Abstract
Ethics failure in academia is not new, yet its prevalence, causes, and methods to prevent it remain a matter of debate. The author’s premise is that value dissonance underlies most of the reasons ethics failure occurs. Vignettes are used to illustrate value dissonance at the individual and institutional levels. Suggestions are offered for ways academic institutions can assume greater responsibility as a moral agency to prevent the occurrence of ethics failure.
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Notes
Value dissonance is not always expressed verbally. We cannot assume that if value conflict is not openly expressed that it does not exist. Similarly, without such overt expression it is not possible to evaluate the degree of value conflict an individual is experiencing and their coping repertoire. This explains why unethical behavior is least expected of some individuals.
Turnover in academic institutions has not been a topic of great concern in the literature, perhaps because the student is seen as the consumer. In general, faculty turnover rates in large universities with faculties of 500 or more averages about 5% compared to an average national faculty turnover rate for all sizes of institutions of 7%. The three reasons given most often by faculty for leaving their jobs as expressed in exit interviews are: personal, better opportunity, and work environment. Johnsrud and Rosser (2002) studied faculty members’ morale and their intention to leave their institution. They found that faculty are rarely satisfied with their own institutions. They see administrators as incompetent, communication as poor, and their influence as declining. This discontent is in contrast to their satisfaction with their intellectual lives, the courses they teach, and their collegial relationships. The extent to which faculty actually act on their discontent remains an empirical question. Turnover is both a blessing and a curse for institutions, however, too often the faculty who leave are those the institution would prefer to retain. A greater understanding of what constitutes this value dissonance, especially personal conflict that leads to negative actions toward the institutions and colleagues warrants serious research by educational institutions.
The department is especially important in the determination of professional values, especially those values that graduate students acquire during socialization (Becher and Kogan 1992). Research has shown that students who experience their departments as competitive and unfair are more likely to have been exposed to research misconduct (Anderson et al. 1994). This led Louis et al. (1995) to hypothesize that, in departments where the sense of collective responsibility is strong, collegial interaction may create disincentives to engage in “sloppy science,” while competitive departments may have fewer perceived restraints of misconduct. In a faculty survey of 98 departments in 49 research institutions they found that highly productive departments were just as likely as less productive departments to show instances of misconduct. There were no disciplinary differences in the rates of research and personal misconduct when they controlled for department characteristics, yet the researchers acknowledged that certain forms of research misconduct may be discipline specific. They concluded that departmental climate is more important than structure in affecting the context of graduate education (Anderson et al. 1994). Climate makes a difference as a variable that can be affected through administrative intervention and organizational development (Louis et al. 1995).
A major source of institutional value dissonance is what some in academia refer to as “rigid disciplinary silos,” many of which seem to behave as if they existed independently from the institution of which they are a part. Edwards (1999) criticizes departments as “bastions of traditional academic ways,” Damrosch (1995) decries “departmental nationalism,” and Tierney and Bensimon (1996) lament the “loss of an academic community because faculty find intellectual homes in the disciplines rather than institutional peers” (p. 11). Failure to attain institutional rewards is often blamed on faulty socialization and inadequate mentoring in departments, while departments blame the college and institution for poor communication, faulty processes (biases and politics), behavioral inconsistencies (treating people differently), and unclear policies and procedures.
Buchholz and Rosenthal (2006) emphasize that, to develop a moral organization or institution, every individual must hold themselves morally responsible for the jobs they are doing, and they must hold others morally responsible for doing their jobs. In this way a culture of moral responsibility can be created where moral conduct is institutionalized.
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Bruhn, J.G. Value Dissonance and Ethics Failure in Academia: A Causal Connection?. J Acad Ethics 6, 17–32 (2008). https://doi.org/10.1007/s10805-008-9054-z
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DOI: https://doi.org/10.1007/s10805-008-9054-z