Differences in Biases and Compensatory Strategies Across Discipline, Rank, and Gender Among University Academics

Abstract

The study of ethical behavior and ethical decision making is of increasing importance in many fields, and there is a growing literature addressing the issue. However, research examining differences in ethical decision making across fields and levels of experience is limited. In the present study, biases that undermine ethical decision making and compensatory strategies that may aid ethical decision making were identified in a series of interviews with 63 faculty members across six academic fields (e.g. biological sciences, health sciences, social sciences) and three levels of rank (assistant professor, associate professor, and full professor) as well as across gender. The degree to which certain biases and compensatory strategies were used in justifications for responses to ethical situations was compared across fields, level of experience, and gender. Major differences were found across fields for several biases and compensatory strategies, including biases and compensatory strategies related to use of professional field principles and field-specific guidelines. Furthermore, full professors tend to differ greatly from assistant and associate professors on a number of constructs, and there were differences in the consistency with which biases and compensatory strategies were displayed within these various groups. Implications of these findings for ethics training and future research are discussed.

Akademisyenlerin Etik Dışı Davranışlarına Yönelik Üniversite Öğrencilerinin Görüşleri

“…"Academic leaders" may search effective ways for ethical codes to be used not only by faculty but also students and administrative staff. This passes through not just expecting them to internalize the codes on their own but explaining them the importance and details of the codes (Giorgini et al, 2015). As also Anderson et al (2013:246) suggested, organizational members should be involved both in execution and preparation of these codes for more inclusivity.…”

Analysis in the ethical decision‐making of dental, nurse and physiotherapist students, through case‐based learning

“…6,39,40 and the dependence on specific factors. 17,41 We think that, for the exploration of abstract thinking, such as moral deliberation, reflective narration facilitates the presentation of ideas and opinions with greater coherence, without directing the response. 42,43 Furthermore, this approach may foster spontaneity and avoid restrictions or reductionisms of the type of response that could be given.…”

“…We chose the narrative response due to its ability to shed light on student behaviour patterns 6,39,40 . and the dependence on specific factors 17,41 42,43 .…”

“…[13][14][15] In addition, another problem, perceived by undergraduate students of medicine, dentistry, pharmacy, physiotherapy, nursing and other healthcare-related disciplines is the lack clear ethical criteria. [16][17][18] This perception is not only due to a lack of training, but mostly to an absence of consensus on concepts and skills to be taught. 19,20 Cultural, social and personal diversity and variety permeate all moral problems making difficult to pin down their ethical dimension.…”

“…In this period, the main technical skills, the professional principles and attitudes are acquired and assimilated 13–15 . In addition, another problem, perceived by undergraduate students of medicine, dentistry, pharmacy, physiotherapy, nursing and other healthcare‐related disciplines is the lack clear ethical criteria 16–18 19,20 .…”