Formación ética en escuelas de negocios: un debate que no avanza

Juan Manuel Parra-Torres; Gianna Carolina Torres-Castillo; Sandra Idrovo-Carlier

doi:10.5294/edu.2022.25.2.6

Autores/as

Juan Manuel Parra-Torres Autor/a INALDE Business School https://orcid.org/0000-0002-7690-7587
Gianna Carolina Torres-Castillo Autor/a Inalde Business School https://orcid.org/0000-0003-3333-6216
Sandra Idrovo-Carlier Autor/a INALDE Business School https://orcid.org/0000-0003-0922-4994

DOI:

https://doi.org/10.5294/edu.2022.25.2.6

Palabras clave:

Currículo universitario, educación en gestión responsable, educación universitaria, enseñanza de la ética, escuelas de negocios

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.

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