Ethics centers’ activities and role in promoting ethics in universities

Safatly, Lise; Itani, Hiba; El‐Hajj, Ali; Salem, Dania

doi:10.1080/17449642.2017.1286787

Cited by 8 publications

(4 citation statements)

References 29 publications

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“…They include lectures, seminars, workshops and discussions. They also offer fellowships, ethics certificates and consultation services (Safatly et al , 2017). Such centres help to organise discussions on ethical problems and provide valuable advice.…”

Section: Discussionmentioning

confidence: 99%

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Ethical beliefs and behaviour of university educators: evidence from Russia

Timofeyev

Дремова

2021

JARHE

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PurposeThis exploratory study aims, firstly, to analyse and categorise judgements on ethical behaviour and actual behaviour of university educators. Secondly, the study addresses the impact of demographic data, such as gender, age and role on these issues.Design/methodology/approachWe utilised online survey data from academic employees of four leading universities in Russia, who are involved in teaching activities. In this study, we used correlation, regression and factor analyses.FindingsOur results demonstrate that teaching, while too distressed to be effective, is a common experience among university educators. By contrast, the rarest categories include teaching under the influence of drugs or alcohol. In addition, there is a high congruence between beliefs and respective behaviours. Females are typically more ethical in both judgements and actual behaviour. Factor analysis of behaviours yielded 16 interpretable factors.Practical implicationsFirstly, the salary of the university educators should be adequate and competitive and match with their workload. Secondly, the work of the educators should be given recognition that may become their stimuli for improvement in university teaching. Thirdly, universities should develop ethics centres, which help faculty members and students to take the right decisions in situations involving questionable behaviour in the classroom. Lastly, the development of ethical codes, for faculty members and students, may become their guidance in situations with ethical dilemmas.Originality/valueThis study contributed to the very limited research on the ethical aspects of higher education in Russia.

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Section: Discussionmentioning

confidence: 99%

“…Such centres help to organise discussions on ethical problems and provide valuable advice. According to Safatly et al (2017), they have proved to be useful in establishing academic integrity on campuses.…”

Section: Discussionmentioning

confidence: 99%

Ethical beliefs and behaviour of university educators: evidence from Russia

Timofeyev

Дремова

2021

JARHE

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“…Наставнику за подучавање етике на располагању стоје бројне методе и технике, попут: Сократовог разговора, рада на изворном тексту, менторисању израде реферата, анализе актуелних проблема из дневне штампе и медија, позивање гостујућих предавача, мисаони експерименти, израде концептуалних мапа вриједности (Thagard, 2013(Thagard, ), вртешка/слагалица (Јерковић, 2013, анализе умјетничких дјела (Крстић, 2018), књижевности (Willows, 2017), филма (Pease, 2009), стрипа (Robinson & Garratt, 2006), популарне музике (Mizzoni, 2006), симулације догађаја (Buxton, Phillippi & Collins, 2014), играње представа (Spence, 2004), обављање друштвено корисног рада (Safatly, Itani, El-Hajj & Salem, 2017). Наставнике треба охрабрити да на креативан начин развију своје стратегије и едукативне алате (Weston, 2007).…”

Section: методе и технике подучавања у настави етикеunclassified

Наставa Етике И Морално Васпитање Ученика И Студената

Стојановић¹

2020

NASK

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У овом раду одређује се улогу наставе етике у моралном васпитању ученика и студената кроз низ изазовних проблема стављених пред етичко образовање. Почевши још од Сократа који читаву филозофију своди на етичку проблематику до данас је остало актуелно питање може ли се етика научити. Аутор показује да настава етике директно утиче на развој моралног расуђивања и моралних емоција, па тиме индиректно кроз слободан избор ученика и на његово морално понашање. Приказане су најутицајније теорије моралног развоја и изражена потреба холистичког приступа који би обухватио све компоненте морала. Морално васпитање у основној школи обавља се кроз разредну наставу и предмет Филозофија за дјецу. У средњој школи на часовима Филозофије и изборног предмета Етике, а на универзитету кроз предмет Увод у етику или Професионална етика. Децидно су одређени смисао и циљеви етичког образовања у основном, средњошколском и универзитетском образовању. Продискутоване су традиционалне и иновативне методе примјерене за наставу етике са посебним нагласком на студију случаја и групну дебату, кроз подједнако излагање етичких теорија и проблема примијењене етике. Скренута је пажња на грешке и тешкоће у настави етике попут индоктринације и процјене исхода учења. Уочени су недостаци нашег образовног система у погледу етичког образовања и предложени кораци његовог побољшања.

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“…Second, ethics is used by academic staffs to organize and manage students' activities including promoting ethical thinking for academic, career, and business purposes. By having a moral value, it will bring a good impact either for students personality or for academic (Safatly et al, 2017).…”

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confidence: 99%

Character Building of Ethics in Undergraduate English Curriculum Documents

Mu'man

Sumarni²,

Dewanti³

2018

IJLECR

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This study aimed to describe character building of ethics addressed in the undergraduate English curriculum documents. Curriculum document is a planning, implementation, evaluation, management, and administration of education programs either in written forms, spoken statements, descriptions, or archaeologies. The curriculum document which had been analyzed consisted of semester planning of teaching and learning program (SPTLP)/syllabus, learning material and assessment taken from three universities – one was from Jakarta and the others were from Bandung. This study used qualitative content analysis method. The result of this study showed that ethical values such as trustworthiness, respect, responsibility, fairness, caring, and citizenship were addressed in SPTLP/syllabus, learning materials, and assessments in each university either explicitly or implicitly in the form of words, phrases, and clauses. In SPTLP/syllabus, ethical values were presented in basic competences, learning objectives, and course policies. In learning materials, ethical values were presented in topics and contents while in assessments ethical values were presented in assessment competences, assessment criteria and assessment form, and course policies. Keywords: Character Building, Ethics, and Curriculum Document.

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Ethics centers’ activities and role in promoting ethics in universities

Cited by 8 publications

References 29 publications

Ethical beliefs and behaviour of university educators: evidence from Russia

Ethical beliefs and behaviour of university educators: evidence from Russia

Наставa Етике И Морално Васпитање Ученика И Студената

Character Building of Ethics in Undergraduate English Curriculum Documents

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