Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings

Sethy, Satya Sundar

doi:10.1007/s10805-018-9313-6

Cited by 15 publications

(12 citation statements)

References 34 publications

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“…Acknowledging the difficulty and multiplicity of definitions of the academic profession, in any case, the control of work, the specialised knowledge and the autonomy in this activity are critical for the definition of profession and it is possible that they are decreasing in the academic (Carlotto & Garcia, 2018). According to Sethy (2018), being an academic as a profession involves a set of features and specificities that differentiate it from all others. As the main features, the author highlights:…”

Section: The Academic Professionmentioning

confidence: 99%

“…For a long time, the vocation of the academic profession usually involved research and teaching (Arimoto, 2015;Galego, 2016;Santos, Pereira, & Lopes, 2016;Sethy, 2018). Santos et al (2016), in their study, stress the intensification of the academic work, concomitant with the fragmentation of the profession, in a context in which What makes the nature of the university today is the commercial ideology: universities are companies; education is services; teaching and research are business opportunities; teachers are service professionals or consultants; students are clients.…”

Section: The Academic Professionmentioning

confidence: 99%

“…These shifts are also happening all over the world and translates into the need for internationalisation, harmonisation between countries, regions and even at the global level (Shaker, 2016). Specifically in the EHEA context, this reconfiguration of higher education has the central purpose of enabling the possibility of creditation in different HEIs and countries (through ECTS -European Credit Transfer System), the assessment of HEIs and their faculty members, a greater efficiency in their management and the focus on innovation and entrepreneurship, in a closer relationship with the social and economic community (Carlotto & Garcia, 2018;Véliz-Calderon, Theurillat, Paredes, & Pickenpack, 2018) of science as a directly productive factor (Oliveira, 2000), with local, regional, national and international specificities and variations (Dan & Fengqiao, 2015;Isabel, Luis, & Gomez-Gajardo, 2015;Lamarra & Marquina, 2013;Research Institute for Higher Education Hiroshima University, 2015;Sethy, 2018;Trif, 2014;Véliz-Calderon, et. al., 2018).…”

Section: Introduction and Justification Of The Studymentioning

confidence: 99%

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(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

José¹,

Ferreira

Serpa

2019

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Currently, the digital dimension permeates the daily activity of many professions, with all that this entails, in terms of advantages, disadvantages and challenges. The academic world is not immune to these new technological, political and social conditions and new instigations and situations emerge, which need to be studied. This article seeks to answer the following research question: Is the academic profession undergoing a process of increasing proletarianisation, which is influenced by the new universities' mission (in a broad way), in the sense of unprofessionalisation, or are there new conditions for academics' re-professionalisation experienced as a challenge? A meta-analysis of publications that focus directly on this topic was conducted through a conceptual analysis of the most recent literature addressing this topic. It is concluded that, in general, and notwithstanding institutional, local, regional, national and international specificities, there is some degree of academic's unprofessionalisation resulting from an increase in the functions ascribed to him/her by the political dimension that, in a context of increasing instability and control of his/her activity through the quantity and intensity of the functions to be conducted, may call into question academic autonomy, a basic foundation of the University. However, and concurrently, there is a new context which could, under certain conditions, foster the enormous challenge of re-professionalisation. As an implication of this work, there is a need to rethink this situation, which, if continued and deepened, will threaten the academic profession in some of its central dimensions, which may jeopardise the future sustainable development of our societies.

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Section: The Academic Professionmentioning

confidence: 99%

Section: The Academic Professionmentioning

confidence: 99%

Section: Introduction and Justification Of The Studymentioning

confidence: 99%

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(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

José¹,

Ferreira

Serpa

2019

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“…Women's position in our societies is a social issue that depends on public policies and organizational procedures (Eliou, 1988). As a key component of higher education settings, Teaching at universities requires the interest of teachers in teaching, impeccable integrity in teaching and learning tasks and professional culture development (Sethy, 2018). Teaching is defined, as a job, by the scope and remit of teaching norms.…”

Section: Teaching Professionmentioning

confidence: 99%

Women Education: Women and Teaching Profession in Ghana

Wang

Samba

2019

IJSSES

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Feminist theorists raise questions about hypotheses that are still common in the teaching fields that consist mostly of women. Education is a force that allows women to have expanded choices in the approach to capabilities and The World Bank is promoting education for women as it contributes to human capital. The purpose of this paper is to discuss women education, the teaching profession, and feminization of teaching in Ghana. It highlights and analyze why women are concerned about education, aspects of women's education in Ghana, and why women are interested in teaching. Findings indicated that Ghanaian women are into teaching because of numerous reasons but a few of them include, the acceptance in the teaching profession i.e. they feel accepted and there is no discrimination. In addition, there is job security in the profession.

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“…Ayers ( 2001 ) also stated, “the work of a teacher—exhausting, complex, idiosyncratic, never twice the same—is, at its heart, an intellectual and ethical enterprise” (p. 122). A high level of ethicality motivates faculty to use their best skills to engage in teaching–learning tasks (Sethy, 2018 ). To help faculty of all modalities to cultivate ethical behavior to fulfill part of their faculty role as teachers, universities and professional organizations have incorporated different strategies (Sethy, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Character Strengths and Ethical Engagement in Online Faculty

Greenberger

Milliken

2021

J Acad Ethics

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In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, interpersonal character strengths, and emotional character strengths because of their relevance to online faculty's teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty's character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms.

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Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings

Cited by 15 publications

References 34 publications

(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

Women Education: Women and Teaching Profession in Ghana

Character Strengths and Ethical Engagement in Online Faculty

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