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  1.  2
    Faculty Misconduct in Collegiate Teaching.John M. Braxton - 1999 - Johns Hopkins University Press.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And what (...)
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  2.  13
    Professors Behaving Badly: Faculty Misconduct in Graduate Education.John M. Braxton - 2011 - Johns Hopkins University Press.
    These and other examples of faculty misconduct -- and how to avoid them -- are the subject of this book.
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  3.  21
    Preparation for Professional Self-Regulation.John M. Braxton & Leonard L. Baird - 2001 - Science and Engineering Ethics 7 (4):593-610.
    This article asserts that graduate study should include preparation for participation in the process of self-regulation to assure the responsible conduct of research in the scientific community. This article outlines the various ways in which doctoral study can incorporate such preparation. These suggested ways include the inculcation of general attitudes and values about professional self-regulation, various ways doctoral study can be configured so that future scientists are prepared to participate in the deterrence, detection and sanctioning of scientific wrongdoing. The stages (...)
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  4. Personal Experiences of Research Misconduct and the Response of Individual Academic Scientists.Alan E. Bayer & John M. Braxton - 1996 - Science, Technology and Human Values 21 (2):198-213.
    From a national U.S. sample of senior academic biochemists, ninety-four indicated that they personally knew of an incident of scientific wrongdoing. Among these individuals, less formal actions against an offending individual were endorsed when either actions were believed to have the potential to publicly embarrass the offending individual, or the actions might adversely affect the professional career of the whistleblower. These relationships remain significant after controlling for professional status, career age, and current level of formal departmental administrative responsibility. Study limitations (...)
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  5. Improprieties in Teaching and Learning.John M. Braxton - 2011 - In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.
     
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    At the Intersection of Institutional Identity and Type.P. Jesse Rine, Cynthia A. Wells, John M. Braxton & Kayla Acklin - forthcoming - Journal of Academic Ethics:1-22.
    Positive public perceptions of academic quality and professional ethics are critical to the long-term legitimacy of American colleges and universities. Faculty codes of conduct are one mechanism whereby the professoriate can define acceptable practice, exercise social control, and maintain public confidence in higher education, yet the drivers of their adoption are not well understood. Building upon previous research into such organizational behavior by institutional type, this study examined the prevalence and content of publicly posted faculty codes of conduct within an (...)
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