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Ethics in Higher Education
Abstract
Institutions of higher education have a major role to play in preparing the younger generation for a propitious future. Apart from imparting quality education, they need to instill high ethical values and practices amongst the student fraternity. The purpose of this chapter is to discuss the various facets of education and the role of ethics in the field of higher education. An attempt has been made to emphasize and highlight the perspective on the importance of ethics in higher education through a review of literature. A small primary study was also conducted involving the faculty of a few universities in India as respondents. The respondents were administered a questionnaire on “Ethics in Higher Education” to gauge a link between the theory and practice.
... The role of the university is not only to provide students with rich knowledge and up-to-date scientific information, but also contribute in various ways and be directly responsible for the development of society. Apart from imparting quality education, universities need to instill high moral and ethical values and practices amongst the student fraternity and sorority (Nair, 2014). Indeed, focusing on moral, ethical and civic values and principles is part of character education in tertiary level. ...
The purpose of this non-experimental correlational study is to investigate the correlation between curricular activities and students’ character in Moroccan tertiary level. The sample consisted of English department students from numerous Moroccan universities and institutions. The main research question seeks to answer if there is a statistically significant relationship between curricular activities and students’ morals, ethics, values and citizenship. To this end, triangulation in data collection and analysis was employed. 220 students filled in the online questionnaires to study the correlation between university curricular activities and students’ character, mainly their ethics, values, morals and citizenship. Besides, 17 students participated in three focus groups to elicit their opinions and attitudes towards their character, curricular activities and the relationship between the underlying variables. The quantitative data showed that there is a positive correlation between curricular activities and students’ character while the qualitative date confirmed previous quantitative results concerning the positive correlations between variables. Overall, the results suggested that policy makers, university presidents and deans, faculty staff and teachers need to be aware of the strong positive correlation these activities have with students’ morality, ethics, values and civic skills as well as the importance of curricular activities in developing students’ character.
... Ethics is defined as a system of moral principles, which standards and concepts define, systemise and recommend concepts of right or wrong behaviour (Rajib and Mou, 2014). Ethics are certain well-founded standards of "right" and "wrong", expressed in terms of rights, obligations and societal benefits (Nair, 2014). At its simplest, ethics is a system of moral principles. ...
Purpose
This paper aims to discuss the ethical aspects of hardware reverse engineering (HRE) and propose an ethical framework for HRE when used to mitigate cyber risks of the digital supply chain of critical infrastructure operators.
Design/methodology/approach
A thorough review and analysis of existing relevant literature was performed to establish the current state of knowledge in the field. Ethical frameworks proposed for other areas/disciplines and identified pertinent ethical principles have been used to inform the proposed framework’s development.
Findings
The proposed framework provides actionable guidance to security professionals engaged with such activities to support them in assessing whether an HRE project conforms to ethical principles. Recommendations on action needed to complement the framework are also proposed. According to the proposed framework, reverse engineering is neither unethical nor illegal if performed honourably. Collaboration with vendors and suppliers at an industry-wide level is critical for appropriately endorsing the proposed framework.
Originality/value
To the best of the authors’ knowledge, no ethical framework currently guides cybersecurity research, far less of cybersecurity vulnerability research and reverse engineering.
... Yükseköğrenimde etik konusuna yönelik kuramsal bir çalışmada (Nair, 2014), öğrencilerin bilgilendirilmesinin önemine değinerek tüm paydaşların katılımının sağlandığı ve etik kodların oluşturulduğu sürdürülebilir bir etik ortamın gerekliliğini ifade etmiştir. Keskin Aksakal ve Yücetürk (2020) yaptıkları çalışma ile Eğitim Fakültesi'nde öğrenim gören öğrencilerin etik kavramına ilişkin algılarını metaforlar yolu ile ortaya çıkarmayı amaçlamışlardır. ...
The aim of this research is to determine the attitudes of students towards unethical behaviors and to determine the improvements that can be made in the academic education life of the students in this direction. In addition, it is also aimed to determine the students' willingness to succeed and to examine the relationship between these attitudes and unethical behavior. In the study, students studying at university. Within the scope of ethical behaviors, their attitudes towards friendship relations, attitudes towards virtue and ethical attitudes will be evaluated and their relationship with their passion for success will be examined. Thus, the attitudes of students towards ethical behavior and the reasons that lead students to unethical behavior will be determined, and plans can be made to correct these behaviors.
... Míg számos tanulmány foglalkozik a vállalati etikai kódexek tartalmával és azok kialakításával (pl. Valentine & Fleischman, 2008;Kaptein & Schwartz, 2008), addig viszonylag kevés munka fókuszál a felsőoktatásban az etikai kezdeményezések fontosságára (Weber, 2006;Nair, 2014). Még inkább igaz ez a magyar felsőoktatásra, ahol egy-egy jelentősebb etikai visszaélés kapcsán jelentek meg cikkek a sajtóban egyetemi etikai vizsgálatokat, vagy éppen azok hiányát említve, de alig született tudományos cikk egyetemi etikai kódex témakörben (pl. ...
Az üzleti etika és a vállalati felelősségvállalás szakirodalmában számos kutatás foglalkozik azzal, hogy a vállalatok milyen céllal és milyen módon fejlesztenek olyan etikai vagy magatartási kódexeket, amelyek orientálhatják, támogathatják a belső és külső érintetteket az etikailag kérdéses helyzetekben. De meglepően kevés elméleti és gyakorlati munka foglalkozik azzal, hogy a jővőbeli üzleti szereplőket oktató üzleti iskolák és általában az egyetemek hogyan alakítják intézményi, szervezeti gyakorlatukat, ezen belül miért és hogyan fejlesztenek és vezetnek be etikai kódexeket. Ebben az írásban a szerzők bemutatják és elemzik az etikai kódex érintetti bevonáson alapuló fejlesztési folyamatát egy, jelentős részben gazdálkodástudományi képzést folytató magyar egyetemen (a Budapesti Gazdasági Egyetemen), különös tekintettel az alkalmazott módszerek és eszközök előnyeire és hátrányaira, illetve az érintettek bevonásának fontosságára. Azt gondolják, hogy a fejlesztési folyamat érdekes tanulási pontokat kínálhat azoknak a nagy szervezeteknek és kifejezetten az egyetemeknek, akik etikai intézményrendszerüket fejleszteni szeretnék.
Purpose
The objective of this study is to get feedback on faculty perception of ethical issues related to teaching, scholarship and service at a relatively new American‐style university in the Middle‐East.
Design/methodology/approach
A questionnaire involving 21 scenarios with multiple choice answers was developed and distributed to all faculty at the institution to get their opinion on the issues. The effects of faculty background, gender, rank, and administrative responsibilities on the obtained responses at the institution were considered.
Findings
The findings include: about one‐third of the faculty participants were unaware of the university's code of ethics; several of the faculty surveyed stated that they would ignore violations of an ethical code of conduct committed by colleagues; and there was no definite trend observed between the responses of faculty based on their discipline.
Research limitations/implications
The study is based on a questionnaire; this implies that the faculty responses are mainly related to the questions posed in the questionnaire.
Practical implications
The results of the study can be used by the higher administration at similar universities in the region in order to understand and assess faculty members' reaction to situations involving ethical behaviour.
Originality/value
This work is believed to be the first on faculty perception of ethical behaviour at an institution of higher education in the Middle‐East.
Purpose
In the globalized world the movement of scholars facilitates the global flow of knowledge and supports the pillars of the knowledge economy as defined by the World Bank. But not all academics are born equal: African scholars face significant barriers with regard to freedom of movement. The purpose of this paper is to describe the processes that African scholars typically have to undertake to participate in the global academic community, to identify some of the potential difficulties in these processes and to articulate the moral concerns that arise from these processes.
Design/methodology/approach
Both secondary data analysis to illustrate and support the arguments as well as anecdotal evidence to provide specific examples of African scholars' experiences are used.
Findings
Justice is viewed as one of the most important virtues regulating the movement of people in the global knowledge society. It is used as a normative instrument to argue that the international community has a moral and legal responsibility to create a more flexible and fair structure to enable knowledge to flow more freely between African scholars and their counterparts in Europe and North America.
Practical implications
A Global Knowledge Treaty is proposed that will allow African scholars to travel more freely in pursuit of new knowledge and opportunities and platforms to share their knowledge is proposed as a potential solution that seeks to strike a fair balance between rights of nation‐states and the rights of individuals to freedom of movement.
Originality/value
The value of the paper lies in that it highlights a topic of contemporary importance in the knowledge economy that has far‐reaching implications for African scholarship in particular and education and development in African countries in general.
Purpose
The purpose of this paper is to describe the importance of a focus on ethics in sustainability education and present results from a pilot graduate‐level course titled the Ethics of Sustainability.
Design/methodology/approach
This is a case study presenting a qualitative evaluation from a pilot 14‐week Ethics of Sustainability course. Data are based on observations, surveys and interviews with students.
Findings
Students from diverse fields found the ethical concepts new, stimulating and crucial for their careers. Ethical concepts provide a framework for thinking about sustainable practices in their personal and professional lives.
Research limitations/implications
Findings are based on a single pilot course and post‐participation responses. Future research could explore different teaching strategies and different institutions, and use pre/post studies.
Practical implications
This study suggests that a course on ethical principles related to sustainability is a useful and potentially critical component to any curriculum intending to prepare future professionals to be effective contributors to a sustainable society. Higher education may adopt the course concepts and learning tools to enhance their curriculum and businesses and corporations will benefit from entry‐level professionals with a solid ethical foundation for making more sustainability‐oriented decisions.
Originality/value
The paper discusses an innovative course designed with funding from the US National Science Foundation. It confirms the benefit and provides some content advice for a course oriented toward ethics in sustainability curricula.
It is higher education’s responsibility to continuously challenge and critique value and knowledge claims that have prescriptive tendencies. Part of this responsibility lies in engaging students in socio-scientific disputes. The ill-defined nature of sustainability manifests itself in such disputes when conflicting values, norms, interests, and reality constructions meet. This makes sustainability – its need for contextualization and the debate surrounding it – pivotal for higher education. It offers an opportunity for reflection on the mission of our universities and colleges, but also a chance to enhance the quality of the learning process. This paper explores both the overarching goals and process of higher education from an emancipatory view and with regard to sustainability.
Purpose
The purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional teaching of engineering ethics.
Design/methodology/approach
A real life wicked problem case study assignment was developed. Students' understanding and practical application of the concepts were considered. A survey was conducted to gauge students' appreciation of the professional importance and their enjoyment of the subject matter.
Findings
It was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice.
Practical implications
The paper demonstrates an approach to the teaching of engineering ethics using a practical example, which can help broaden engineers' self‐perceived role towards one where sustainability is context. It also shows how students can find such an approach to teaching ethics to be both enjoyable and relevant.
Social implications
Engineers educated to perceive the importance of engaging with macro ethical issues as part of professional practice will be significantly better placed to inform public and industry policy towards greater good and engage with other professional and expert groups.
Originality/value
In this paper, an approach to engineering ethics which diverges from the traditional is proposed. This can be of value to those involved in the teaching of engineering ethics, particularly those seeking to incorporate sustainability and other macro ethical issues.
Purpose
The purpose of this paper is to closely assess the level of business ethics education in one of the Lebanese educational institutions, namely the American University of Science and Technology (AUST) through shedding light on how the Faculty of Business and Economics' curriculum is set to meet the national and regional markets' requirements of sound business education.
Design/methodology/approach
Descriptive, analytical and statistical analyses are used in this study.
Findings
The study reveals several factors that affect business ethics education at AUST, namely students' ethics literacy and ethical perceptions, students' attitudes towards ethical issues, ethics and personal actions, personal morality, religious and ethical business conducts. This is in addition to the impact of formal business ethics education as implemented in the university's curriculum.
Research limitations/implications
Several insights could be inferred from this study. First, business ethics could be taught if a comprehensive formal and purposeful direction exists in an institution to make students internalize their perception of business ethics. Accordingly, the Faculty of Business and Economics is recommended to provide formal coverage of an ethics chapter in all business fields, and objectively expose the differences in applications as related to culture and national preferences; and third, reinforce the use of case studies on ethics dilemmas and make such studies obligatory for all majors. Another insight that is considered an important outcome of the study is its academic contribution to the few publications found on the subject matter in Lebanon and the region. Its results can be used by Middle Eastern educational institutions to analyze the reported western ethics' know how and practices and perform a series of research projects to address the differences between these two cultures in perception, applicability, sensitivity to beliefs and their influence on the way business is conducted in Lebanon and the surrounding Arab nations. Finally, this paper is an eye opener to the fact that individual's religious entity and beliefs may make a difference in the formation of ethical judgment and decision making. However, further research studies on the latter issue is needed, knowing that Lebanon is considered a mosaic religious community with 18 different official religions.
Practical implications
The findings presented in this research can be used by Middle Eastern as well as by Western academicians, managers, employees, and students as an eye opener to the implications of business ethics education on decision making.
Originality/value
The paper adds to the minimal body of knowledge of business ethics education in the Middle East; and its findings constitute a catalyst for further research on how ethics education enhances students' future decision making in the real world.
Purpose
– The paper seeks to pinpoint new directions of the evolution of knowledge in the Arab region, and to outline the role of knowledge management principles in constructing the knowledge society.
Design/methodology/approach
– The article addresses initiatives towards narrowing the knowledge gap and building an egalitarian knowledge society in the Arab region. It reviews, interprets and relates the relevant literature and sheds the light on the Arab region's future plans.
Findings
– The article outlines some of the regionally relevant elements needed for building the knowledge society. It also suggests some means of tapping the diversified workforce's tacit knowledge, reversing the “brain drain,” and building potential leadership models.
Originality/value
– This article represents an overview and interpretation of the role of knowledge management as it relates to the effectiveness of concepts such as “knowmadism” and the practicality of “megatribe knowledge.” The article provides rendition and a roadmap for decision makers, knowledge workers, and future researchers in the domain of the “knowledge society” within the Arab region.
This paper compares ethics in countries with different cultural dimensions based on empirical data from 12 countries. The results indicate that dimensions of national culture could serve as predictors of the ethical standards desired in a specific society. The author divided societal cultural practices into desired and undesired practices. According to this study, ethics could be seen as the means for achieving a desired state in a society: for reducing some societal characteristics and increasing others. Finally, a model of the impact of cultural dimensions on desired ethical standards is proposed. Copyright Springer Science+Business Media, Inc. 2006
Recent uprisings in the Arab world raise important questions about the human development performance of the Middle East and North Africa (MENA) in recent decades. In this article I review the record of progress in key aspects of human development. According to the widely used Human Development Index, the average level of human development in MENA is commensurate with the region’s general level of economic development. The assessment is less favourable when we examine how opportunities for human development are distributed across the population. Other aspects of wellbeing that are not included in the standard measures of human development, but which affect its assessment, such as the challenges faced by women and young people, further revise downward our evaluation of the region’s progress in human development. I complement this quantitative review with a discussion of how key structural features of MENA economies – high oil income, late demographic transition and low productivity of education – have shaped human development in the MENA region.
The current interest in service learning provides universities with a unique opportunity to engage their students in community service, expand their educational agenda, and build reciprocal partnerships with the community. This article discusses the implementation of service learning by delineating a set of activities for four constituencies: institution, faculty, students, and community.
Purpose
This paper is an interweaving of virtues ethics perspectives of the relational and role grounded with the situational and agent and is explored through the patterns of academic freedom. It uses a notion of Confucian‐inspired “role virtue ethics” where obligation, procedure and virtue mix in a relational way with a community of scholarly practice. This counter‐intuitive linking of ritual with freedom reveals the importance of the former in defending and maintaining academic freedom: a freedom with rule‐based obligations.
Design/methodology/approach
Applied philosophical approach to a pressing problem in higher education and indeed to all education.
Findings
The paper seeks a preliminary blending of eastern and western understanding to proceed to a “virtue role ethic” for higher education scholars and is presented as a more relational way of being than the contemporary notion of being a fitting scholar in higher education.
Practical implications
A synthesis of western and Confucian approach may offer insights to other ethical issues for educational management.
Social implications
A synthesis of western and Confucian approach may offer insights to other ethical issues for educational management.
Originality/value
The development of role virtue ethics more the discussion away from dispositions and from situational to a blending of both.
Purpose
The purpose of this paper is to plan a relevant, professional development conference for the faculty of a small, private, suburban college in upstate, New York. The Provost and Senior Vice‐President led a college‐wide committee of faculty, administrators, and staff in a survey method to discover the priorities of the faculty, in further development of excellence in teaching and learning.
Design/methodology/approach
The committee designed 20 essential questions, and asked faculty to select three questions, in order of priority, to be used to guide the theme of the conference. Faculty members were also given the option to write their own question, if their choices were not reflected in the original list. Of the 207 full‐time faculty members, 155 responded to the survey within a two‐week period.
Findings
Of the 155 survey respondents, 22 selected question 11, “In what ways do we weigh the political, ethical and economic implications of technological platforms against their pedagogical potential, and how can we model these kinds of complex decisions for our students?”, as one of three choices.
Social implications
In this second decade of the twenty‐first century, there is a strong sense of urgency to examine and revise current public policy, so that society may connect with the realities of the present.
Originality/value
The paper addresses those needed changes in greater depth, and provides a framework for exploring issues of ethics, and the dilemmas faced by educators in the twenty‐first century, with regard to teaching and learning in higher education.
Purpose
The purpose of this paper is to investigate the progress in the United Arab Emirates towards achievement of Millennium Development Goal (3), “gender equality”, by the target date of 2015.
Design/methodology/approach
Demographic, social, and labor force statistics are collected from United Arab Emirates' government reports, the World Economic Forum, and UNESCO. Analysis is conducted to investigate current trends of gender equality in education and employment.
Findings
Results for the education of women have been at a consistently high level for some years. Two themes are found for such progress: a government strategy to increase women's access to education; societal acceptance of educated women. Gender equality in employment is slow due to three themes: study choice dictates employment potential; recruitment within a narrow range of occupations; employment more likely within public sector employment. The future of gender equality in the United Arab Emirates will continue to be more positive for women in education than for employment.
Research limitations/implications
A limitation is the paucity of academic study about gender equality in education and employment in the United Arab Emirates. Reliability and validity of the study is somewhat limited by unverified, non‐specific, and older data on education and employment.
Practical implications
Improved strategies to increase study choice are required to enlarge the scope of women's careers. Management of the talent pool of educated females can increase women's share of paid employment in the future.
Social implications
A faster rate of change is required towards societal acceptance of women in employment to match female educational attainment.
Originality/value
The research is important for two reasons relevant for achievement of MDG (3) by 2015. Remarkable progress has been made on gender equality in education, and awareness is raised on limitations in the future for the employment of women.
Makes clear the distinction between second versus third-wave
management in higher education. The former management school was
developed in the industrial age. The latter doctrine has evolved in the
information age where universal accountability will be achieved with
computer technology. Second-wave management is associated with an
authority structure, referred to as a political system, bureacratic
methodology, hierarchical organizations and situations ethics.
Third-wave management includes an authority structure, described as a
management system, systems methodology, human-scale organizations and
moral absolutes. The elements of these will be combined in universities
to achieve high output through the pedagogical process.
Purpose
– The purpose of this paper is to introduce a model for preparing young people to live in a global society.
Design/methodology/approach
– This paper discusses the need for a new approach to education that transcends subject disciplines and institutional boundaries by taking a global perspective; it provides a background of previous curriculum ideas, presents a multi‐dimensional model of educating for the future, and opens a dialogue on the implications for educators and policy makers.
Findings
– The curriculum model for educating future citizens starts with a foundation of academics (contextual math and science), vocational skills and technological literacy, and process skills, which include system thinking and problem solving. The second level of the model consists of the study of world history and geography, and the language and culture of other countries. The third layer of the curriculum is altruism for people, the planet, and the future. The rationale for each component and specific teaching strategies are also presented.
Originality/value
– As civilization makes the transition from the industrial era to one of sustainability, educational leaders around the globe ought to implement a learning system that prepares its young people for life in a unified society. This paper provides a starting point to explore what skills and concepts students should be studying to lead the future. The curriculum model provides an explicit outline of some of the competencies that will likely be required for whatever world scenario emerges.
In a time of ethical lapses and moral ambiguity, it is essential for the university, the source of preparation for managers, scientists, journalists, teachers, and other professionals, to understand its role as a force in preparing graduates for decision-making. The university is a “moral force” because it constantly extends the boundaries of what is known, and therefore challenges societal rules describing desirable and undesirable states and behavior. By focusing on the decision-making competence of those it educates, it also makes choices about the values it will express, exhibit, and eschew. In this way, the university has a unique opportunity to help create a culture of conscience not only for the professions and professionals, but for all citizens, through its teaching, scholarship, actions, and service to and with others. With this as its stance, the university would strengthen its place at the center of society and solidify its place at the margins – as curator, creator, and critic.
Purpose
The purpose of this paper is to explore the challenges facing the higher education system in Egypt particularly in the area of education quality. It builds upon several existing studies conducted in Egypt to make the case for improving education outcomes while analyzing the social, political, and economic ramifications of the current higher education system.
Design/methodology/approach
Samples were drawn from existing studies conducted in Egypt by experts in the education field.
Findings
Results suggest that the higher education admissions process should become more competitive thereby limiting the number of enrollments. More resources should be devoted towards higher education with a particular emphasis on workforce development and Egypt should seek the help of donor agencies and experts to advise and reform the system.
Research limitations/implications
The findings were based on existing literature and were not conducted in Egypt which somewhat limited qualitative analysis.
Originality/value
A contribution is made to the literature as the research reinforces the view that the lack of quality in the higher education system fails to prepare graduates to the workforce and impacts on the social stability of Egypt. By questioning aspects of the current higher education system and calling for more freedom of research and expression, the research raises interesting questions about the impact of closed societies on education systems.
Purpose
The purpose of this paper is to develop a perspective that ethical practices in higher education institutions can be a powerful tool for branding and attaining competitive advantage. The paper proposes that an ethical institutional brand can be built on the basis of just and fair practices at the institution, and quality admission and assessment processes.
Design/methodology/approach
A survey was conducted in seven different higher education institutions in and around Delhi NCR, India. The data were collected from 167 respondents through a self‐constructed questionnaire based on a five‐point Likert‐type scale. The reliability of the data was computed to have a Cronbach's α of 0.83.
Findings
The key findings of the research show a relationship between the perception of the respondents towards the quality of admission process and the development of an ethical institutional brand ( r =0.284, p ≤0.01). They also show that with just and fair academic processes, an ethically strong institution can be built ( r =0.411, p ≤0.01) and development of an ethical institutional brand will lead to attaining competitive advantage in the academic world ( r =0.558, p ≤0.01). Also, the perceptions of undergraduate‐ and postgraduate‐level students on the different variables of ethical practices leading to brand building are found to vary.
Research limitations/implications
The sample chosen for the study was taken from Delhi, NCR, and hence does not incorporate the perception of students from Tier II and Tier III cities. Apart from this, the social desirability factor of the respondents (as applicable to all survey research) may also be one of the important limitations that may affect the research findings.
Practical implications
The study is a step forward in establishing a higher education system where ethically branded institutes will have an edge over others. The research may add key value for educational entrepreneurs who wish to establish an educational institution, helping them to work towards long‐term competitive advantage. This research endeavour is of help to policy makers, management of institutions, faculty, students and for the improvement of society as a whole. It is an attempt to explain the role of ethics in sustaining long‐term competitive excellence rather than a cutting edge for short‐term gains. It is practically of greater use in understanding the education industry scenario in the context of India, which has seen its education sector grow from philanthropy to being a business.
Originality/value
This paper identifies the need to rethink on the ethical functioning of institutions in the dramatically changed business environment of higher education in India. It is probably the first attempt to highlight the importance of ethical practices in higher education, and tries to draw a relationship between these practices and building the brand of higher education institutions. In light of the Education Bill passed in India, which gives great emphasis to ethical practices, the study is of pertinence to all who are willing to establish institutions or compete in the sector of education.
Purpose
– The purpose of this paper is to discuss Dr Rose's paper which presented his views of the cybernetic revolution; education and the environmental barrier; and the purpose of education.
Design/methodology/approach
– This paper introduces the concepts held by systemists and cyberneticians in the late 1960s. Sections of the original publication by Dr Rose are included.
Findings
– Places in an historical context the concepts of the cyberneticians and systemists – of that time and re‐emphasizes their role in forming present day thinking.
Originality/value
– Forms part of the tributes paid to the role of Dr Rose and his contribution to these areas of research and development. The original paper discussed was republished in 1991 as a 20th Anniversary tribute to the founding editor of the journal Kybernetes.
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