Search results for 'Education, Higher Moral and ethical aspects' (try it on Scholar)

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  1. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.
     
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  2.  3
    Martinelli-Fernandez Susan A. (2009). Collaborative Administration: Academics and Administrators in Higher Education. In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer
    This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.
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  3. William W. May (ed.) (1998). Ethics and Higher Education. Oryx Press.
     
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  4. Lars-Eric Nilsson (2008). "But Can't You See They Are Lying": Student Moral Positions and Ethical Practices in the Wake of Technological Change. Distribution, Acta Universitatis Gothoburgensis.
     
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  5. Tricia Bertram Gallant (ed.) (2011). Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change. Routledge.
     
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  6.  6
    David G. Brown (ed.) (2006). University Presidents as Moral Leaders. Praeger Publishers.
    This book is based on papers presented at Wake Forest University, where three forums co-sponsored by the Center for Creative Leadership were held to address the ...
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  7.  3
    Elaine Englehardt (ed.) (2009). The Ethical Challenges of Academic Administration. Springer.
    This book explores the issues that are faced every day by those managing seats of learning.
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  8.  6
    Nannerl O. Keohane (2006). Higher Ground: Ethics and Leadership in the Modern University. Duke University Press.
    Ringing throughout this volume is a deep commitment to the fundamental values of the academy.
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  9.  23
    Patricia M. King & Matthew J. Mayhew (2002). Moral Judgement Development in Higher Education: Insights From the Defining Issues Test. Journal of Moral Education 31 (3):247-270.
    This article reviews 172 studies that used the Defining Issues Test to investigate the moral development of undergraduate college students and provides an organisational framework for analysing educational contexts in higher education. These studies addressed collegiate outcomes related to character or civic outcomes, selected aspects of students' collegiate experiences related to moral judgement development and changes in moral reasoning during the college years as they related to changes in other domains of development. Findings suggest that (...)
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  10.  69
    Marilyn Strathern (ed.) (2000). Audit Cultures: Anthropological Studies in Accountability, Ethics, and the Academy. Routledge.
    If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.
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  11.  17
    Michael Davis (1999). Ethics and the University. Routledge.
    Ethics and the University brings together two closely related topics, the practice of ethics in the university and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * An examination of research ethics, including the problem (...)
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  12. Sellés Dauder & Juan Fernando (2010). Riesgos Actuales de la Universidad: Cómo Librarse de Ellos. Ediciones Internacionales Universitarias.
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  13. John Strain, Ronald Barnett & Peter Jarvis (eds.) (2009). Universities, Ethics, and Professions: Debate and Scrutiny. Routledge.
  14.  2
    A. K. Bierman (1973). Philosophy for a New Generation. New York,Macmillan.
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  15. Ana Hirsch Adler & Rodrigo López Zavala (eds.) (2011). Ética y Valores Profesionales: Trece Experiencias de Investigación Universitaria En México. Universidad de Monterrey.
  16.  5
    Deni Elliott (ed.) (1995). The Ethics of Asking: Dilemmas in Higher Education Fund Raising. Johns Hopkins University Press.
    & A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...)
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  17.  1
    Susana Patiño‐González (2009). Promoting Ethical Competencies: Education for Democratic Citizenship in a Mexican Institution of Higher Education. Journal of Moral Education 38 (4):533-551.
    Higher education institutions have a responsibility to promote the development of students' ethical and citizenship competencies, especially in contexts of major social inequality. Graduates, who constitute a very small percentage of the population in México, are the best qualified to conceive of creative alternatives to resolve its demanding social challenges. But this cannot be done if trained professionals and specialists remain indifferent to their communities and merely seek to satisfy their personal interests. Higher education institutions should have (...)
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  18. Samuel M. Natale & Anthony F. Libertella (2016). Higher Education and Wealth Equity: Calibrating the Moral Compass Empathy, Ethics, and the Trained Will. Journal of Academic Ethics 14 (1):35-47.
    This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training (...)
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  19.  4
    Leon Benade (2012). From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform. Continuum.
    Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter (...)
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  20. Beverley H. Johns (2008). Ethical Dilemmas in Education: Standing Up for Honesty and Integrity. Rowman & Littlefield Education.
  21.  42
    Bruce Macfarlane (2004). Teaching with Integrity: The Ethics of Higher Education Practice. Routledgefalmer.
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
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  22.  7
    Liz C. Wang & Lisa Calvano (2015). Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment. Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
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  23.  23
    Thaddeus Metz (2009). Higher Education, Knowledge For Its Own Sake, and an African Moral Theory. Studies in Philosophy and Education 28 (6):517-536.
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, (...)
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  24.  69
    Tim Sprod (2001). Philosophical Discussion in Moral Education: The Community of Ethical Inquiry. Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this (...)
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  25.  20
    Polycarp Ikuenobe (2002). The Meta-Ethical Issue of the Nature of Lying: Implications for Moral Education. Studies in Philosophy and Education 21 (1):37-63.
    I argue that lying has many dimensions, hence, some putativecases of lying may not match our intuitions or acceptedmeanings of lying. The moral lesson we should teach must be that lying is not a simple principle or feature, buta cluster of features or spectrum of shades, where anythingin the spectrum or cluster is considered lying. I argue thatthe view regarding lying as a single principle or featurehas problematic meta-ethical implications. I do a meta-ethicalanalysis of the meaning of lying, (...)
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  26.  47
    Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  27.  4
    Mal Leicester (2001). A Moral Education in an Ethical System. Journal of Moral Education 30 (3):251-260.
    This article raises a number of interrelated issues. It first considers the need for a disability-aware education for everyone, including post-school leavers. This has both structural and curricular implications. At the structural level, it is argued that if we are to move towards a more ethical educational system, institutional discrimination must be dismantled. At the curricular level, the notion of a "culture of resistance", with distinctive moral characteristics, is explored. The article next considers the moral education of (...)
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  28.  38
    Sara Irisdotter Aldenmyr (2012). Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education. Journal of Moral Education 41 (1):23-37.
    Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of (...)
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  29.  8
    A. Wigmore & M. Ruiz (2010). Sustainability Assessment in Higher Education Institutions. The Stars System. Ramon Llull Journal of Applied Ethics 1 (1):25.
    Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and social responsibility (...)
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  30.  44
    Roger Bergman * (2004). Caring for the Ethical Ideal: Nel Noddings on Moral Education. Journal of Moral Education 33 (2):149-162.
    Nel Noddings is arguably one of the premier philosophers of moral education in the English?speaking world today. Although she is outside the mainstream theory, research, and practice traditions of cognitive?developmentalism (the Kohlberg legacy) and of character education (which is in public ascendancy), her body of work is unrivalled for originality of insight, comprehensiveness and coherence. Whilst Carol Gilligan's In a different voice (1982) introduced the ethic of caring into academic and public discourse, it is Noddings ?who has done most (...)
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  31.  12
    Brenda Cohen (1983). Ethical Objectivity and Moral Education. Journal of Moral Education 12 (2):131-136.
    Abstract The view that links a subjectivist view in ethics to an open approach to moral education is challenged, as well as the converse view that an objectivist ethical view entails a conformist approach. An objectivist analysis involves recognizing the possibility of error or moral misjudgement, while a subjectivist analysis is consistent with strong conviction. It does not follow from the fact that there are different ideas about right and wrong that anyone should view them all impartially. (...)
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  32.  4
    Grigory Kliucharev & James Muckle (2005). Ethical Values in Russian Education Today: A Moral Maze. Journal of Moral Education 34 (4):465-477.
    In this article, the complexity or possible confusion in public attitudes to ethical issues is explored. The characteristics of the ?Soviet person? as once instilled in schoolchildren are listed and elucidated. Results of nationwide surveys of the Russian population carried out most recently in 2004 are used to illustrate the values that Russian people subscribe to today. The mass media, the world of business and the Church are seen as promulgating conflicting values, while a large majority of the population (...)
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  33. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.
    The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the (...)
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  34.  5
    M. R. N. Bruijnis, V. Blok, E. N. Stassen & H. G. J. Gremmen (2015). Moral “Lock-In” in Responsible Innovation: The Ethical and Social Aspects of Killing Day-Old Chicks and Its Alternatives. Journal of Agricultural and Environmental Ethics 28 (5):939-960.
    The aim of this paper is to provide a conceptual framework that will help in understanding and evaluating, along social and ethical lines, the issue of killing day-old male chicks and two alternative directions of responsible innovations to solve this issue. The following research questions are addressed: Why is the killing of day-old chicks morally problematic? Are the proposed alternatives morally sound? To what extent do the alternatives lead to responsible innovation? The conceptual framework demonstrates clearly that (...)
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  35. Hugh Sockett (2011). Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. Routledge.
    The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (...)
     
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  36. Anna Strhan (2012). Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility. Wiley.
    _Levinas, Subjectivity, Education_ explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility. Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education Offers a clear analysis of Levinas’s central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists Examines Alain Badiou’s critique of Levinas’s (...)
     
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  37.  10
    Martinus Putranta & Russel Kingshott (2011). The Relationships Between Ethical Climates, Ethical Ideologies and Organisational Commitment Within Indonesian Higher Education Institutions. Journal of Academic Ethics 9 (1):43-60.
    This research aimed to assess the potential of alternatives to extrinsic pecuniary rewards for cultivating employees’ commitment in denominational higher education institutions in Indonesia. Two ethics-related variables, namely ethical climates and ethical ideologies, were chosen as possible predictors. A model delineating the nexus between ethical climates types, ethical ideologies, and various forms of organisational commitment was developed and tested. A two-step structural equation modelling procedure was used as the primary means in testing the hypothesised relationships. (...)
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  38.  47
    Thaddeus Metz (2009). The Final Ends of Higher Education in Light of an African Moral Theory. Journal of Philosophy of Education 43 (2):179-201.
    From the perspective of an African ethic, analytically interpreted as a philosophical principle of right action, what are the proper final ends of a publicly funded university and how should they be ranked? To answer this question, I first provide a brief but inclusive review of the literature on Africanising higher education from the past 50 years, and contend that the prominent final ends suggested in it can be reduced to five major categories. Then, I spell out an intuitively (...)
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  39. Lester F. Goodchild (2011). Enhancing Individual Responsibility in Higher Education : Embracing Ethical Theory in Professional Decision-Making Frameworks. In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge
     
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  40.  7
    Chryssoula Lemonidou, Elizabeth Papathanassoglou, Margarita Giannakopoulou, Elisabeth Patiraki & Danai Papadatou (2004). Moral Professional Personhood: Ethical Reflections During Initial Clinical Encounters in Nursing Education. Nursing Ethics 11 (2):122-137.
    Moral agency is an important constituent of the nursing role. We explored issues of ethical development in Greek nursing students during clinical practice at the beginning of their studies. Specifically, we aimed to explore students’ lived experience of ethics, and their perceptions and understanding of encountered ethical conflicts through phenomenological analysis of written narratives. The process of developing an awareness of personal values through empathizing with patients was identified as the core theme of the students’ experience. Six (...)
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  41.  3
    Laura J. Spence (2002). 'Like Building a New Motorway': Establishing the Rules for Ethical Email Use at a UK Higher Education Institution. Business Ethics 11 (1):40–51.
    Computer mediated communication, in particular email, is of particular importance in the Higher Education sector. In this paper, research at one Higher Education Institution on the ethical use of email is presented. Focus groups were used to gather data on the impact of email, on current patterns of use, and on perceptions of ethical use. Using the analogy of a new motorway, which everyone is expected to use but for which there are no established rules of (...)
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  42.  17
    Joe Winston (2005). Between the Aesthetic and the Ethical: Analysing the Tension at the Heart of Theatre in Education. Journal of Moral Education 34 (3):309-323.
    Theatre in Education is a recognized form for exploring ethical issues in schools. Although the relationship between functional, didactic objectives and theatre artistry is recognized as complex and difficult, there has been little analytical work to elucidate its nature. This article takes the form of a case study intended to illuminate this tension by analysing a play that toured recently in secondary schools in Birmingham, UK. It concentrates on two aspects of this particular performance: its transgressive elements ? (...)
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  43.  9
    Adam Niemczynski (1996). Moral Education is Not Good Enough Because Education is Not Moral Enough. Journal of Moral Education 25 (1):111-116.
    Abstract For education to be moral enough, its goal is defined not as to help individuals to learn the life ideals of church or state (which means centuries of practice whereby a group of individuals is trying to impose these ideals upon another group) but to create moral individuals??people who are willing and able to treat each other as equals, and who are willing and able to feel compassion towards one another. Consideration is given to lessons from psychotherapy (...)
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  44.  2
    Jon Magne Vestøl (2011). Moral Education and the Role of Cultural Tools. Journal of Moral Education 40 (1):37-50.
    Presenting results from a Norwegian empirical study of student texts and moral education textbooks, this article contributes to the evaluation and development of contextual approaches to moral education. Theoretical perspectives from Seyla Benhabib and Mark Tappan are discussed in the light of empirical data. In particular, while textbooks focus primarily on norm aspects of morality, student texts display interactions between relation?oriented and norm?oriented cultural tools, indicating a possible synthesis of care and justice aspects of morality, as (...)
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  45.  2
    Virginia Black (1978). Responsibility Management: The Primary Object of Moral Education. Journal of Moral Education 7 (3):166-181.
    Abstract By over?stressing legal analogies in ethical theory, I believe we have neglected aspects of morality that tie it closely to the development of personal responsiblity. When this relationship is realized, discrepancies sometimes claimed between self?interest and the social good dissolve. This paper defends an approach to moral education based on using responsibility as a causal means to greater autonomy or personal freedom. By holding people unconditionally or ?ascriptively? responsible, eliminating all excusing conditions, the kind of responsibility (...)
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  46.  46
    Linda Klebe Trevino (1992). Moral Reasoning and Business Ethics: Implications for Research, Education, and Management. [REVIEW] Journal of Business Ethics 11 (5-6):445 - 459.
    This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
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  47.  25
    Almerinda Forte (2004). Business Ethics: A Study of the Moral Reasoning of Selected Business Managers and the Influence of Organizational Ethical Climate. [REVIEW] Journal of Business Ethics 51 (2):167-173.
    Since manager's decisions impact organizational goals and organizational ethical behavior, this researcher investigated the degree to which there are differences in the moral reasoning ability of business managers of selected industries and whether there are significant differences between top, middle, and first-line management levels. To determine the relationship between managers' locus of control and their moral reasoning ability, this study considered three independent variables: reported organizational ethical climate, locus of control, and selected demographic (...)
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  48.  2
    Donnie J. Self, DeWitt C. Baldwin & Fredric D. Wolinsky (1996). Further Exploration of the Relationship Between Medical Education and Moral Development. Cambridge Quarterly of Healthcare Ethics 5 (3):444.
    In the wake of a pilot study that indicated that the experience of medical education appears to Inhibit moral development In medical students, increased attention needs to be given to the structure of medical education and the Influence it has on medical students. Interest in ethics and moral reasoning has become widespread in many aspects of professional and public life. Society has exhibited great interest in the ethical issues confronting physicians today. Considerable effort has been undertaken (...)
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  49. Colin Lees & Alex Robertson (1999). Manchester University and the City: Aspects of Policy-Making in Higher Education, 1900-1930. Bulletin of the John Rylands Library 81 (1):85-109.
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  50. Peter J. Arnold (1997). Sports, Ethics and Education. Cassell.
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