16 found
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  1.  6
    The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity.Bruce Macfarlane - forthcoming - Tandf: Educational Philosophy and Theory:1-10.
  2.  59
    Communism, Universalism and Disinterestedness: Re-Examining Contemporary Support Among Academics for Merton’s Scientific Norms. [REVIEW]Bruce Macfarlane & Ming Cheng - 2008 - Journal of Academic Ethics 6 (1):67-78.
    This paper re-examines the relevance of three academic norms to contemporary academic life – communism, universalism and disinterestedness – based on the work of Robert Merton. The results of a web-based survey elicited responses to a series of value statements and were analysed using the weighted average method and through cross-tabulation. Results indicate strong support for communism as an academic norm defined in relation to sharing research results and teaching materials as opposed to protecting intellectual copyright and withholding access. There (...)
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  3.  62
    Business Ethics in the Curriculum: Assessing the Evidence From U.K. Subject Review.Bruce Macfarlane & Roger Ottewill - 2004 - Journal of Business Ethics 54 (4):339 - 347.
    The growth of U.K. business ethics education has been charted at the course or micro level by Mahoney (1990) and Cummins (1999) using postal questionnaires. These surveys, normally restricted to elite providers, have not revealed the relative importance of business ethics in the business school curriculum. In the 2000–2001 subject review of business and management programmes conducted by the U.K. Quality Assurance Agency for higher education (QAA), 164 business and management programmes were required to summarise their aims and objectives. Examination (...)
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  4.  20
    Business Ethics and the Idea of a Higher Education.Bruce Macfarlane - 1998 - Teaching Business Ethics 2 (1):35-47.
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  5.  12
    Business Ethics in the Curriculum: Assessing the Evidence From U.K. Subject Review.Bruce Macfarlane & Roger Ottewill - 2004 - Journal of Business Ethics 54 (4):339-347.
    The growth of U.K. business ethics education has been charted at the course or 'micro' level by Mahoney and Cummins using postal questionnaires. These surveys, normally restricted to elite providers, have not revealed the relative importance of business ethics in the business school curriculum. In the 2000-2001 subject review of business and management programmes conducted by the U.K. Quality Assurance Agency for higher education, 164 business and management programmes were required to summarise their aims and objectives. Examination of this data (...)
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  6.  10
    Developing Reflective Students: Evaluating the Benefits of Learning Logs Within a Business Ethics Programme.Bruce MacFarlane - 2001 - Teaching Business Ethics 5 (4):375-387.
  7.  48
    Redefining the Scholarship of Business Ethics: An Editorial. [REVIEW]Bruce Macfarlane & Laura J. Spence - 2003 - Journal of Business Ethics 48 (1):1-6.
    Traditionally, the term "scholarship" has been narrowly defined as discovery-based research. Teaching in higher education, by contrast, is perceived as an intellectually inferior activity. However, the teaching-research divide is a crude distinction which fails to capture the richness of scholarly endeavour in all disciplines. Drawing on Boyer''s four forms of scholarship, it is argued that academic work in business ethics needs to be reconceptualised in terms which honour and value all contributions. This special issue of the Journal of Business Ethics, (...)
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  8.  35
    Research Ethics in Japanese Higher Education: Faculty Attitudes and Cultural Mediation. [REVIEW]Bruce Macfarlane & Yoshiko Saitoh - 2008 - Journal of Academic Ethics 6 (3):181-195.
    Principles of research ethics, derived largely from Western philosophical thought, are spreading across the world of higher education. Since 2006 the Japanese Ministry of Education has required universities in Japan to establish codes of ethical conduct and ensure that procedures are in place to punish research misconduct. Drawing on semi-structured interviews with 13 academics in a research-intensive university in Japan, this paper considers how research ethics is interpreted in relation to their own practice. Interviewees articulated a range of ethical issues (...)
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  9.  72
    Teaching with Integrity: The Ethics of Higher Education Practice.Bruce Macfarlane - 2004 - 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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  10.  16
    Tales From the Front-Line: Examining the Potential of Critical Incident Vignettes.Bruce Macfarlane - 2003 - Teaching Business Ethics 7 (1):55-67.
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  11. Community as an Academic Ethic.Bruce Macfarlane - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge.
     
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  12. International Journal of Ethics ISSN 1535-4776 Volume 4 Number 1, Pp. 89-100© 2004 Nova Science Publishers, Inc.Bruce Macfarlane & Roger Ottewill - 2004 - International Journal of Ethics: Ije 4:89.
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  13.  32
    Introduction to Education Materials.Bruce Macfarlane - 2004 - Journal of Business Ethics Education 1 (1):87-89.
  14.  11
    Re-Evaluating the Realist Conception of War as a Business Metaphor.Bruce MacFarlane - 1999 - Teaching Business Ethics 3 (1):27-35.
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  15.  8
    The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity.Bruce Macfarlane - 2021 - Educational Philosophy and Theory 53 (5):459-468.
    Neoliberalism is invariably presented as a governing regime of market and competition-based systems rather than as a set of migratory practices that are re-setting the ethical standards of the academy. This article seeks to explore the way in which neoliberalism is shifting the prevailing values of the academy by drawing on two illustrations: the death of disinterestedness and the obfuscation of authorship. While there was never a golden age when norms such as disinterestedness were universally practiced they represented widely accepted (...)
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  16.  5
    The Right to Teach at University: A Humboldtian Perspective.Bruce Macfarlane & Martin G. Erikson - 2021 - Educational Philosophy and Theory 53 (11):1136-1147.
    The right to teach at university is a distinctive philosophical and legal conundrum but a largely unexplored question. Drawing on Humboltdian principles, the legitimacy of the university teacher stems from their continuing engagement in research rather than possession of academic and teaching qualifications alone. This means that the right to teach needs to be understood as a privilege and implies that it is always provisional, requiring an ongoing commitment to research. Yet, massification of higher education systems internationally has led to (...)
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