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Chapter 3: Ethics and Social Responsibility
12
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
quality of life for others. Economic responsibilities involve focusing on making a profit.
Zappos has achieved this.
2. At which level of morality does Zappos appear to operate?
a. Preconventional
b. Postconventional
c. Conventional
d. Unconventional
3. Zappos employees are “driven” to participate in charitable activities and feel that giving
back to the community is something that they “must do.” This demonstrates what about
Zappos employees?
a. Zappos employees operate at the preconventional level of morality.
b. Zappos employees focus on the ethical responsibilities of their jobs.
c. Zappos employees have morals that match Zappos values and norms.
d. Zappos employees follow the specific Zappos code of ethics.
4. Zappos relationship with Goodie Two Shoes is an example of cause-related marketing.
a. True—Zappos uses its work with Goodie Two Shoes to spread information about
Zappos to new markets.
b. True—Goodie Two Shoes gets more donations from people who know Zappos
donates shoes.
c. False—Zappos involvement with Goodie Two Shoes is considered corporate giving,
not cause-marketing.
d. False—Goodie Two Shoes is a for-profit organization, so any marketing is not
considered cause-related.
Chapter 3: Ethics and Social Responsibility
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simply because he/she bought into the American dream of a college education?” says Pratt in a
statement on the official Givling website.
Givling is a venture that merges the popularity of online trivia games with the success of
crowdfunding. Pratt invested her savings, along with those of her husband and three of her
friends, and in March 2015, the site officially launched. The concept is a simple one: help
yourself by helping others.
Chapter 3: Ethics and Social Responsibility
16
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
were hurting,” said Pratt. But she did it, and it’s working. As of October 2016, Givling had paid
out over $420,000 and completely paid off the loans of two students.
Sources: C. Carter, “Creative Giving: Givling’s Trivia- and Crowdfunding-Based Solution to
Student Debt,” The Huffington Post, January 16, 2015, accessed October 21, 2016,
http://www.huffingtonpost.com/carol-j-carter/creative-giving-givlings_b_8822980.html;
“Givling,” Givling, accessed October 21, 2016, https://givling.com/givling/; “Students & Debt,”
Debt.org, accessed October 21, 2016, https://www.debt.org/students/.
TRUE/FALSE
1. It has become a behavioral norm in the United States for students to finish college in debt.
2. The current student financial debt crisis is not an ethical issue because nothing illegal has
occurred.
3. Lizbeth Pratt’s giving nature would be considered a virtue.
4.The stakeholder theory particularly applies to Givling because the players have as much to gain
by its success as the owners.
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4. Based on your reading of the case, where on the pyramid of corporate responsibility does the
responsibility to help students pay off their loans fall?
a. philanthropic
b. ethical
c. legal
d. economic
e. None of these
5. If Mead School Supplies ran a campaign providing a free-play Givling access code with each
notebook purchase, this would be an example of __________ marketing.
a. corporate social
b. cause-related
c. green
d. sustainable
Great Ideas for Teaching Chapter 3
Raymond F. Keyes, Boston College
Experimental Course in Marketing Ethics
We are experimenting with a new approach for teaching marketing ethics in a way that will make
it more interesting and challenging for our marketing majors. In our Marketing Topics course,
we are experimenting with an approach that may be the forerunner to a “Marketing Ethics and
Creative Thinking” course—if the experiment is successful. Toward the end, the experimental
course focuses on two main topics: marketing ethics and creative problem-solving.
• Marketing ethics: We begin by reviewing the traditional foundations of ethical reasoning
followed by a more intensive study of selected current theories and relevant readings in the
areas of business ethics and marketing ethics. Against this background, we are using an
experimental model for ethical decision-making—a five step case analysis approach for
ethical analysis of marketing situations and decisions. During the semester, we discuss
cases and readings involving ethical problems in marketing. Finally, student teams
Chapter 3: Ethics and Social Responsibility
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examine an ethical problem situation of their choice, gather and analyze relevant
information on the problem, lead a class discussion of their “case,” and prepare a written
term paper on the results of the study.
• Creative problem-solving: This portion of the course utilizes a more free-wheeling
approach for stimulating creative thinking. We begin by thinking about “thinking” and
about the creative process. During the semester, we try a variety of exercises and
techniques designed to enhance the creative dimensions of our problem-solving and
decision-making efforts.
• Merging the topics: The two topics, joined together in this seminar, provide interesting
opportunities for future business practitioners to develop their ethical decision-making
skills and to apply creative thinking in the formulation of alternative courses of action in
difficult ethical situations.
Chung-kue Hsu, Montclair State University
Sex Roles and Product Consumption
This exercise is designed to help students think critically about how sex roles may affect
consumer perception or even their actual consumption of certain consumer products or brands.
Societies tend to assign a set of traits or characteristics to males (e.g., aggressiveness, toughness)
and another set to females (e.g., tenderness, obedience). This division in sex roles can also affect
consumers’ perceptions and consumption of certain products or brands. Traditionally, some
products or brands are perceived as masculine (e.g., pocket knife, Marlboro cigarettes), while
others are perceived as feminine (e.g., hand lotion, Virginia Slim cigarettes). However, it is
observed that the link between sex roles and consumer products has gradually been eliminated
for many products, while for other products, the link still lingers.
This exercise requires each student to collect two print ads from magazines: one ad for a brand of
consumer product that illustrates a diminishing link between sex roles and the product and
another that demonstrates an enduring link. Students are asked to bring in the ads to class. The
instructor can use these ads as examples to facilitate discussion and ask if any other students
disagree that the product in the ad is (or is not) linked to sex roles.
Randy Stuart, Kennesaw State University
A Lesson on Packaging and Social Responsibility
This exercise was developed in conjunction with a university-wide community food drive and to
reinforce the lesson on packaging. To encourage participation, it was presented as an extra credit
opportunity.
Chapter 3: Ethics and Social Responsibility
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Have the students bring in three cans of the same type of food (i.e., corn, peas, etc.), one
manufacturer, one private label/house brand, and one generic. Each can is worth 5 points. Have
the students write a paper (one to three pages) comparing the packaging strategy of each can.
The paper is worth 10 points. Encourage them to address the topics given below:
• Size and pricing
• Use of color
• What attracted them to each can?
• What were the strong and weak points of each label?
• Which package they think was the most efficient and effective, and why?
Due to the difficulty of finding generic merchandise in our market, the exercise was modified so
that the students who were unable to find generic merchandise could do the exercise with two
manufacturers and one house brand. Students who were able to find a can of generic food earned
an additional 5 points.
Creative students were encouraged to make their own labels and discuss why their label was
better than the rest. This was also worth an additional 5 points.
The exercise was fun for all. It made the students take what was learned in class and apply it.
Most importantly, much food was donated to local food banks, and the students received a lesson
in social responsibility.
Nancy M. Carr, Community College of Philadelphia
Scenarios in Sales Management: Ethical Issues for Class Discussion
Scenario I. As sales manager, you have noticed changes in salesman Mike lately. Mike used to
be your “bright-eyed and bushy-tailed inside salesman,” but now he seems tired all the time. You
even caught him asleep at his desk twice in the last week. You ask Mike if he is okay, and he
Chapter 3: Ethics and Social Responsibility
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about what to do about Mike.
Scenario II. You are very lucky to have two outstanding salespeople desiring the two straight
commission sales positions in your new company. Both of them have impressive past sales
records, want a new challenge, and have the confidence to desire straight commission pay. Their
Scenario III. A prospect calls the office and is looking for a property in the $300,000 price
range. This is much higher than most of the company’s prospects can pay. This excellent
Scenario IV. You have never had a sales trainee like Joe. When you arrive early in the morning,
he is already there working. He is thoughtful, courteous, and a real self-starter. The only problem
is that Joe smells. Since you work with the trainees individually, no one else is affected but you
Scenario V. You have been taking phone applications for counter positions in your doughnut
shop. One applicant, Cindy, is very well spoken and polite. You tell Cindy to come in after lunch
when you will be in the shop. At 1:30 p.m., a car pulls up and a gigantic young woman gets out.
© 2018 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
