(Submitted as a Practice Paper)

Teaching Ethics with an Integrated Online Curriculum

Christine Lynn, Ph.D.Professor

Director of Isbell Hospitality Ethics

School of Hotel and Restaurant ManagementNorthern Arizona University

P.O. Box 5638Flagstaff, Arizona 86011-5638

(928) 523-2133(928) 523-1711 fax

Christine.Lynn@nau.edu

January, 2010Revised: April, 2010

Author Bio: Christine Lynn is a Professor and Director of Isbell Hospitality Ethics at the School of Hotel and Restaurant Management at Northern Arizona University. Her expertise is in curriculum design and ethics.

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Teaching Ethics with an Integrated Online Curriculum

Abstract

This paper reviews the hospitality literature on teaching ethics and describes a

hospitality ethics curriculum with all of the files freely available online so that any

hospitality program can construct and populate a professionally designed complete

hospitality ethics web course or online integrated ethics program.

Key Words: hospitality ethics, ethics instruction,

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Ethics are the rules of conduct people decide to live by. They are moral rules,

though not necessarily laws. Business ethics are the moral rules adhered to by

organizations to make trust possible in business transactions. The purpose of this paper

is to review the hospitality literature on teaching ethics and to describe a curriculum to

address this need. All of the curriculum files are freely available online (see Author’s

Note at end) so that any hospitality program can construct and populate a professionally

designed hospitality ethics web course or an integrated online ethics program, or use

the curriculum in a live classroom setting.

REVIEW OF THE LITERATURE

Thirty-six articles were written on teaching ethics in the hospitality literature

between 1990 and 2008, averaging between 1 and 2 articles per year, except in 2004

when four articles appeared and in 2005 when seven articles appeared.

The Need to Teach Ethics

Developing an awareness and sensitivity to personal integrity should be

one of the goals of all hospitality programs (Martin, 1998). A strong ethical foundation

may be more necessary for decision making in a people oriented industry such as

hospitality. To be able to make good decisions in the future, students need to develop

ethical awareness and understand ethical decision-making. They must be able to

analyze ethical issues and apply the results (Khan & McCleary, 1996). Students can be

familiarized with situations that are likely to occur and given the analysis tools to be able

to understand and deal with the ramifications (Upchurch, 1998).

It has been suggested that students’ and managers’ personal codes of ethics

may have been less than carefully considered and developed, while hospitality

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educators may not have the philosophical background to effectively teach ethics

(Whitney, 1989). If, however, students are to obtain the cognitive skills and integrative

abilities necessary for management, they will have to be able to recognize moral

distinctions (Hegarty, 1990), and it is up to hospitality educators to prepare students to

be successful (Whitney, 1989). A clear understanding of business ethics is essential for

students’ professional development (Christy & Coleman, 1991).

Hospitality graduates who are attuned to their own values and those values

match the values of their organizations, will be more comfortable discussing values and

ethics with their own employees and more able to model appropriate ethical behavior at

the work place. They will be better able to communicate organizations’ ethical

expectations to achieve desired ethical outcomes (Stevens & Brownwell, 2000).

The literature states repeatedly that ethics must be taught in university hospitality

programs. “It is imperative for hospitality programs to offer ethics education and training

for their hospitality students” (Yeh, Moreo, Ryan, & Perry, 2005). The results of

numerous surveys emphasize this need to teach ethics (Jaszay, 2001, 2003, 2005;

Lynn, 2006, 2007, 2008, 2010.

Hotel executives, hotel human resource specialists, and alumni ranked ethics to

be the most important content area to be taught in hospitality programs. One hundred

fifty-nine students in a hospitality program strongly agreed that ethics should be taught

in hospitality programs, and that it would positively affect their careers (Lundberg,

1994). Hospitality educators prepare students for careers in management and must

address ethical and legal issues (March & Schmidgall, 1999).

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Another study surveyed 242 I-CHRIE educators as to their perceptions of

business ethics in hospitality curricula and in the hospitality industry, and also to find if

demographics influenced their perceptions about business ethics. The educators

agreed that ethical business practices are important, that ethics should be included in

hospitality curricula, and that ethics education is good for students. While all of the

surveyed educators agreed that ethics instruction is important, female educators were

more concerned, as were educators in two-year college programs. Educators in

graduate degree granting programs were the least concerned (Lin, Martin, &

Cobanoglu, 2002). Age, experience, and gender were found to affect the level of moral

development, with female students ahead of male students, and experienced managers

ahead of all students (Freedman & Bartholomew, 1991).

A study compared 735 hospitality students’ responses to ethical dilemmas from a

1993 Damitio and Schmidgall study, with students’ responses to the same ethical

dilemmas in 1994. The study also asked respondents to indicate whether the manager’s

behavior in the dilemmas was ethical or not ethical. The results indicated that while

students try to do the right thing, half of the time, they do not know what the right thing

is. The study did find female students to be more ethical, but also suggested that ethics

must be more consistently taught in hospitality programs (Lynn, Howey, & Combrink,

2007).

What Should be Taught

Survey results of 520 Hong Kong hospitality students ranked 39 ethical issues in

terms of their perceived importance which were then reduced into a set of underlying

factors such as company and employee fraud, employees’ integrity, social conscience,

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environmental protection, employees’ privacy and rights, consumer protection and

employees’ personal advantage. The study’s authors encourage educators to use the

results of this study to understand students’ ethical orientation to be able to plan

curricula that are of more interest and address students’ weaknesses (Yeung & Pine,

2003).

Forty-five general managers, who responded to a survey ranking 12 ethical

principles in terms of importance and violation frequency, indicated that ethical

dilemmas are everyday occurrences in their hotels (Vallen & Casado, 2000).

Most educators agree that it is more effective to incorporate a thoroughly planned

ethics component using a case study into each required course than to teach a

separate ethics course (Enghagen, 1991; Yeh, et al., 2005; Jaszay, 2001). Values are

best communicated through coaching and modeling (Stevens & Brownwell, 2000), so

perhaps a four-year hospitality program with integrated ethics instruction utilizing case

studies and taught by faculty whose values are consistent with the ethics curriculum,

could be positively influential.

Professional educators continue to be criticized by the proponents of liberal arts

education for not teaching values, ethics, concepts and cultural issues. Professional

education programs do not necessarily have stand alone courses in philosophical topics

but instead, the philosophical topics are incorporated throughout the curriculum.

Communication and critical thinking are required skills in both professional and liberal

education. To be successful in today’s business environment ethical principles must be

understood and adhered to. This criticism, according to B. L. Cole (2005) is based on a

misunderstanding rather than a reality.

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The results, however, of a Yeh, Moreo, Ryan, and Perry study “imply that many

hospitality programs have not incorporated and implemented ethics education into their

curricula, although, faculty members tend to think that they have” (Yeh, et al., 2005). A

survey of I-CHRIE members showed that ethics education was not a focus in hospitality

programs, that while everyone agreed ethics should and can be taught, consistent

ethics education programs simply have not been incorporated into university hospitality

curricula (Yeh, R., Martin, L.J., Moreo, P. J., Ryan, B., & Perry, K.M., 2005). The

authors of the study recommend that ethics instruction, utilizing case studies, be

integrated across hospitality curricula.

Most hospitality educators have a subject matter specialty. All educators,

however, are responsible for teaching writing, oral communication, ethics and values

(Lieux & Winquist, 1991). While some hospitality educators are less than qualified to

critique writing and/or teach ethics, it has been suggested that combining writing and

ethics throughout the curriculum may be more effective than just assuming that

exposure to ethically literate faculty will result in ethically literate students (Lieux &

Winquist, 1991).

Three-hundred-ninety-five (395) college students from Europe, Asia, Africa, and

the Americas were surveyed to determine the effect culture has on their ethical decision

making. It was found that there were cultural differences between the students that

affected ethical decision making. However, classroom interaction between students of

different cultures over long periods of time can bring their ethical decision making into

alignment with the ethical principles of the educating institution (Brymer, R. A., March,

L., Palmer, M., & Schmidgall, R. S., 2005). Faculty influence on students, both in and

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outside of class, is profound. Instruction in ethics must carefully guide students to look

at their cultural beliefs and attitudes in terms of developing a framework of ethical

orientation (Brymer, R. A., March, L., Palmer, M., & Schmidgall, R. S., 2005)

Teaching Strategies

College students may be guided into higher stages of moral reasoning through

class discussions and “real-life” case studies (Martin, 1998; Vallen & Casado, 2000;

Enghagen, 1991). Critical thinking skills may be developed by listening to students and

challenging and coaching them rather than by telling them what and how to think

(Costello, 1994).

Research has shown that students tend to think in terms of outcomes of

behaviors rather than behaviors themselves (Khan & McCleary, 1996). It has been

suggested that teleological systems might have more application in the hospitality

industry because managers can be taught to compare outcomes to the various

stakeholders (customers, employees, the company, etc.) for each possible decision and

select the decision that has the best outcomes (Khan & McCleary, 1996).

Several ethical decision making models have been proposed for teaching ethical

decision making. Exercises designed to promote student reflection on their own

behaviors in everyday situations are available to enhance ethical awareness

(Enghagen, 1993). Scenarios of ethical dilemmas facing many managers can be

developed for students to practice defining and analyzing problems in terms of

consequences, outcomes, and also their own personal outlooks (Upchurch, 1998).

Six case studies were offered as “real-life” examples of instructional materials

that could be integrated into hospitality programs to focus students’ attention on the 12

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ethical principles which should perhaps serve as the basis of our students’ ethical

education (Vallen & Casado, 2000).

Three-hundred-twenty-six hospitality seniors over a four-year period completed

questionnaires to get at their opinions of ethics in the hospitality industry. The results

from the questionnaires completed each semester were used to stimulate discussion in

an ethics unit in a course they were taking on hospitality issues. The author’s use of

student-generated data made for lively, personal class discussions because the

questionnaires asked students about their own work experiences and their own ethical

beliefs. The focus of the instruction was on ethical decision-making and the

consequences of various decisions. The author believes his approach encourages

student self-reflection, critical thinking and analysis, and an increased quality of

decision-making (George, 2008).

Another article provided a pedagogical model, a sample lesson plan, and a

philosophical justification for using the utility theory of John Stuart Mill as the most

practical and useful way of teaching ethics to hospitality students (Jaszay, 2002).

Culinary students also need to be taught ethics in order to be able to do the right thing

when faced with on-the-job situations where unethical actions may be the norm (La

Lopa, J. & Ghiselli, R., 2005). La Lopa and Ghiselli (2005) included a lesson plan with

ethical scenarios for teaching culinary students.

There are numerous methodologies available for ethical analysis. It is more

difficult, however, to teach students to actually use the methodologies to make ethical

decisions (Enghagen, 1991). Instruction designed to encourage ethical behavior may

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only be evaluated by studying former students’ behaviors over time. Attitudinal surveys

will not be adequate for this purpose (Enghagen, 1991).

HOSPITALITY ETHICS CURRICULUM

The literature strongly supports teaching ethics and utilizing an integrated case

study approach across hospitality curricula. Hospitality educators, however, may lack

the time and/or ethics expertise to take on the task of developing consistent ethics

instruction.

A complete hospitality ethics curriculum (Jaszay, 2006) has been designed and

is available on-line (www2.nau.edu/~clj5/ethics/) without charge to any program that

wishes to use it. It is in a format that can be downloaded, modified, saved, and/or put

into a preferred web class platform. It can be utilized on-line or live. The curriculum is

being utilized at the School of Hotel and Restaurant Management at Northern Arizona

University as required supplemental on-line instruction corresponding to each of the

core courses. An ethics course did not have to be added to the curriculum, and none of

the faculty has to teach it. The only administrative cost is for a graduate student grader.

Description of the Curriculum

The Curriculum is organized into 14 lessons that can be delivered/completed

within two to six hours depending on the length of time available for the particular

lesson. Each lesson includes the objective of the lesson, lectures, activities, and a quiz.

Instructors can use each lesson as is or modify them to suit their particular teaching

styles and the needs of their students.

The accompanying textbook has 15 chapters that correspond to the lessons in

the Curriculum (Ethics and Housekeeping, Ethics and Foodservice, Ethics and

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Marketing, etc.) and focuses on the “Ethical Principles for Hospitality Managers

(honesty, integrity, trustworthiness, loyalty, fairness, concern and respect for others,

commitment to excellence, leadership, reputation and morale, and accountability).

These are rules that have been determined through years of practice in the hospitality

industry that, if adhered to in the decision-making process, should result in the best

possible consequences for all parties involved.

Hospitality students can be taught these rules, but they might not necessarily

believe that adhering to the principles is necessary or even possible. In this program,

however, students are required to make hypothetical managerial decisions for the

fictitious Freshwater Oasis Inn. They are guided into comparing consequences for each

possible decision with regard to stakeholders (manager, employees, company,

customers, etc.), and then into selecting decisions that lead to the most favorable

outcomes. A pattern ultimately becomes apparent, and students are likely to adopt an

automatic acceptance and application of the rules.

The on-going Freshwater Oasis Inn case study is designed to be entertaining

and quite realistic. Students will get to know the fictional characters, be interested in the

situations they confront in their day-to-day duties at FOI, and care about the outcomes.

By the end of the Curriculum, students will have analyzed over 50 ethical dilemmas in

each department within the case study hotel - - ethical dilemmas they may have already

encountered in their own jobs. They will be well acquainted with the Ethical Principles

for Hospitality Managers, understanding how the principles apply in a multitude of

situations. Overall, the goal is to make students adept at ethical analysis through

“hands-on” exercises.

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Less obvious behavioral areas that have a direct influence on the ability to be

ethical are also addressed. Topics such as civility, courtesy, problem-solving, diversity,

communication, stress management, delegation, time management, and humility are

addressed because, to be ethical requires possession of life skills and people skills

necessary to provide the foundation for making ethical decisions and life choices.

Managers cannot manage others successfully if they cannot manage themselves, nor

does it do much good to make proper decisions if they are unable to get anyone to go

along with them.

How managers behave in their personal and professional lives are connected. If

they cheat or lie at home, they are more likely to behave similarly at work. To be ethical

requires more than just following a set of ethical rules. It requires understanding other

individuals as well as themselves, and that managers also possess the social skills

necessary to ensure successful interaction with employees, colleagues, vendors, and

customers.

Administration of the Curriculum

The files of the Curriculum provided on the Isbell Hospitality Ethics web site were

downloaded into the Vista web class platform used for all web classes at Northern

Arizona University. Every student who enrolls in the Introductory Hospitality

Management course is automatically enrolled in the online Hospitality Ethics Program

on Vista. Unlike all of the other web courses offered, the online Hospitality Ethics

Program never closes; students are in the course for the duration of their time in the

Hotel and Restaurant Management major.

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Instruction is presented in each of the sections of the Introductory Hospitality

Management course on how to successfully do the Hospitality Ethics Program. New

students are shown in class how to go to Vista, open the Hospitality Ethics Program,

find the segments that correspond to the particular courses they are taking in the

semester, and then how to go through and complete the lectures, activities,

assignments, and quizzes. The instruction takes about 15 minutes.

Students are supposed to complete the specific ethics segments while they are

taking the corresponding core courses, but because the ethics program never closes,

they are also able to complete the segments during the breaks between semesters.

This is good for students who are pressed for time during the semester, but also makes

it possible for students to wait until they are ready to graduate and then run through the

entire program, which, of course, defeats the purpose of the integrated ethics program.

Faculty of the core courses are requested to remind their students each

semester that they are to complete the Hospitality Ethics Program’s segment that

corresponds to the course they are currently taking. Faculty may, but do not have to,

incorporate any of the ethics instruction into their courses. Some faculty members add

the students’ ethics online quiz and assignment grades to their own class grade books.

But, faculty involvement in the ethics program is completely voluntary. The

administration of a hospitality program could require faculty to incorporate the

corresponding online ethics segments into their live classes, which would increase the

value of the online supplementary ethics program.

Students are required to complete the entire online Hospitality Ethics Program

with at least a C average in order to graduate. They receive no credit for the program

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nor do they pay for it. They are awarded a certificate of completion of the Hospitality

Ethics Program upon graduation.

The School of Hotel Restaurant Management is currently in the first year of a

three year assessment cycle evaluating the effectiveness of the ethics curriculum. The

results will be utilized to improve the program.

CONCLUSION

The on-going integrated case study analysis instruction, backed with consistent

philosophy and pedagogy, is far more effective than the inconsistent and often times

unrelated ethics instruction that may or may not be presented in each course. It is

extremely powerful to have the same line, presented in the same way, over and over as

students go through the hospitality curriculum. Students are better able to grasp the

importance of and see the relationship of ethics in every area of their careers and lives.

Just as someone can be an excellent piano teacher without being a concert

pianist, faculty do not have to be philosophers to teach ethics. If they are good teachers

and have good instructional materials, they can be very effective ethics teachers. The

curriculum is based in Utilitarianism – that is, choosing the decision that results in the

least pain for the most people. Because this is a pragmatic approach, allowing students

to consider various decision options and selecting the decision option that has the

fewest negative consequences for themselves and others, faculty, also, do not have to

be saints to effectively teach ethics. The supplemental on-line approach allows the

School of Hotel and Restaurant Management to teach ethics without making any

changes to the current program or faculty teaching loads.

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Students obviously have to purchase the reasonably priced text book, but the

curriculum is free. Programs can simply drop a unit from the curriculum into each of

their core courses or require students to complete the on-line instruction corresponding

to the courses they are in, and instantly have a professionally designed, effective,

integrated ethics program. It is known and accepted that university hospitality programs

need to teach ethics. It is known that ethics are best taught through an integrated case

study approach. The instruction is now available, and there is no longer any reason for

not having an integrated ethics program in place in every hospitality program.

Hospitality educators influence their students who will go out and manage the

biggest industry in the world. If students are steeped in ethics, they can have a

profoundly positive effect on their future employees, which in turn can have a profoundly

positive effect on society. Through education, the world can be changed for the best.

That is the responsibility of educators and leaders. The Hospitality Ethics Curriculum is

a tool that can help meet this responsibility.

The literature on teaching ethics says that ethics must be taught to hospitality

students. The literature specifies the content areas, the best teaching strategies, and

even provides some sample lesson plans (La Lopa & Ghiselli, 2005; Jaszay, 2002).

Researchers at Isbell Hospitality Ethics have read the literature and taken the steps to

go beyond just talking about the importance of teaching ethics. They are now actually

teaching ethics, and it is their mission to share the curriculum with all hospitality

programs.

REFERENCES

Brymer, R. A., March, L., Palmer, M., & Schmidgall, R. S. (2005). Cultural influences on

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ethical decisions of students enrolled in European hospitality programmes. Tourism & Hospitality Research. 5(4), 346-357.

Christy, C., & Colman, V. (1991). Last call: Explore the debate for the ‘90s” Industrial ethics. Night Club & Bar Magazine. 7(5), 22-25.

Cole, B. L. (2005). Theoretical analysis of “academic credibility and the hospitality curriculum”: The image problem. FIU Hospitality Review. 23(1), 1-6.

Costello, T., (1994). Making the tough choices: Do you persevere, compromise or ignore? Cooking For Profit. 5(23), 13.

Enghagen, L. K. (1990). Ethics in hospitality/tourism education: A survey. Hospitality Research Journal. 14(2), 113-118.

Enghagen, L. K. (1990). Teaching ethics in hospitality & tourism education. Hospitality Research Journal. 14(2), 467-474.

Enghagen, L. K. (1993). Recognizing ethical issues or people who live in glass houses. Hospitality & Tourism Educator. 5(2), 69-71.

Freeman, A. M., & Bartholomew, P. S. (1990). Age/experience and gender as factors in ethical development of hospitality managers and students. Hospitality Research Journal. 14(2), 1-10.

George, R. T. (2008). Ethical perceptions of hospitality students and the discussion of ethical behavior. Journal of Hospitality & Tourism Education, 20(2), 16-22.

Gursoy, D. & Swanger, N. (2005). An industry-driven model of hospitality curriculum for programs housed in accredited colleges of business: Part II. Journal of Hospitality & Tourism Education. 17(2), 46-56.

Hegarty, J. A. (1990). Ethics in hospitality education. Intl. Journal of Hospitality Management. 9(2), 106-109.

Jaszay, C. (2001). Review of hospitality ethics research in 1990 to 2000. Isbell Hospitality Ethics, www2.nau.edu/~clj5/ethics/.

Jaszay, C. (2002). Teaching ethics in hospitality programs. Journal of Hospitality & Tourism Education. 14(3), 58-63.

Jaszay, C. (2003). Review of hospitality ethics research in 2000 and 2001. Isbell Hospitality Ethics, www2.nau.edu/~clj5/ethics/.

Jaszay, C. (2005). Review of hospitality ethics research in 2002 and 2003. Isbell Hospitality Ethics, www2.nau.edu/~clj5/ethics/.

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Jaszay, C. (2006). Hospitality Ethics Curriculum. Prentice Hall: New Jersey.

Jaszay, C. & Dunk. P. (2006). Ethical Decision Making in the Hospitality Industry. Prentice Hall: New Jersey.

Khan, M. M., & McCleary, K. W. (1996). A proposed model for teaching ethics in hospitality. Hospitality & Tourism Educator. 8(4), 7-11.

Kovaleski, D. (2004). Companies stay clean with ethics training. Corporate Meetings & Incentives. 23(10), 22.

Lopa, J. & Ghiselli, R. F. (2005). Back of the house ethics: Students must be taught not to give into the unethical behavior they may see or be asked to do during internships or in their careers. Chef Educator Today. Spring 2005, 25-27.

Lieux, E. M. & Winquist, S. C. (1991). Instruction in writing combined with anintroduction to ethics in a professional discipline. Hospitality & Tourism Educator. 3(2), 34-35.

Lin, J. M., Martin, L., & Cobanoglu, C. (2002). Educators' perceptions of business ethics in hospitality. Journal of Teaching in Travel & Tourism, 2(3/4), 47.

La Lopa, J. & Ghiselli, R. F. (2005). Back of the house ethics: Students must be taught not to give into the unethical behavior they may see or be asked to do during internships or in their careers. Chef Educator Today. Spring 2005, 25-27.

Lundberg, C. C. (1994). Topic paper: The views of future hospitality leaders on business ethics. Hospitality & Tourism Educator. 6(2), 11-13.

Lynn, C. (2010). Review of hospitality ethics research in 2008. Isbell Hospitality Ethics, www2.nau.edu/~clj5/ethics/. (Presented at 2010 CHRIE Conference, San Juan, Puerto Rico, July 2010)

Lynn, C. (2006). Review of hospitality ethics research in 2004 and 2005. Isbell Hospitality Ethics Web Site, www2.nau.edu/~clj5/Ethics/.

Lynn, C. (2007). Review of hospitality ethics research in 2006. Isbell Hospitality Ethics Web Site, www2.nau.edu/~clj5/Ethics/.

Lynn. C. (2008). Review of hospitality ethics research in 2007. Isbell Hospitality Ethics Web Site, www2.nau.edu/~clj5/Ethics/.

Lynn, C., Howey, R., & Combrink, T. (2007). Students' responses to ethical dilemmas. FIU Hospitality Review, 25(2), 1-9.

March, L. & Schmidgall, R. J. (1999). Teaching legal and ethic issues: Where does tip reporting fit?. Journal of Hospitality & Tourism Education. 11(2-3). 60-63.

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Martin, L. J. (1998). Integrating ethics into the hospitality curriculum. Journal of Hospitality & Tourism Education. 10(2), 22-25.

Stevens, B., & Brownwell, J. (2000). Communicating standards and influencing behavior. Cornell Hotel and Restaurant Administration Quarterly. 41(2), 39-43.

Upchurch, R. S. (1998). Ethics in the hospitality industry: An applied model. International Journal of Contemporary Hospitality Management. 10(6), 227-233.

Vallen, G. & Casado, M. (2000). Ethical principles for the hospitality curriculum. Cornell Hotel and Restaurant Administration Quarterly. 41(2), 44-51/

Whitney, D. L. (1989). The ethical orientations of hotel managers and hospitality students: Implications for industry, education, and youthful careers. Hospitality Education & Research Journal. 13(3), 187-192.

Yeh, R., Martin, L., Moreo, P. J., Ryan, B., & Perry, K. M. (2005). Hospitality educators’ perceptions of ethics education and the implications for hospitality educators, practitioners, and students. Journal of Hospitality & Tourism Education. 17(2), 25-35.

Yeung, S. (2004). Hospitality ethics curriculum: An industry perspective. International Journal of Contemporary Hospitality Management. 16(4), 253-262.

Yeung, S & Pine, R. (2003). Designing a hospitality ethics course content from the students' perspective. Journal of Teaching in Travel & Tourism, 3(2), 19.

Authors Note: Isbell Hospitality Ethics was established in 1988 when Marion Isbell, the founder

of Ramada Inns, endowed The School of Hotel and Restaurant Management at Northern Arizona University, to create a hospitality ethics research center with a mission of encouraging applied research in hospitality ethics and addressing real-world ethical dilemmas in the hospitality industry.

A review of the hospitality ethics literature since 1990 is available on the Isbell Hospitality Ethics web site at www2.nau.edu/~clj5/ethics/. The complete Hospitality Ethics Curriculum is also available on the web site.

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