Granted that students need the essential learning identified with the various capacities inside the supply chain, a procedure approach is expected to put this information into viewpoint in regards to the worth added to clients, investors, and the general public overall. Be that as it may, one part of this subject merits a specific consideration as far as difficulties confronting Supply chain teachers, specifically, how to connect with students speculation in imagining a socially mindful and moral Supply chain. Besides, assorted moral contemplations, profoundly established in the way of life we are brought up in, may turn into the fundamental specialist leading that energy charge that is in such an incredible interest from industry. This paper looks at whether there are contrasts among logistics and supply chain students versus non-marketing students and traditional marketing students with respect to ethical belief systems. On the off chance that distinctions exist in ethical belief systems between various specializations, this may affect instructional plan for ethics teaching method among various specialization. This paper utilizes a broadly utilized ethics instrument, the Ethics Position Questionnaire (EPQ), created by Forsyth (1980), to decide the ethical position of logistics and supply chain students in respect to two control groups comprising of nonmarketing specialization and traditional marketing specialization.
Key words: Logistics & Supply Chain, Ethics, Ethics Position Questionnaire (EPQ), Marketing, Non-Marketing.
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