590 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 34 INTRODUCTION This chapter seeks to demonstrate the innovative ways of integrity teaching and integrity education management in colleges and universities. It is an exploration of learning and integrity competences acquisition from innovatively defined and de- signed case studies including practical examples (interviews, video-conferencing, web-based meet- ings, shared workspaces, wikis, virtual meeting spaces, and social and professional web networks). Impediments to integrity skills acquisition in institutions of higher learning can be the result of the following: poor integrity management, a lack of consultation with employees and owners or their representatives/CEO’s, company direc- Peter Odrakiewicz Poznań University College of Business, Poland & Global Partnership Management Institute, Poland Innovative Methods of Teaching Integrity and Ethics in Management Education ABSTRACT This chapter highlights innovative methods of teaching integrity and ethics in management education at institutions of high learning, as well as integrity training programs in business enterprises. Integrity, ethics in management and management education are intertwined. Integrity learning challenges us to face new experiences and enables us to develop a global mindset. A global mindset allows us to tran- scend the constraints of our experiences and belief systems and to see the world for what it really is. The process of refning these emerging global integrity competencies will be accomplished through the use of E-learning, blended learning, social media and personalized learning environments. The key role of values and norms in organizational culture are closely related to integrity, moral and ethical concerns and should be taught using innovative case studies, video-conferences, role-playing dilemmas, video-interviews, collaborative blog-based methodology, integrity project participation and intensive social media use in management education. DOI: 10.4018/978-1-61350-510-6.ch034