Search results for 'School administrators Professional ethics' (try it on Scholar)

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  1. Daniel J. Mahoney (2006). Ethics and the School Administrator: Balancing Today's Complex Issues. Rowman & Littlefield Education.score: 812.0
    A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professional ethics -- Balancing it all.
     
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  2. Joseph P. Hester (2003). Ethical Leadership for School Administrators and Teachers. Mcfarland & Co..score: 782.0
    This book suggests that the time has come for educational leaders to re-evaluate their mission and redirect their schools to a broader curriculum emphasizing ...
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  3. S. J. Knezevich (1970). The Ethical Concerns of Professional School Administrators. In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 780.0
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  4. William T. Hartman (2005). Ethics for School Business Officials. Scarecroweducation.score: 750.0
    Ethics and school business officials -- Making ethical decisions -- Ethics for school business officials -- Examining personal and professional codes of ethics -- Approaching ethical dilemmas -- Human resource management -- Financial resource management -- Facility, property, and information management -- Ancillary services : transportation.
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  5. Mike Bottery (1992). The Ethics of Educational Management: Personal, Social, and Political Perspectives on School Organization. Cassell.score: 648.0
  6. Joan Poliner Shapiro (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. L. Erlbaum Associates.score: 566.0
    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 (...)
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  7. Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell (2011). The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW] Journal of Academic Ethics 9 (4):277-290.score: 538.0
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. (...)
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  8. William Frick (ed.) (2012). Educational Management Turned on its Head: Exploring a Professional Ethic for Educational Leadership: A Critical Reader. P. Lang.score: 538.0
     
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  9. Spencer J. Maxcy (2002). Ethical School Leadership. Scarecrow Press.score: 528.0
    This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.
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  10. Ernestine Enomoto (2007). Leading Through the Quagmire: Ethical Foundations, Critical Methods, and Practical Applications for School Leadership. Rowman & Littlefield Education.score: 528.0
  11. Ronald H. Stein & M. Carlota Baca (eds.) (1981). Professional Ethics in University Administration. Jossey-Bass.score: 453.0
  12. Susan Jacob (1996). Ethics and Law for School Psychologists. J. Wiley & Sons.score: 436.5
    The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
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  13. Glenn L. Immegart & John M. Burroughs (eds.) (1970). Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 433.5
     
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  14. Mike W. Martin (2000). Meaningful Work: Rethinking Professional Ethics. Oxford University Press.score: 369.0
    As commonly understood, professional ethics consists of shared duties and episodic dilemmas--the responsibilities incumbent on all members of specific professions joined together with the dilemmas that arise when these responsibilities conflict. Martin challenges this "consensus paradigm" as he rethinks professional ethics to include personal commitments and ideals, of which many are not mandatory. Using specific examples from a wide range of professions, including medicine, law, high school teaching, journalism, engineering, and ministry, he explores how personal (...)
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  15. Donald L. McCabe, Janet M. Dukerich & Jane E. Dutton (1994). The Effects of Professional Education on Values and the Resolution of Ethical Dilemmas: Business School Vs. Law School Students. [REVIEW] Journal of Business Ethics 13 (9):693 - 700.score: 300.0
    Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior (...)
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  16. Jane E. Dutton (1992). Values and Ethical Decision-Making Among Professional School Students. Professional Ethics 1 (3/4):117-136.score: 295.5
  17. Theodore Day Martin (1931). Instruction in Professional Ethics in Professional Schools for Teachers. Washington, D.C.,National Education Association.score: 295.5
     
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  18. L. W. Beck (1970). Professions, Ethics, and Professional Ethics. In Glenn L. Immegart & John M. Burroughs (eds.), Ethics and the School Administrator. Danville, Ill.,Interstate Printers & Publishers.score: 287.0
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  19. Thomas W. Dunfee & Diana C. Robertson (1988). Integrating Ethics Into the Business School Curriculum. Journal of Business Ethics 7 (11):847 - 859.score: 274.5
    A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business (...)
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  20. Chris Higgins (2011). The Good Life of Teaching: An Ethics of Professional Practice. Wiley-Blackwell.score: 265.5
    Machine generated contents note: Preface (Richard Smith) -- Acknowledgements -- Introduction : Why We Need a Virtue Ethics of Teaching. Saints and scoundrels ; A brief for teacherly self-cultivation ; From the terrain of teaching to the definition of professional ethics ; Outline of the argument -- PART I. The Virtues of Vocation : From Moral Professionalism to Practical Ethics -- Chapter 1. Work and Flourishing : Williams' Critique of Morality and its Implications for Professional (...)
     
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  21. Martinelli-Fernandez Susan A. (2009). Collaborative Administration: Academics and Administrators in Higher Education. In Elaine Englehardt (ed.), The Ethical Challenges of Academic Administration. Springer.score: 250.5
    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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  22. Christine Doddington (2007). Individuals or Persons—What Ethics Should Help Constitute the School as Community? Ethics and Education 2 (2):131-143.score: 240.0
    This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education (...)
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  23. Udo Schuklenk & Ricardo Smalling (2013). Queer Patients and the Health Care Professional—Regulatory Arrangements Matter. Journal of Medical Humanities 34 (2):93-99.score: 240.0
    This paper discusses a number of critical ethical problems that arise in interactions between queer patients and health care professionals attending them. Using real-world examples, we discuss the very practical problems queer patients often face in the clinic. Health care professionals face conflicts in societies that criminalise same sex relationships. We also analyse the question of what ought to be done to confront health care professionals who propagate falsehoods about homosexuality in the public domain. These health care professionals are more (...)
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  24. Elaine Englehardt (ed.) (2009). The Ethical Challenges of Academic Administration. Springer.score: 235.5
    This book explores the issues that are faced every day by those managing seats of learning.
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  25. American Association of University Administors (1981). Professional Standards for Administrators. In Ronald H. Stein & M. Carlota Baca (eds.), Professional Ethics in University Administration. Jossey-Bass.score: 235.5
     
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  26. Kurt Aurin & Martina Maurer (1993). Forms and Dimensions of Teachers' Professional Ethics‐‐Case Studies in Secondary Schools. Journal of Moral Education 22 (3):277-296.score: 232.5
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  27. St John & P. Edward (2009). College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice. Routledge.score: 229.5
    Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.
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  28. Charles R. Feldhaus, Robert M. Wolter, Stephen P. Hundley & Tim Diemer (2006). A Single Instrument: Engineering and Engineering Technology Students Demonstrating Competence in Ethics and Professional Standards. Science and Engineering Ethics 12 (2):291-311.score: 225.0
    This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL’s) and Accreditation Board for Engineering and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, (...)
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  29. Johannes Brinkmann (2002). Business and Marketing Ethics as Professional Ethics. Concepts, Approaches and Typologies. Journal of Business Ethics 41 (1-2):159 - 177.score: 222.0
    Marketing ethics is normally marketed as a sub-specialization of business ethics. In this paper, marketing ethics serves as an umbrella term for advertising, PR and sales ethics and as an example of professional ethics. To structure the paper, four approaches are distinguished, with a focus on typical professional conflicts, codes, roles or climates respectively. Since the moral climate approachis more inclusive than the other approaches, the last part of the paper deals mainly with (...)
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  30. Joel Marks (2004). “There's No Room in the Worksheet” and Other Fallacies About Professional Ethics in the Curriculum. Teaching Ethics 4 (2):79-90.score: 222.0
    Despite the apparently universal recognition of a pervasive "success at any cost" amorality in the professional and business world, and the need to do something about it, attempts to establish a campus-wide professional ethics curriculum continue to encounter resistance at many colleges and universities. The main stumbling block seems to be a purely practical one: How do you fit a course on professional ethics into academic worksheets that are already over-crowded with essential technical courses in (...)
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  31. Ellen M. Harshman, James F. Gilsinan, James E. Fisher & Frederick C. Yeager (2005). Professional Ethics in a Virtual World: The Impact of the Internet on Traditional Notions of Professionalism. [REVIEW] Journal of Business Ethics 58 (1-3):227 - 236.score: 222.0
    Numerous articles in the popular press together with an examination of websites associated with the medical, legal, engineering, financial, and other professions leave no doubt that the role of professions has been impacted by the Internet. While offering the promise of the democratization of expertise – expertise made available to the public at convenient times and locations and at an affordable cost – the Internet is also driving a reexamination of the concept of professional identity and related claims of (...)
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  32. W. Scott Dunbar (2005). Emotional Engagement in Professional Ethics. Science and Engineering Ethics 11 (4):535-551.score: 222.0
    Recent results from two different studies show evidence of strong emotional engagement in moral dilemmas that require personal involvement or ethical problems that involve significant inter-personal issues. This empirical evidence for a connection between emotional engagement and moral or ethical choices is interesting because it is related to a fundamental survival mechanism rooted in human evolution. The results lead one to question when and how emotional engagement might occur in a professional ethical situation. However, the studies employed static dilemmas (...)
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  33. Cheryl Cates & Bryan Dansberry (2004). A Professional Ethics Learning Module for Use in Co-Operative Education. Science and Engineering Ethics 10 (2):401-407.score: 222.0
    The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will (...)
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  34. Joseph A. Petrick & Robert F. Scherer (2005). Management Educators' Expectations for Professional Ethics Development. Journal of Business Ethics 61 (4):301 - 314.score: 222.0
    Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between (...)
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  35. Ji Yeon Han, Hyun Soon Park & Hyeonju Jeong (2013). Individual and Organizational Antecedents of Professional Ethics of Public Relations Practitioners in Korea. Journal of Business Ethics 116 (3):553-566.score: 222.0
    This study examines the effects of individual ethical values and organizational factors on the professional ethics of PR practitioners in Korea by considering a person–situation interactionist model. Individual ethical values are used as individual factors, and organizational factors consist of an organization’s reward and punishment for ethical/unethical behavior, the behavior of peers, and the ethical integrity of the chief ethics officer. The professional ethics of PR practitioners (the dependent variable) are classified into the following three (...)
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  36. A. Nello (2010). The Circumscribed Quadrature of Professional Ethics. Ramon Llull Journal of Applied Ethics 1 (1):143.score: 222.0
    The circumscribed quadrature of professional ethics aims to show the necessary shift from deontology to professional ethics, from deontological codes to ethical codes. While deontology and the deontological codes that materialise from it set their sights on professionals' responsibilities, professional ethics and the ethical codes that should derive from it would set their sights on the professional act, on its successful performance. In this way, the stress comes to be placed not only on (...)
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  37. Androniki Panteli, Janet Stack & Harvie Ramsay (1999). Gender and Professional Ethics in the IT Industry. Journal of Business Ethics 22 (1):51 - 61.score: 219.0
    In this paper, we discuss the ethical responsibility of the Information Technology (IT) industry towards its female workforce. Although the growing IT industry experiences skills shortages, there is a declining trend in the representation of women. The paper presents evidence that the IT industry is not gender-neutral and that it does little to promote or retain its female workforce. We urge that professional codes of ethics in IT should be revised to take into account the diverse needs of (...)
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  38. Emile Durkheim (1957/1992). Professional Ethics and Civic Morals. Routledge.score: 216.0
    In Professional Ethics and Civic Morals , Emile Durkheim outlined the core of his theory of morality and social rights which was to dominate his work throughout the course of his life. In Durkheim's view, sociology is a science of morals which are objective social facts, and these moral regulations form the basis of individual rights and obligations. This book is crucial to an understanding of Durkheim's sociology because it contains his much-neglected theory of the state as a (...)
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  39. Desh Raj Sirswal (2013). Professional Ethics, Media and Good Governance. Intellection (01):Jan-June 2013.score: 216.0
    Philosophy is a vast subject and it is growing day by day in many branches although it has many traditional branches like epistemology, metaphysics, ethics and logic etc. Professional ethics is a discipline of philosophy and a part of subject called as ETHICS. In professional ethics we study the morals and code of conduct to be used while one practices in his/her profession. Media is also a profession and there is also a code of (...)
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  40. Desh Raj Sirswal (2013). Professional Ethics and Morality. In Icsp (ed.), Facilitation Volume in Honour of Prof. Sohan Raj Tater.score: 216.0
    Modern educational thoughts have made a powerful impact on civilized persons. The learner is a partner in the process of learning in our age. He is a disciple and is going to be a consumer as well as customer. There is a shift from education as a means of welfare and awareness to commercialization of education. In this background, Professional Ethics is partly comprised of what a professional should or should not do in the work -place. It (...)
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  41. Heidi von Weltzien Hoivik (2002). Professional Ethics: A Managerial Opportunity in Emerging Organizations. Journal of Business Ethics 39 (1/2):3 - 11.score: 216.0
    Professional Ethics, viewed as a managerial challenge and opportunity in this study, deals with the often overlooked conceptions, actions and behavior of individuals who see themselves both as members of a profession and as members of an organization. Managers have to deal with this dual loyalty and inherent potential for conflict. This is of particular importance for new types of organizations when wanting to develop and sustain an ethical platform for the ultimate goal - assuring that future business (...)
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  42. Karolyn L. A. White, Christopher F. C. Jordens & Ian Kerridge (2014). Contextualising Professional Ethics: The Impact of the Prison Context on the Practices and Norms of Health Care Practitioners. Journal of Bioethical Inquiry 11 (3):333-345.score: 216.0
    Health care is provided in many contexts—not just hospitals, clinics, and community health settings. Different institutional settings may significantly influence the design and delivery of health care and the ethical obligations and practices of health care practitioners working within them. This is particularly true in institutions that are established to constrain freedom, ensure security and authority, and restrict movement and choice. We describe the results of a qualitative study of the experiences of doctors and nurses working within two women’s prisons (...)
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  43. Judi L. Malone (2012). Professional Ethics in Context. Journal of Bioethical Inquiry 9 (4):463-477.score: 216.0
    The complexities of professional ethics are best understood and interpreted within their sociohistorical context. This paper focuses on the experience of 20 rural psychologists from across Canada, a context rife with demographic and practice characteristics that may instigate ethical issues. Employing hermeneutic phenomenology, these qualitative research results are indicative of professional struggles that impacted the participants’ experience of professional ethics and raised key questions about policy and practise. Concerns regarding competition highlight potential professional vulnerability, (...)
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  44. Stefan Konstanczak & Bogna Choinska (2011). Professional Ethics in Polish Medicine. Ethics and Bioethics (in Central Europe) 1 (1-2):14-20.score: 216.0
    Justifying the existence of professional ethics in medicine is usually connected with the traditions of a profession and with a humanistic dimension of these ethics, pointing at the same time to their culture-forming character. With such an attitude, professional ethics is treated as a part of all mankind’s output, and its teaching turns out to be an important element of preparation for taking part in culture. Taking into account the cultural meaning of professional (...), one should notice that all discussions about the character of relations of medicine and ethics exceed the very health care system. The dilemma outlined in the article deals with the problem whether the existence of medical ethics requires external regulations or is this also a creation of the very representatives of medicine and only they can formulate it. If the latter is to be assumed, ethics in medicine would have to be independent of other detailed ethics and it would not need to be included in any other more general theory. In the first solution, medical ethics is becoming a part of general ethics and, therefore, it would be justified to include it in a more general theory – bioethics. The authors indicate that professional ethics does not limit freedom of the staff but gives a special opportunity to use it. Records constituting its contents are mostly standardized by a professional group which sets criteria of recruitment on its own and general duties resting on their members. (shrink)
     
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  45. Jingqing Yang (2010). Serve the People: Understanding Ideology and Professional Ethics of Medicine in China. [REVIEW] Health Care Analysis 18 (3):294-309.score: 216.0
    The article explores the communist ideology that has guided the formation of professional ethics of medicine in China. It first explores the constitutions of the People’s Republic of China and the Chinese Communist Party and codes of practice for medicine enforced since 1949, showing that the core of the ideology in relation to health provision and doctor–patient relationship has always been ‘serving the people wholeheartedly’. The ideological undertaking, however, has never been successfully exercised. In the pre-reform era, the (...)
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  46. Ann Lieberman (ed.) (1988). Building a Professional Culture in Schools. Teachers College Press.score: 212.0
  47. Kenneth S. Pope (2007). Ethics in Psychotherapy and Counseling: A Practical Guide. Jossey-Bass.score: 211.5
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring professional. . (...)
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  48. Sean Valentine & Gary Fleischman (2008). Professional Ethical Standards, Corporate Social Responsibility, and the Perceived Role of Ethics and Social Responsibility. Journal of Business Ethics 82 (3):657 - 666.score: 210.0
    This study explored several proposed relationships among professional ethical standards, corporate social responsibility, and the perceived role of ethics and social responsibility. Data were collected from 313 business managers registered with a large professional research association with a mailed self-report questionnaire. Mediated regression analysis indicated that perceptions of corporate social responsibility partially mediated the positive relationship between perceived professional ethical standards and the believed importance of ethics and social responsibility. Perceptions of corporate social responsibility also (...)
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  49. Dinah Payne & Brett J. L. Landry (2005). Similarities in Business and IT Professional Ethics: The Need for and Development of a Comprehensive Code of Ethics. [REVIEW] Journal of Business Ethics 62 (1):73 - 85.score: 208.0
    The study of business ethics has led to the development of various principles that are the foundation of good and ethical business practices. A corresponding study of Information Technology (IT) professionals’ ethics has led to the conclusion that good ethics in the development and uses of information technology correspond to the basic business principle that good ethics is good business. Ergo, good business ethics practiced by IT professionals is good IT ethics and vice versa. (...)
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  50. Preston Stovall (2011). Professional Virtue and Professional Self-Awareness: A Case Study in Engineering Ethics. Science and Engineering Ethics 17 (1):109-132.score: 207.0
    This paper articulates an Aristotelian theory of professional virtue and provides an application of that theory to the subject of engineering ethics. The leading idea is that Aristotle’s analysis of the definitive function of human beings, and of the virtues humans require to fulfill that function, can serve as a model for an analysis of the definitive function or social role of a profession and thus of the virtues professionals must exhibit to fulfill that role. Special attention is (...)
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