - formandos, publicações acadêmicas, selos de qualidade. Os resultados indicam que o interesse nessa discussão diminuiu. Predominaram as propostas de mudanças curriculares, com redesenho de cursos e novas propostas pedagógicas, e focados em certos fatores transversais, como ajustar a missão e os objetivos institucionais, em resposta ao compromisso que muitas instituições assumiram ao assinar os Principles for Responsible Management Education das Nações Unidas. É discutido se essa mudançafoi mais "cosmética"do que uma transformação integral da oferta educacional, incapaz de vencer as barreiras existentes para melhorar o ensino ético dos profissionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículo universitario]]></kwd>
<kwd lng="es"><![CDATA[educación en gestión responsable]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la ética]]></kwd>
<kwd lng="es"><![CDATA[escuelas de negocios]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[responsible management education]]></kwd>
<kwd lng="en"><![CDATA[college]]></kwd>
<kwd lng="en"><![CDATA[teaching ethics]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[business schools]]></kwd>
<kwd lng="pt"><![CDATA[Currículo universitário]]></kwd>
<kwd lng="pt"><![CDATA[educação em gestão responsável]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[ensino da ética]]></kwd>
<kwd lng="pt"><![CDATA[escolas de negócios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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