virtue theory
ARISTOTLE 'S VIRTUES AND MANAGEMENT THOUGHT:
AN EMPIRICAL EXPLORATION OF AN
INTEGRATIVE PEDAGOGY
Bruno Dyck and Rob Kleysen
Abstract: This paper develops and explores a pedagogical innovation for integrating virtue theory into business students ' basic understanding of general management. Eighty-seven students, in 20 groups, classified three managers ' real-time videotaped activities according to an elaboration of Aristotle 's cardinal virtues, Fayol 's management functions, and Mintzberg 's managerial roles. The study 's empirical evidence suggests that, akin to Fayol 's functions and
Mintzberg 's roles, Aristotle 's virtues are also amenable to operationalization, reliable observation, and meaningful description of managerial behavior. The study provides an oft-called-for empirical basis for further work in virtue theory as an appropriate conceptual framework for the study and practice of management. The results indicate that virtue theory may be used to re-conceive our fundamental understanding of management, alongside its capacity to weigh moral judgment upon it. Implications and suggestions for future research are discussed.
Neither by nature, then, nor contrary to nature do the virtues arise in us; rather we are adapted by nature to receive them, and are made perfect by habit... . we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
—Aristotle, Nicomachean Ethics
V
irtue theory has generated increasing interest among moral philosophers
(e.g., Maclntyre, 1981) and business ethicists (e.g., Hartman, 1998; Koehn,
1995; Mintz, 1996; Moberg, 1999). While limitations of virtue theory have been justly noted (Koehn, 1998), scholars have effectively drawn on Aristotle 's (1999) virtues to help business students develop their moral capacities (Hartman, 1998;
Mintz, 1996; Solomon, 1992). However, a significant challenge remains to help business students incorporate ethical concerns into a
AN EMPIRICAL EXPLORATION OF AN
INTEGRATIVE PEDAGOGY
Bruno Dyck and Rob Kleysen
Abstract: This paper develops and explores a pedagogical innovation for integrating virtue theory into business students ' basic understanding of general management. Eighty-seven students, in 20 groups, classified three managers ' real-time videotaped activities according to an elaboration of Aristotle 's cardinal virtues, Fayol 's management functions, and Mintzberg 's managerial roles. The study 's empirical evidence suggests that, akin to Fayol 's functions and
Mintzberg 's roles, Aristotle 's virtues are also amenable to operationalization, reliable observation, and meaningful description of managerial behavior. The study provides an oft-called-for empirical basis for further work in virtue theory as an appropriate conceptual framework for the study and practice of management. The results indicate that virtue theory may be used to re-conceive our fundamental understanding of management, alongside its capacity to weigh moral judgment upon it. Implications and suggestions for future research are discussed.
Neither by nature, then, nor contrary to nature do the virtues arise in us; rather we are adapted by nature to receive them, and are made perfect by habit... . we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
—Aristotle, Nicomachean Ethics
V
irtue theory has generated increasing interest among moral philosophers
(e.g., Maclntyre, 1981) and business ethicists (e.g., Hartman, 1998; Koehn,
1995; Mintz, 1996; Moberg, 1999). While limitations of virtue theory have been justly noted (Koehn, 1998), scholars have effectively drawn on Aristotle 's (1999) virtues to help business students develop their moral capacities (Hartman, 1998;
Mintz, 1996; Solomon, 1992). However, a significant challenge remains to help business students incorporate ethical concerns into a
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