Moral Positions and Academic Conduct: Parameters of Tolerance for Ethics Failure

Bruhn, John G.; Zajac, Gary; Al‐Kazemi, Ali A.; Prescott, Loren D.

doi:10.1353/jhe.2002.0033

Cited by 48 publications

(45 citation statements)

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“…In my interviews, though, I began to notice a consistent narrative of ethics being experiences as social and political, emotional and experiential-and not just behavioral. Interestingly, many participant stories were in stark contrast to the literature's characterization of faculty ethics as a set of academic indiscretions (e.g., Bruhn, Zajac, Al-Kazemi, & Prescott, 2002;Hamilton, 2002;Kelley & Chang, 2007). In fact, participant stories were inconsistent with the expectations described in the Statement on Professional Ethics issued by the American Association of University Professors (AAUP, 1967(AAUP, /2009).…”

Section: The Longitudinal Studymentioning

confidence: 92%

“…As with other public institutions, resources are scarce and constituencies want to know if monies are being used effectively and efficiently. Criticisms are magnified by media and scholarly fixation on unethical behavior and often result in calls for increased oversight and rigorous enforcement of existing ethical codes-or even the development of more stringent ones (Bruhn et al, 2002). The university and its faculty, according to some critics, are not living up to "a high moral standard" (p. 471).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, Wilcox and Ebbs (1992) argued that "colleges and universities are custodians of knowledge" (p. xix); as such they are "institutions with moral responsibilities" to society. A decade later, Bruhn et al (2002) said "it is reasonable to hold academics to a high moral standard" (p. 471) because of their influence over students and public opinion. Faculty members "are in a prime position to influence young minds through their modeling and control of information" since they "often influence public opinion and contribute to social constructions of 'truth" and morality'" (p. 471).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

Reybold

2014

IJHE

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What does it mean to 'be' an ethical faculty member? A number of scholars point to legal and moral issues, aligning ethics with professional codes and regulated by institutional policy. From this perspective, being ethical is a matter of knowing and following the professional rules-the goal is to avoid certain actions. On the other hand, others question this objectivist approach and position faculty ethics as an experience, a fusion of personal and professional histories that include disciplinary training, socialization to the profession, and-especially-the specter of faculty rewards such as tenure and promotion. This article explores these competing perspectives in a qualitative meta-synthesis of data collected across studies of faculty identity, professional epistemology, and academic ethics. This analysis concentrates on 116 interviews with women and minority doctoral students and faculty members conducted between 1999 and 2012, a subset of more than 200 interviews I conducted during this timeframe. All interviews were initially coded using constant comparative analysis. For the meta-synthesis, I chose to apply an elaborative coding technique that juxtaposes data with the ethics literature related to chilly and alienating climates, cultural taxation, and the snare of faculty rewards in higher education. This (re)analysis allowed me engage in a formal dialogue between local theory and scholarship, resulting in six sub-themes: 'real'izing, acting out/in, toiling, serving, aligning, and diverging.

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Section: The Longitudinal Studymentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

Reybold

2014

IJHE

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“…In order to inhibit the misbehaviour this theory suggests that alleged offenders must understand that they will be caught and their misbehaviour will attract penalties (Fida et al, 2016;McCabe and Treviño, 1993). This is to say that in the case of an ethics failure, there should be an appropriate establishment and enforcement of university rules and laws (Jones and McLellan, 2000 as quoted in Regmi, 2011) as it interconnects with professionalism (Bruhn et al, 2002). However, daily practices evidence that the university is not alone in the fight against contract cheating.…”

Section: Contract Cheatingmentioning

confidence: 99%

Ethical and legal observations on contract cheating services as an agreement

Tauginienė

Jurkevičius

2017

Int J Educ Integr

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In this paper we cast light on one form of dishonest behaviour in academiacontract cheating services. We examine how an agreement between a student and a contract cheating services provider is viewed from ethical and legal perspectives. For this purpose we carried out an analysis of contract cheating services as an agreement which, in Lithuania, is currently facing the challenge of implementing laws regarding contract cheating services as a violation of academic ethics. Taking into consideration recent jurisprudence, together with social media articles, we conclude that while any agreement for contract cheating services is severely criticized in terms of ethics, the courts either do not regard this type of agreement as a violation of legal norms, or they inadequately apply legal remedies when such an agreement is deemed to be void.

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“…However, they note that some researchers found that lapses took place due to employees putting their self-interests above honesty. Bruhn et al (2002) also explored the intersection of ethics and professionalism among university members and offered a typology of ethics failure in academia. They stressed the need to reinforce what it means to be a professional and a good citizen in one's chosen profession.…”

Section: Research In Higher Educationmentioning

confidence: 99%

Strengthening Ethics: A Faith Perspective on Educational Research

Mogra

2017

J Acad Ethics

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This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one's belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur'ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur'ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical.

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Moral Positions and Academic Conduct: Parameters of Tolerance for Ethics Failure

Cited by 48 publications

References 0 publications

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

Ethical and legal observations on contract cheating services as an agreement

Strengthening Ethics: A Faith Perspective on Educational Research

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