McManus Warnell, JessicaMariaCoutinho de Arruda, CeciliaWang, Cheng2019-09-252019-09-252013-01-032012http://hdl.handle.net/20.500.12424/188708The paper explores findings of an assessment of moral reasoning and learning outcomes associated with undergraduate business ethics in schools from two diverse contexts, the United States and Brazil, including a required course in conceptual foundations of business ethics and optional elective courses. Findings of the longitudinal study indicate empirical support for applied curricula and a rubric based on the Four Component Model of Morality (Rest and Narvaez, 1999) is presented as one promising and productive framework. The paper explores approaches with potential for developing emerging business leaders with proclivity toward and capacity for ethical leadership, and discusses the role of institutional support for student development in the area of business ethics.engWith permission of the license/copyright holderbusiness ethics education, moral development, undergraduate business students, ethical decision-makingEconomic ethicsBusiness ethicsCultural ethicsConference proceedings