A body of knowledge -- Organizations -- Behavior -- Ethics -- Organizational politics -- Interpersonal dynamics -- Professionalethics -- Balancing it all.
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.
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 ...
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 profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)
The revised classic on the professional and legal standards of school psychology This completely updated edition of the leading ethics and law guide provides ...
As commonly understood, professionalethics 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 professionalethics 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 (...) commitments motivate, guide, and give meaning to work. (shrink)
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. (...) The DIT contains certain philosophical assumptions (“Kohlbergian” or “neo-Kohlbergian”) that have been criticized in recent years. It is also expensive for large institutions to use. The purpose of this article is to offer a rubric—which the authors have named the Health ProfessionalEthics Rubric—for the assessment of several learning outcomes related to ethics education in health science centers. This rubric is not open to the same philosophical critiques as the DIT and other such instruments. This rubric is also practical to use. This article includes the rubric being advocated, which was developed by faculty and administrators at a large academic health science center as a part of a campus-wide ethics education initiative. The process of developing the rubric is described, as well as certain limitations and plans for revision. (shrink)
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 professionalethics 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 professionalethics into academic worksheets that are already over-crowded with essential technical courses in (...) every professional discipline? I maintain, to the contrary, that the real problem is one of attitude and will, and these in turn rest upon a set of mistaken notions about the nature of professionalethics. In this essay I highlight what I take to be a number of fallacies about professionalethics and then suggest a better way to think about its place in the formal education of professionals. (shrink)
Abstract The rationale, research background and concept of this study on the forms and dimensions of teachers? professionalethics are presented. Questions of particular interest are: Which ethical dimensions with respect to central fields of action are teachers most aware of? To what extent does the importance they attach to these dimensions vary? To what degree does consensus exist among teachers? Are there differences in the form of ethics between schools, and what factors affect these differences? An (...) answer is first attempted on the basis of interviews conducted with teachers from five secondary schools with respect to four fields of action. By using case studies, the directions of ethical viewpoints are identified and the extent of consensus is determined. Research concepts, methodological procedures and important results are presented. In conclusion, the significance of the findings for the development of teachers? ethical awareness is explained and some consequences for co?operation in schools, for school directors and their training, for teacher training and in?service training are recommended. The suggestions serve to develop the culture of a school, which must be realised and maintained by the daily interaction of teachers, in order to increase its educational effectiveness. (shrink)
In ProfessionalEthics 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 (...) moral institution, and it provides an understanding of his critique of anomie and egoistic individualism. The growing interest in cultural revolution and moral regulation make this edition of Durkheim's classic work especially timely. The new preface by Bryan Turner sets the book in its intellectual and historical context, and illustrates the relevance of this work to present day debates on the state, society, and moral regulation. (shrink)
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. Professionalethics is a discipline of philosophy and a part of subject called as ETHICS. In professionalethics 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 (...) conduct to this profession better. If media professional be ready to work according to its professionalethics, he/she can have a good approach and it will direct him/her to play an important role in shaping good governance. In this paper it is an attempt made to draw a relation between all these conceptions and presents a theoretical interpretation of the above. (shrink)
(Re)framing ethics at work -- Starting conversations about professionalethics -- Working for a good life -- Being a professional : problems and promises -- Reconsidering organizations as cultures of integrity -- Seeking something more in the market -- Finding new ways to talk about everyday ethics.
The domain of professionalethics -- Virtue, ethics, and professional life -- Virtues, vices, and situations -- Professional wisdom -- Care -- Respectfulness -- Trustworthiness -- Justice -- Courage -- Integrity.
Professionals, it is said, have no use for simple lists of virtues and vices. The complexities and constraints of professional roles create peculiar moral demands on the people who occupy them, and traits that are vices in ordinary life are praised as virtues in the context of professional roles. Should this disturb us, or is it naive to presume that things should be otherwise? Taking medical and legal practice as key examples, Justin Oakley and Dean Cocking develop a (...) rigorous articulation and defence of virtue ethics, contrasting it with other types of character-based ethical theories and showing that it offers a promising new approach to the ethics of professional roles. They provide insights into the central notions of professional detachment, professional integrity, and moral character in professional life, and demonstrate how a virtue-based approach can help us better understand what ethical professional-client relationships would be like. (shrink)
This book, which is one of the results of the "Core Materials Project" of the "European Ethics Network," submits for discussion the first results of an ...
Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.
As each week beings more stories of doctors, lawyers and other professionals abusing their powers, while clients demand extra services as at a time of shrinking ...
This book is aimed at those studying for entry into the various professions where ethical questions are commonly faced such as teaching or social work.
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 (...)ethics and corporate social responsibility. This may be accomplished through orientation sessions, readings, packages, short classes and lectures. (shrink)
This paper explores issues of professionalethics that are relevant to those who engage in the ethical review of research with human subjects. Codes of ethics of a number of professional groups are examined for guidance offered to research ethics board members. The thought of the philosopher, Mike Martin, is introduced as a way to highlight some of the ethical issues that reviewers encounter in their work. Martin believes that ideals contribute to the coherence of (...) an individual’s life by shaping character. His discussion of caring, justice, trust, and professional distance offer a resource for reviewers to refl ect on the ethicaldimensions of their work. (shrink)
Whether one's interests lie in psychological practice, counseling, research, or the classroom, psychologists today must deal with a broad range of ethical issues--from charging fees to maintaining a client's confidentiality, and from conducting research to respecting clients, colleagues, and students. Now in a new edition, Ethics in Psychology, the most widely read and cited ethics textbook in psychology, considers many of the ethical questions and dilemmas that psychologists encounter in their everyday practice, research, and teaching. The book has (...) been completely updated in response to evolving trends in psychological research and practice, as well as extensive changes in the American Psychological Association's ethics code. Taking a practical, common sense approach to ethics in modern-day psychological practice, this useful book offers constructive means for both preventing problems and resolving ethical predicaments. This new edition retains the key features which have contributed to its popularity, including extensive case studies that provide illustrative guidance on a wide variety of topics, such as fee setting, advertising for clients, research ethics, sexual attraction, classroom ethics, managed care issues, confidentiality, and much more. Highly readable, the book unites an accessible style with humorous anecdotes that highlight the human side of ethics and make the book a pleasure to read. Ethics in Psychology will be an indispensable guide to ethical decision-making for all psychologists and students in psychology. (shrink)
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 (...) of a cohort of students at two major universities in the northeast. The results suggest that the M.B.A. curriculum remains a value-neutral experience for most students. In contrast, the law school program had a significant impact on both values and ethical decision making. (shrink)
Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professionalethics 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. . (...) . . And it is a fun read to boot!" —Stephen J. Ceci, H. L. Carr Professor of Psychology, Cornell University "Pope and Vasquez have done it again. . . . an indispensable resource for seasoned professionals and students alike." —Beverly Greene, professor of psychology, St. John's University "[The third edition] focuses on how to think about ethical dilemmas . . . with empathy for the decision-maker whose best option may have to be a compromise between different values. If there is only room on the shelf for one book in the genre, this is it." —Patrick O'Neill, former president, Canadian Psychological Association "This third edition of the classic ethics text provides invaluable resources and enables readers to engage in critical thinking in order to make their own decisions.?This superb reference belongs in every psychology training program's curriculum and on every psychologist's?bookshelf." —Lillian Comas-Diaz, 2006 president, APA Division of Psychologists in Independent Practice "Ken Pope and Melba Vasquez are right on target once again in the third edition, a book that every practicing mental health professional should read and have in their reference library." —Jeffrey N. Younggren, risk management consultant, American Psychological Association Insurance Trust "Without a doubt, this is the definitive book on ethics within psychology that can inform students, educators, clinical researchers, and practitioners." —Nadine J. Kaslow, professor, Department of Psychiatry and Behavioral Science, Emory University School of Medicine "This stunningly good book . . . should be on every therapist's desk for quick reference." —David Barlow, professor of psychology and psychiatry, Boston University. (shrink)
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 professionalethics ; 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 (...)Ethics. Retrieving Socrates' question ; Modern moral myopia ; What do moral agents want? ; From moral professionalism to professionalethics -- Chapter 2. Worlds of Practice : MacIntyre's Challenge to Applied Ethics. The architecture of MacIntyre's moral theory ; A closer look at internal goods ; The practicality of ethical reflection ; What counts as a practice : The proof, the pudding, and the recipe ; Boundary conditions : Practitioners, managers, interpreters, and fans -- Chapter 3. Labour, Work, and Action : Arendt's Phenomenology of Practical Life. Arendt's Singular Project ; Defining the Deed ; Hierarchy and interdependence in the vita activa ; Praxis in the professions -- Chapter 4. A Question of Experience : Dewey and Gadamer on Practical Wisdom. The constant gardener ; The existential and aesthetic dimensions of vocation ; Our dominant vocation ; Practical wisdom and the circle of experience ; The open question -- PART II. A Virtue Ethics for Teachers : Problems and Prospects -- Chapter 5. The Hunger Artist: Pedagogy and the Paradox of Self-Interest. A blind spot in the educational imagination ; The hunger artist ; The very idea of a helping profession ; This ripeness of self -- Chapter 6. Working Conditions : The Practice of Teaching and the Institution of School. A prima facie case for teaching as a practice ; MacIntyre's Objection ; Schools as surroundings -- Chapter 7. The Classroom Drama : Teaching as Endless Rehearsal and Cultural Elaboration. Education as the drama of cultural renewal ; A false lead ; Teaching as labour, work, and action ; Education, shelter, and mediation ; Teaching as endless rehearsal ; Teaching as cultural elaboration -- Chapter 8. Teaching as Experience : Toward a Hermeneutics of Teaching and Teacher Education. Teaching as vocational environment ; Batch processing, kitsch culture, and other obstacles to teacher vocation ; The syntax of educational claims ; The shape of humanistic conversation ; Horizons of educational inquiry ; Teacher education for practical wisdom -- Index. (shrink)
Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, (...) dentists, doctors, journalists, nurses, school teachers, athletes, and veterinarians. Each chapter begins with the research base of the cognitive-developmental approach--especially linked to Kohlberg and Rest's Defining Issues Test. Finally, the book summarizes recent research on the following issues: * moral judgment scores within and between professions, * pre- and post-test evaluations of ethics education programs, * moral judgment and moral behavior, * models of professional ethicseducation, and * models for developing new assessment tools. Researchers in different professional fields investigate different questions, develop different research strategies, and report different findings. Typically researchers of one professional field are not aware of research in other fields. An important aim of the present book is to bring this diverse research together so that cross-fertilization can occur and ideas from one field can transfer to another. (shrink)
Engineering, as a profession and business, is at the sharp end of the ethical practice. Far from being a bolt on extra to the ‘real work’ of the engineer it is at the heart of how he or she relates to the many different stakeholders in the engineering project. Engineering, Business and ProfessionalEthics highlights the ethical dimension of engineering and shows how values and responsibility relate to everyday practice. Looking at the underlying value systems that inform practical (...) thinking the book offers a framework for ethical decision-making. Covering global corporate responsibility to the increasing concern for the environment within the engineering business, the book offers ways in which value conflict can be handled. Integrating practice, value and diversity the book helps to prepare the engineer for the ethical challenges of the 21st century. This book is essential reading for all students on courses accredited by the Engineering Council e.g. Civil, Chemical, Mechanical and Environmental Engineering who need to be aware of ethics. Also of interest to practicing engineers and professionals such as Sustainability Managers and Community Workers involved in engineering projects. The authors have worked together in the area of engineering, professional and business ethics for many years and are all members of the National Centre for Applied Ethics at the University of Leeds. •Integrates ethical considerations into everyday decision-making •Shows how to review and overcome professional ethical problems •Practical case studies and examples throughout. (shrink)
When (if ever) may a professional deceive a client for the client's own good? Under what conditions (if any) is whistle-blowing morally required? These are just some of the questions that scholars as diverse as Michael D. Bayles, Thomas Nagel, Sissela Bok, Jessica Mitford, and Peter A. French confront in this stimulating anthology. Organized around philosophical issues such as the moral foundations of professionalethics, models of the professional-client relationship, deception, informed consent, privacy and confidentiality, (...) class='Hi'>professional dissent, and professional virtue, the volume illuminates the complex ethical issues that arise in journalism, law, health care, counselling, education, engineering, business, politics, and social science research. A variety of pedagogical aids--including clear introductions to and study questions for each set of readings, concrete cases designed to focus discussion, and an appendix on preparing cases and position papers--makes the text invaluable for both students and teachers of professionalethics. (shrink)
Patterned after Strunk and White's classic The Elements of Style , this handy reference concisely summarizes the substantial existing research on the delicate balance of professionalethics. Johnson and Ridley reduce the wealth of published material on the topic to the seventy-five most important and pithy truths for supervisors in all fields. These explore questions of integrity, loyalty, justice, respect, and delivering one's best in the business environment. Succinct and comprehensive, this is a must-have for any professional (...) or business leader striving to create an ethical workplace. (shrink)
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 professionalethics. 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 (...) moral climates, within the above-mentioned marketing sub-professions. (shrink)
This paper argues that more attention should be paid to the civic functions of ethical discourse about the professions and to the moral virtues inherent in their practice and traditions. The ability of professionalethics to articulate civic ideals and virtues is discussed in relation to three issues. First, should professionalethics aim to enlighten ethical understanding or to motivate ethical conduct? Second, how should professionalethics define the professional's moral responsibilities in the (...) face of ethical dilemmas — should the professional attempt to resolve the dilemma ethically or to change the social conditions that create the dilemma in the first place? The third issue discussed in the paper is whether professionalethics should be based on the model of regulation and rational self-interest or on the model of virtue and a fundamental personal commitment to the ideal of a certain form of life? In order for work in professionalethics to attain intellectual credibility among a non-philosophical audience, it must develop a coherent and convincing position on each of these issues. (shrink)
In spite of numerous studies of program outcomes finding little or no positive effect on violent behavior, the Duluth model remains the most common program type of interventions with perpetrators of domestic violence. In addition, Duluth model programs often ignore serious mental health and substance abuse issues present in perpetrators. These and other issues of possible threat to mental health professionalethics are reviewed in light of the court-mandated, compulsory nature of most Duluth model programs and client and (...) victim expectations for program efficacy. (shrink)
Professionalethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professionalethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professionalethics, this paper focuses (...) on the results of a study that compared a set of ethical responses of various groups of college students with each other. The results of hypotheses testing show an ethics maturation process from students' initial exposure to business courses through the graduate level. These tests also show that formal ethics training, i.e., a separate professionalethics course or unit is an existing course, is not a significant factor in this process. However, one may conclude that the students' perceptions of proper ethical behavior matures toward society's expectations during college life. (shrink)
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 (...) expertise and standards of integrity. This paper begins with a presentation of case studies illustrating the ease by which impostors infiltrate the ranks of professionals. Reports of individuals masquerading as professionals via the Internet often reveal that these imposters cause harm to the unwary victims who rely on assertions of professional expertise. Such reports motivated the authors to examine the origins and evolution of the traditional roles of professions and professionals in today’s society, as well as question how, or whether, the standards for professional practice have been adapted to the challenges posed by technology, i.e., do statements of professionalethics provide a ‘guiding light’ for practitioners and their clients in the cyber age? The authors challenge the professions to consider the notion that technology forces a confrontation between the guild-like aspects of a profession that have served, on the one hand, to protect a profession from encroachment and, on the other hand, have purportedly protected the public. (shrink)
In spite of numerous studies of program outcomes finding little or no positive effect on violent behavior, the Duluth model remains the most common program type of interventions with perpetrators of domestic violence. In addition, Duluth model programs often ignore serious mental health and substance abuse issues present in perpetrators. These and other issues of possible threat to mental health professionalethics are reviewed in light of the court-mandated, compulsory nature of most Duluth model programs and client and (...) victim expectations for program efficacy. (shrink)
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 (...) or problems that offered only two choices whose outcome was certain or nearly so, whereas actual problems in professionalethics are dynamic and typically involve considerable uncertainty. The circumstances of three example cases suggest that increasing personal involvement and uncertainty could have been perceived as changes, threats, or opportunities and could therefore have elicited an emotional response as a way to ensure the reputation, integrity or success of oneself or a group to which one belongs. Such emotional engagement is only suggested and more studies and experiments are required to better characterize the role of emotional engagement in professionalethics. (shrink)
ProfessionalEthics, 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 (...) decisions of individuals are in "ethical balance" with the organization's own values and goals. (shrink)
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 (...) cover issues of organizational culture, technology, professionalethics, and the integration of theory and practice. During their third co-op work term, students will complete a learning module on ProfessionalEthics. To complete the learning module students must familiarize themselves with the code of ethics for their profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment process including students, employers and faculty complete the module. (shrink)
The term “industrial action” includes any noncooperation with management, such as strict “working to rule,” refusal of certain duties, going slow, and ultimately withdrawal of labor. The latter form of action, striking, has posed particular problems for professionalethics, especially in those professions that provide healthcare, because of the potential impact on patients' well-being. Examination of the issues, however, displays a difference in response between the healthcare professions, in particular between doctors and nurses. In considering the ethics (...) of industrial (especially strike) action there are various aspects of professionalethics to consider: (1) whether there is a tension between industrial action and the very notion of professionalethics; (2) what specific issues arise in the case of healthcare professions; (3) what, if anything, can explain and/or justify different responses from the medical and nursing professions? (shrink)
InTowards a Canadian Research Strategy ForApplied Ethics, I put forward proposals to advance Canadian research in applied ethics. I focus on the assessment made of Canadian teaching, consulting, and research in business and professionalethics and then on the strategy proposed for advancing work in these areas. I argue for research which is [1] oriented to the ethical needs of those in business and the professions, [2] interdisciplinary, and [3] involves the creation of national and international (...) networks. I then offer some preliminary observations on the first two years of the new research strategy''s operation. (shrink)
Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professionalethics 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 professionalethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between (...) tenured and untenured management faculty with respect to expectations for the Academy of Management to provide ethics education and research with respect to the professional code of conduct. Implications of the findings are discussed from a developmental perspective. Directions for future research are provided. (shrink)
General health conditions are related to a great number of factors, including the socio-historical ones. As human beings are part of the social field, personality is also affected by them. Due to this, the main Ethics Codes of psychology, all around the world, remark in their preambles the importance of social responsibility in the practice and training in psychology. Argentina is confronted with several social problems that have severely influenced people’s mental health. In countries like Argentina, the ethical practice (...) of psychology should respect what is explicitly stated in ethic codes about psychologists’ social responsibility, and psychologists should get more involved in promoting this issue in educational training and in national health policies. (shrink)
ln the Netherlands, as in other Western countries, there is a great time lag between the evidence of the carcinogenicity of asbestos (1949) and the launching of first legislation that reduces the occupational exposure (1971) and finally, the complete ban of the production and application of asbestos (1993). So, between 1949 and 1970 there was a serious health risk while effective protective regulations were lacking. This implied a serious ethical dilemma for occupational health professionals: according to their code of (...) class='Hi'>ethics, they ought to contribute to a safe and healthy working environment while companies are not strictly obliged to do so. This study explores retrospectively the position of health and safety professionals with regard to asbestos between 1930 and 1990; specifically with respect to the prevention of harmful health effects for exposed workers, which is a central value in their professionalethics. It turns out that the associations of safety and health professionals did not promulgate any position on the prevention of harm due to asbestos. Nor did the uncertainty about the health impact of asbestos obviously cause an ethical dilemma for individual professionals. Professionals were usually involved in discussions on diagnostic methods of asbestos exposure in the human body (X-ray or detection in sputum), the existence of safe limits, the scientific basis of risk assessment and effective prevention strategies. Only a single professional was seeking attention to the severe health risks and advocated for preventive action. (shrink)
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 (...) initiatives in the UK. Following Heidegger's notion of authenticity and Gadamer's emphasis on the process of interpretation to precipitate understanding, the paper argues that professional knowledge and understanding is best generated in relation to others, and thus the ethical basis for schools as communities should focus less on individuals and more on the value of persons in relationships of a distinctive kind. (shrink)
The cause of ethical failure in organisations often can be traced to their organisational culture and the failure on the part of the leadership to actively promote ethical ideals and practices. This is true of all types of organisations, including the professions, which in recent years have experienced ongoing ethical problems. The questions naturally arise: what sort of professional culture promotes ethical behaviour? How can it be implemented by a profession and engendered in the individual professional? The answers (...) to these questions are of interest to business ethicists since the causes of ethical problems in business are often the same and the professions, as ethically challenged organisations, make useful and informative analogues for the measures to be adopted or avoided when the attempt is made to raise the ethical standards of business.Given this focus on the professions, it will be argued that the usual, direct attempts to control unethical behaviour by using codes of ethics, legislation and self-regulatory regimes, are not successful. (shrink)
Most professional societies, scientific associations, and the like that undertake to write a code of ethics do so using other codes as models but without much (practical) guidance about how to do the work. The existing literature on codes is much more concerned with content than procedure. This paper adds to guidance already in the literature what I learned from participating in the writing of an important code of ethics. The guidance is given in the form of (...) “rules” each of which is explained and (insofar as possible) justified. The emphasis is on procedure. (shrink)
The professions have focused considerable attention on developing codes of conduct. Despite their efforts there is considerable controversy regarding the propriety of professional codes of ethics. Many provisions of professional codes seem to exacerbate disputes between the profession and the public rather than providing a framework that satisfies the public''s desire for moral behavior.After examining three professional codes, we divide the provisions of professional codes into those provisions which urge professionals to avoid moral hazard, maintain (...)professional courtesy and serve the public interest. We note that whereas provisions urging the avoidance of moral hazard are uncontroversial, the public is suspicious of provisions protecting professional courtesy. Public interest provisions are controversial when the public and the profession disagree as to what is in the public interest. Based on these observations, we conclude with recommendations regarding the content of professional codes. (shrink)
Public accounting in the United States is generally guided by the Code of Professional Conduct of the American Institute of Certified Public Accountants (AICPA). It has been suggested that education in understanding and accepting their ethical code would increase accountants' adherence and ethicality.This study was designed to examine the level of consensus to AICPA ethical standards by accounting students (ethical orientation). Situation ethics provided the theoretical rationale for this study.
This paper considers the level of ethics for insurance professionals for professional situations (measured with three insurance scenarios) compared to personal (consumer) situations (measured by Muncy and Vitell's 1992 Consumer Ethics Scale). The results of the study illustrate that there are significant differences in the ethical behavior of insurance professionals in professional versus personal situations. The authors found that insurance professionals are more likely to actively engage in unethical behavior in order to benefit professionally than in (...) a personal setting. In general, however, the average respondent was unlikely or extremely unlikely to engage in unethical conduct. The managerial implications and need for future research in this area are discussed. (shrink)
Today''s business students have grown up in a society where distinctions between right and wrong have become blurred and where unethical behavior is observed and even expected in high-profile leaders. Especially troubling is the impression educators have that many students no longer view cheating as morally wrong (Pavela and McCabe, 1993). By contrast, the general public is demanding higher ethics of businesspeople. In this environment, educators are challenged to instill ethical norms in business students, especially when recent research indicates (...) that students intending to enter business fields are more likely than any other group of students to engage in cheating and other forms of academic dishonesty (McCabe and Trevino, 1995). One of the major future roles of accounting students depends on their honesty, however. For audits to have economic value, the auditors must be perceived by the public as acting with independence, integrity, and objectivity. Public accountants have adopted a Code of Professional Conduct in order to protect the integrity of the profession. In an effort to teach accounting students the importance of ethical professional conduct, the author has developed a class project wherein groups of students write proposals for a student honor code at Niagara University. (shrink)
This paper was first presented as a plenary lecture to the Association for Education in Journalism and Mass Communication in August, 1985. The author, who is the Cary M. Maguire University Professor of Ethics at Southern Methodist University, discusses the intellectual, moral, and organizational marks of the professional that led reformers at the beginning of the twentieth century to locate professional training in the university. That discussion is followed by consideration of the moral consequences of university education (...) for professionals, and how journalists and all other professionals are, at base, teachers. The third part of the paper reflects upon the peculiarities of journalism as aprofession, and concludes with considerations of the special mission of journalism. (shrink)
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 (...) its staff. (shrink)
Attention is given to a background idea that is often invoked in discussions about reasonable partiality: the idea of a moral division of labour. It is not only a right, but also a duty for professionals to attend (almost) exclusively to the interests of their own clients, because their partial activities are part of an impartial scheme providing for an allocation of professional help to all clients. To clarify that idea, a difference is made between two kinds of division (...) of labour, a technical one and a social one. In order to assess the applicability of the idea of a moral division of labour to professionalethics, journalism is contrasted with other professions. (shrink)
The first code of professionalethics must: (1)be a code of ethics; (2) apply to members of a profession; (3) apply to allmembers of that profession; and (4) apply only to members of that profession. The value of these criteria depends on how we define “code”, “ethics”, and “profession”, terms the literature on professions has defined in many ways. This paper applies one set of definitions of “code”, “ethics”, and “profession” to a part of what (...) we now know of the history of professions, there by illustrating how the choice of definition can alter substantially both our answer to the question of which came first and (more importantly) our understanding of professional codes (and the professions that adopt them). Because most who write on codes of professionalethics seem to take for granted that physicians produced the first professional code, whether the Hippocratic Oath, Percival’s Medical Ethics, the 1847 Code of Ethicsof the American Medical Association (AMA), or some other document, I focus my discussion on these codes. (shrink)
Proposals for an ethical code for scientists raise questions about the usefulness of the framework of professionalethics for debating relevant issues surrounding ethics and science. Is science a profession and if so should its professional ethic be self-derived or subject to external input? What needs to be addressed is the nature of the 'good' that science promotes. Explanations of science as a public good in terms of knowledge and diversity are possibilities, but science's answer to (...) the basic philosophical question of hope in the human condition should not be overlooked. (shrink)
"I do solemnly swear" -- Economics in practice : what do economists do? -- Ethical challenges confronting the applied economist -- Historical perspective : "don't predict the interest rate!" -- Interpreting the silence : the economic case against professional economic ethics -- The economic case against professional economic ethics : a rebuttal -- The positive case for professional economic ethics -- Learning from others : ethical thought across the professions -- Economists as social engineers (...) : an ethical evaluation of market liberalization in the south and transition economies -- Global economic crisis and the crisis in economics -- On sleeping too well : in search of professional economic ethics -- Training the "ethical economist" -- The economist's oath. (shrink)
This study investigated the sensitivity to moral issues from a story in a professional context and development of the ability to interpret moral situations in a sample of 50 social psychology students participating in a one-semester course on professionalethics. The relationships between initial value priorities measured by Schwartz Value Survey (1992) and moral sensitivity were also explored. Nearly half of the respondents (46%) progressed on sensitivity from the pre-test to the post-test, whereas the control group's ( (...) n = 6) mean score declined significantly. Younger respondents and those without any previous degree progressed more in moral sensitivity than older ones and those with previous degree. No gender differences were found in the total moral sensitivity score. However, females and males seemed to focus partially on different issues while interpreting the situation. Concerning the value priorities, respondents with higher regard for the power, hedonism and stimulation value types were lower on sensitivity, whereas the universalism value type was positively related to the sensitivity level. (shrink)
A professionalethics program was recently developed and implemented as a comparative values course at the University of Puget Sound. This article is a report ontheprogram, ProfessionalEthics fora Technological Era. The program consists of two courses: Ethics for a Technological Era, and Values: Conflict and Compromise. The first course emphasizes skills necessary for ethical decision making. The second course follows through with an opportunity to apply these skills to a major social policy program. This (...) article discusses the approach to ethics, and participation, and the theoretical approach, including role modeling, speakers, and reading and discussion material, for ProfessionalEthics in a Technological Era. (shrink)
