Michael R. Hyman

Although ads with subtle racist imagery can reinforce negative stereotypes, advertisers can eliminate this problem. After a brief overview of predominantly U.S.-based research on the racial mix of models/actors in ads, a theoretical framework for unmasking subtle racial bias is provided and dimensional qualitative research is introduced as a method for identifying and rectifying such ad imagery. Results of a DQR-based study of 622 U.K. television ads with at least one Black actor indicate subtle racially biased imagery now supersedes overt forms, and the most popular ad appeals often mask negative stereotypes. Implications for public policy and advertisers, as well as recommendations for future research, are discussed.

Many popular business strategies, such as re-engineering, core competency, and value engineering, may achieve short-term profits by antagonizing workers and alienating customers. We contend that self-actualized companies must create an ethical business environment grounded in three ethical principles. To suggest these principles, which characterize all "volitionist companies", we first review two typical problems and the questionable ways that some companies resolved them. Then, we discuss these principles and compare "volitionism" to three well- known normative ethical theories. Finally, we show that these principles form the core of at least four popular management theories.

Although the pedagogy literature indicates significant relationships between cheating intentions and both personal and situational factors, no published research has examined the joint effect of personal moral philosophy and perceived moral intensity components on students’ cheating intentions. Hence, a structural equation model that relates magnitude of consequences, relativism, and idealism to willingness to cheat, is developed and tested. Using data from undergraduate business students, the empirical results provide insight into these relationships and evidence of mediation for magnitude of consequences on idealism and students’ cheating intentions. Implications for educators are offered.