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This paper aims to set out to share the reflections of safeguarding adult board managers as they worked through what is likely to be just the first wave of the coronavirus COVID-19 pandemic.

The paper draws on the experience of small number of safeguarding adult board managers who have provided reflections from practice.

This paper illustrates just some of the responses developed by safeguarding adult board managers and their boards to continue to deliver the work of safeguarding those at risk of abuse and harm in the face of unprecedented impact of the coronavirus COVID-19 pandemic on a key aspect of the safeguarding adult system in England.

The reflections reported here are not intended to offer a representative commentary on the experiences of those who oversee and manage safeguarding adults’ boards. It is intention to provide a flavour of some of the challenges and dilemmas faced and some of the creative solutions to address them used by one group of adult safeguarding practitioners.

Society in general demands ethical behaviour in the business world. The research aim of the paper is to analyse whether higher education institutions of business contribute to ethical decision-making in students through a specific training approach based on practical methodologies that take into account students' personal characteristics, which may affect ethical decision-making. The acquisition of knowledge should be more effective when it is based on personal characteristics.

Case method, discussion and self-learning methodology were used, and at the end of the term, the students were evaluated and asked to complete a 48 closed-question questionnaire. A linear regression model is performed to analyse to what extent the results are associated to the variables proposed.

The results show that knowledge is an explanatory variable, but personal characteristics such as gender or empathy reinforce the learning. Gender difference affects the ethical decisions made and empathy, showing that training based on emotions is effective. Besides, the results show that students integrate family influence in their training process.

In this paper, the authors have selected empathy, gender and instruction. They have taken into account the incidence of age and family education. In addition, other contextual factors can have an incidence on training and the model could be improved.

The results show that it is necessary to take into account the students' personal characteristics and select an appropriate training methodology to teach ethics and obtain success.

The students graduating from these courses will be future managers and entrepreneurs and will make decisions in which ethical questions must be taken into account, hence the need for training in this respect.

The teaching of business ethics in business faculties is not an easy subject. It is necessary to select the approach of ethic and an effective methodology to achieve the learning objective. This learning methodology must take into account students' characteristics to be effective. The business students are future managers and entrepreneurs who will make decisions in which ethical questions must be considered, hence the need for training in this respect.

The purpose of this paper is to explore gender differences in personal values in an Arab country.

Based on a sample of 137 participants, the Kruskal-Wallis test was used to identify if the mean scores or ranks of personal values scores were significantly different between males and females. A scale developed by McDonald and Gandz (1991, 1992) was used in this study.

The findings show that females place a higher weight on personal values related to the broad categories of “ethics” and “citizenship”, while males put a stronger emphasis on “masculinity”. There were no significant differences between males and females on personal values concerned with the “vision” factor.

The results show that organizations may have to increase their training programs in the area of ethics especially for males. Second, females can be trained on how to demonstrate some masculine traits necessary for career growth without receiving the negative reactions common to such a practice. Third, organizations could offer diversity training to minimize bias toward females. Fourth, organizations should build a culture that emphasizes citizenship in organizations such as adhering to rules and policies and maintaining and protecting the work environment.

This is the first research study which explores gender differences in personal values in an Arab country, and one which promises to offer important HR implications. Moreover, an important departure from all previous studies is that the study measures personal values that are more related to the business context.