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  1. ‘Equipping students with an ethical compass.’ What does it mean, and what does it imply?Lieke H. Van Stekelenburg, Doret De Ruyter & Wouter Sanderse - 2021 - Ethics and Education 16 (1):91-107.
    The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences (UAS), for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing (...)
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  • Thou shalt and shalt not: An alternative to the ten commandments approach to developing a code of ethics for schools of business. [REVIEW]Deborah S. Kleiner & Mary D. Maury - 1997 - Journal of Business Ethics 16 (3):331-336.
    Many have preached the need for business schools to "teach" ethics, but very few have considered that business schools should also adopt and implement their own codes. The authors' previous research indicates that there is a perceived need for a code of ethics for business schools. Currently, relatively few schools have in fact adopted codes of ethics applicable to all the constituents of the institution. Proposals made to businesses to help them determine which values should be included in a corporate (...)
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  • Academic Integrity as an Institutional Issue.Patricia Keith-Spiegel & Bernard E. Whitley - 2001 - Ethics and Behavior 11 (3):325-342.
    Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a campus-wide ethos that encourages integrity.
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  • Value dissonance and ethics failure in academia: A causal connection? [REVIEW]John G. Bruhn - 2008 - Journal of Academic Ethics 6 (1):17-32.
    Ethics failure in academia is not new, yet its prevalence, causes, and methods to prevent it remain a matter of debate. The author’s premise is that value dissonance underlies most of the reasons ethics failure occurs. Vignettes are used to illustrate value dissonance at the individual and institutional levels. Suggestions are offered for ways academic institutions can assume greater responsibility as a moral agency to prevent the occurrence of ethics failure.
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