Maybe I Should: Case Studies on Ethics for Student Affairs Professionals addresses everyday ethical dilemmas faced by graduate students and new professionals in student affairs/higher education. This edition offers all new cases situated in multiple functional areas with a framework for analyzing these challenging situations.

The goal of this book is to help the reader gain knowledge on ethical and legal issues in the field of student affairs and develop competency to follow the profession’s principles and standards of conduct. The significance of the book is due to its focus on the practical value of ethics and legal issues and its aim to address the knowledge, skills, and dispositions required of student affairs educators to develop and maintain integrity in their (...) life and work as described by the ACPA/NASPA. The text offers readers a number of major unique features: It offers multiple ethical decision-making models to guide student affairs educators in their ethical decision-making process. It proposes that ethics is not an individual but an organizational responsibility. It offers that ethical decision making is a professional skill that can be practiced and applied in student affairs educators’ day-to-day practice. It presents the reader with the most current legal issues in student affairs and higher education. Finally, it reflects three themes: integration of ACPA/NASPA competency areas; development of professional identity; and application of knowledge and theory to practice. The book is critical and timely. A book that focuses on ethical and legal issues in student affairs is needed for faculty in preparation programs, new professionals navigating their identity as student affairs educators, and a resource for mid- and senior-level professionals facilitating ongoing professional development. The book begins to address what it means to have a professional identity, which is ground in the shared ethical and legal values espoused within the profession and academia. Each chapter uniquely contributes to the complexity embedded in the study of ethics and how that is applied to practice. Additionally, the volume is a balance of procedural knowledge, case illustrations, and guided practice exercises to facilitate the reader’s ability to translate the theory and research discussed into professional decision making and application. (shrink)

This book uses the analogy of three mountains on the horizon that must be traveled in order to explore ethics in relation to student affairs. It contends there are three major approaches to ethics that represent three major approaches to the moral life: (1) principles-based; (2) case-based; and (3) virtues-based. In order to facilitate a person's experiences in using these approaches, an overview is presented, with an assessment of the strengths and weaknesses of the approaches. The (...) chapters refer to an extended case encapsulating the events of a real situation. Chapter One discusses several major approaches to ethics and student affairs administration. Chapter Two presents a single case in depth. In Chapter Three, a summary of major principles-based approaches to ethics is presented. Chapter Four explains the case-based approach to ethics, and how the guiding rules emerge from the facts of the case itself. Another approach to ethics, the virtues-based approach is discussed in Chapter Five. In the virtues-based approach a person asks "What would be correct for me to do in light of my moral character?" The book concludes with Chapter Six, which presents ethics of responsibility as one way to synthesize the various approaches to ethics. The ethics of responsibility draws on the three ethics methods previously discussed, the expressive-collaborative approach, and the contributions of feminism. This information is presented to help people identify which approaches to ethics reflect their personal values, and to articulate the reasons behind this affinity. (Contains 128 references.) (JDM). (shrink)

For decades a debate has played out in the literature about who bioethicists are, what they do, whether they can be considered professionals qua bioethicists, and, if so, what professional responsibilities they are called to uphold. Health care ethics consultants are bioethicists who work in health care settings. They have been seeking guidance documents that speak to their special relationships/duties toward those they serve. By approving a Code of Ethics and Professional Responsibilities for Health Care (...) class='Hi'>Ethics Consultants, the American Society for Bioethics and Humanities (ASBH) has moved the professionalization debate forward in a significant way. This first code of ethics focuses on individuals who provide health care ethics consultation (HCEC) in clinical settings. The evolution of the code's development, implications for the field of HCEC and bioethics, and considerations for future directions are presented here. (shrink)

This valuable resource provides academic and student affairs practitioners with the tools to make informed legal and ethical decisions in their college and university contexts. Law is constantly changing and is interpreted differently from campus to campus based on institutional culture and history. This text provides higher education practitioners with tools to anticipate practical and responsible action, engaging readers in anticipatory and reflective practice. In this text, Boettcher and Salinas introduce the Institutional Intelligence Model, a helpful framework that (...) guides practitioners in examining a wide variety of campus issues. Throughout the book, readers can explore perspectives from current practitioners and utilize case studies to examine specific topics including admissions, academics, student living, confidential resources, and graduate student experiences. By using the strategies in this book, practitioners will be equipped to successfully navigate legal and ethical issues on their campuses. This text is ideal for graduate students, student and academic affairs professionals, and those in leadership positions responsible for working with and supporting students and staff teams. (shrink)

The author describes a team taught (philosophy/agriculture) professional ethics in agriculture course at Cal Poly, San Luis Obispo. He shows how the teaching, student selection (half agriculture, half non-agriculture), topic selection and class projects (mock public forums on critical issues aimed at achieving a public consensus) were chosen to achieve one main goal, a professional ethics aimed at public service. A second goal, public awareness of the legitimate needs of agriculture, is pursued simultaneously.The public-good orientation (...) of this model of professional ethics is distinguished from the frequent professional-defensive role found in other fields. The author indicates that agriculture's need for publicly effective and credible leadership makes the older defensive models useless today as well as wrong, given the common-good goals of ethics.A short list of goals of agriculture is proposed: sufficient, sustainable and healthy food/fiber supplies by means which respect the dignity of all participants. From these goals it is claimed that consensus “first principles” of agricultural ethics can be constructed. More fundamental first principles, such as the golden rule, are given their appropriate role.From these some simple criteria for the problem solving efforts of the students are suggested: broad consideration of technical and human impacts (no dismissal of impacts as “externalities”), awareness of the need for technical information, consideration of risk-reducing alternative tools or policies, and fair, humane and consistent risk/benefit analysis.The author concludes with a description of the impact on students, the importance of the role model of agriculture teachers in the course with the resultant importance of the team-taught format, and the need for special administrative support to attain the goals of the course. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Veterans Affairs National Center for Clinical EthicsJames L. Bernat (bio)The veterans health administration is the largest health care system in the United States and, indeed, is larger that the health care system of many foreign countries. In February 1991 the Department of Veterans Affairs (V.A.) in Washington, D.C. awarded a contract to the clinical ethics group at the Veterans Affairs Medical Center in White (...) River Junction, Vermont to establish the V.A. National Center for Clinical Ethics. In this article I describe the organizational context, mission, operation, and future direction of the Center, which William A. Nelson, Ph.D., and I co-direct.The Veterans Health AdministrationThe Department of Veterans Affairs operates 171 hospitals providing services ranging from primary, secondary, and tertiary medical care to psychiatric hospitals, rehabilitation centers, and nursing homes. The V.A. also provides outpatient services at all hospitals and at dozens of free-standing outpatent clinics. V.A. medical centers employ over 14,000 physicians and serve approximately 4.5 million veteran patients (Hollingsworth and Bondy 1990; Mirvis 1990).The V.A. serves an important educational function, providing training sites for medical students, postgraduate physicians, and trainees in other health-related fields. Approximately 78 percent of V.A. medical centers are affiliated with medical schools. Over one-third of all American medical students and over 40 percent of interns and residents spend a portion of their training in V.A. medical centers. More than 100,000 students in all health-related fields train in V.A. facilities annually (Hollingsworth and Bondy 1990).Research is another mission of the V.A. Many academic physicians and scientists derive their research and salary funding from V.A contracts and awards. The V.A. Research Career Development Program provides the means for many medical school faculty members to achieve successful careers as scientists and clinical investigators. Although research accounts for only slightly more than 1 percent of the V.A. medical budget, two V.A. researchers have been awarded the Nobel Prize (Hollingsworth and Bondy 1990). [End Page 385]In comparison to other medical care settings, the average V.A. patient is likely to be older, poorer, male, less well-educated, more chronically ill, and more expensive to care for. Many patients first patronize the V.A. system after they have been bankrupted by the costs of a major illness. Unlike young, healthy patients ideally favored by health maintenance organizations, these patients immediately require large expenditures for hospitalizations, medications, and other treatments. Additional burdens have been placed on V.A. facilities by a record of chronic federal underfunding over the past decade, despite expanded patient censuses at every facility.Bioethical issues arise in V.A. facilities with great frequency for several reasons. Older and poorer patients are often sicker, have fewer home-support resources, and have completed fewer advance directives for health care. Chronic operational underfunding requires explicit health care rationing systemwide. Academic physicians within the V.A. system have multiple professional duties that have the potential for conflict. Although their primary duty is to their patients, they also must serve the federal government and their medical school academic supervisors. The practice of medical care rationing pits the physician's professional duty to his patient against his duty to the system (Mirvis 1990).The V.A. has responded to these bioethical demands with several initiatives. Hospital ethics advisory committees have been developed in nearly every V.A. medical center. The V.A. National Bioethics Committee has been empaneled to encourage uniform policies across the V.A. system concerning bioethical issues. Most recently, funds were provided for the V.A. National Center for Clinical Ethics.Functions of the National Center for Clinical Ethics (NCCE)The NCCE has a fourfold mission: 1) to enhance the quality of clinical ethics programs at all 171 V.A. medical centers nationwide; 2) to staff the V.A. National Bioethics Committee; 3) to assist administrators and planners in the V.A. Central Office on policy development concerning bioethical issues; and 4) to study, organize, and coordinate clinical, educational, and research bioethics programs throughout the system.Enhancing the quality of clinical ethics programs at V.A. medical centers is largely an... (shrink)

The Council on Ethical and Judicial Affairs of the American Medical Association examines physicians’ professional ethical responsibility in the event that the security of patients’ electronic records is breached.

This study analyses the attitudes of university students towards unethical behaviour in the individual and organisational environments, and relates these attitudes to tolerance of corruption in their future professional lives. The results show a positive relationship between attitudes towards unethical behaviour in both environments, as well as tolerance towards acts of corruption, based on a virtual perception survey. Despite the general rejection attitude by students of such behaviour and acts, the rejection diminishes as their degree programme progresses. This study (...) contributes to our understanding of the tolerance of university students towards corruption, and to revealing how this attitude could explain tolerance towards this phenomenon in their future professional lives. (shrink)

The importance of graduating ethical health professionals is indisputable. Yet evaluating the quality of ethics education programs remains problematic for educators. A divide between learning and integrating ethics in everyday professional practice lies at the heart of this issue. The Ethics in Professional Practice (EPP) project addresses health professions' students’ self-efficacy for ethical practice. Students are cast as central characters in authentic vignettes and complete guided learning activities to facilitate their ethical reasoning skills. A design-based (...) research approach was utilised to create EPP resources and this study focuses on the analysis phase of the design process. The aim was to investigate EPP learning outcomes by developing innovative measures based upon Kirkpatrick’s ( 2006 ) evaluation model: namely, reaction, learning, behaviour and effects. Health professions students from Exercise and Sports Science, Rehabilitation Counselling and Speech Pathology (n = 58) participated in the EPP. Qualitative content analysis of reflective statements demonstrated their ethical sensitivity in four categories: Expectations and Empathy in Quality Care; Managing Overwhelming Demands; Informed, Engaged and Empowered; Access to Flexible Models of Service Delivery. Findings from the Rehabilitation Counselling cohort (n = 16) were explored in-depth using Semantic Differential Scales and demonstrated positive ethical reasoning outcomes. Participants also developed individual, ethical practice goals for professional practica. Qualitative content analysis of these goals demonstrated clear ethical reasoning learning effects. Participants integrated concepts of becoming an ethical professional with effective communication, collaboration, empowerment and quality care. Study outcome measures are critiqued and findings may inform redesign of future ethics education resources. (shrink)

This anthology will be appropriate for administrative ethics classes and professional thinking in public administration at both the masters and doctoral levels. It is a collection of administrative ethics articles published in journals of the American Society for Public Administration (ASPA) from 1941 (the earliest publication) through 1983 (the year that the first ASPA Code of Ethics was established). The articles are organized by themes of enduring importance to the field in order to provide graduate students (...) with ready access to the classic works on ethics in public administration. Reading this collection will enhance student’s knowledge and skills to think and act ethically and contribute to their ability to view current practices in light of traditional perspectives. The ASPA Classics volume serves to bridge the practice of public policy and administration with the empirical research base that has accrued and the models for practice that may be deduced from the research. (shrink)

Professional ethics, 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 professional ethics, 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 professional ethics, 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 professional ethics 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)

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)

In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes benefits (...) students both academically and professionally, and also demonstrates the value of philosophy to the community and to academic administrators. (shrink)

The literature has recognised the fundamental role of teaching business ethics to students earning business administration degrees, but it is hard to find a methodology for teaching this topic successfully. We propose a new management tool—evidence-based administration—for the study of business ethics. The method developed on the basis of this management tool provides a practical vision to the students, motivates them, and favours the development of multiple facets of their education.

The literature has recognised the fundamental role of teaching business ethics to students earning business administration degrees, but it is hard to find a methodology for teaching this topic successfully. We propose a new management tool—evidence-based administration—for the study of business ethics. The method developed on the basis of this management tool provides a practical vision to the students, motivates them, and favours the development of multiple facets of their education.

ILaw, Regulation and Ethics introduces students to the responsibilities and standards in health care derived from legal, ethical and regulatory frameworks. The text approaches ethics and law for health care in an integrated and accessible way, covering governance, professional identity, and professional responsibility whereby accountability plays an important role. The text combines examples of legal and administrative decisions with the reasoning behind decisions, to introduce students to societal expectations of institutions and persons engaged in health care. (...) Sourced from a variety of regulatory, ethics, and policy arenas, the examples equip students with the ability to identify and understand appropriate standards in order to practice safely and competently, and to recognize when a situation is problematic and deserving of greater reflection or expert advice. Practice-oriented case examples and critical-reflection questions enhance the text and encourage students to develop effective practice habits, whereby active reflection, reasoning, problem solving and mindfulness become essential components of working in the health care sector. (shrink)

The literature has recognised the fundamental role of teaching business ethics to students earning business administration degrees, but it is hard to find a methodology for teaching this topic successfully. We propose a new management tool—evidence-based administration—for the study of business ethics. The method developed on the basis of this management tool provides a practical vision to the students, motivates them, and favours the development of multiple facets of their education.

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.

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Bioethical decision‐making in pediatrics diverges from similar decisions in other medical domains because the young child is not an autonomous decision‐maker, while the teen is developing—and should be encouraged to develop—autonomy and decisional capacity. Thus the balance between autonomy and beneficence is fundamentally different in pediatrics than in adult medicine. While ethical dilemmas that reflect these fundamental issues are common, many pediatric physician and nursing training programs do not delve into the issues or offer specific training about how to deal (...) with borderline cases.To meet this need, the Children's Mercy Bioethics Center in Kansas City, Missouri, created a program specifically dedicated to serving practicing, experienced pediatric health professionals. Our students come from various professional disciplines: they are doctors, nurses, social workers, chaplains, lawyers, psychologists, counselors, and hospital administrators practicing in pediatrics. (shrink)

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring (...) and can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context. (shrink)

Health science students frequently experience ethical dilemmas on clinical placements, yet ethics education rarely prepares students with the ethical leadership skills required. The Leadership in Ethical Practice (LEP) program is an ethics education resource designed to enhance health science students’ knowledge and skills in ethical leadership to prepare them for clinical placements and future professional practice. This qualitative study aimed: to explore the nature of students’ ethical leadership goals; determine whether a specific, measurable, achievable, relevant, and time-bound (...) (SMART) format was an effective tool for students to create ethical leadership goals; and identify any changes in students’ pre- and post-self-ratings of ethical leadership knowledge following the LEP program. Eighty-two diagnostic radiography students from the University of Sydney participated in the study. Inductive and deductive qualitative content analysis (Elo & Kyngas, 2008) were used to explore students’ goals. Descriptive statistics were used to investigate students’ pre- and post-self-ratings. Four themes emerged from students’ goals: initiative, competence, and courage in ethical reasoning; communicating ethical stories through listening, questioning, and connecting; reflecting and growing as an ethical leader; and safe practice and person-centred outcomes. SMART goal format elements were evident in 61% of students’ goals. Students' ethical leadership self-ratings showed positive changes after participating in the LEP program. Findings indicated students planned to further develop ethical leadership skills during clinical placements and future professional practice. This study demonstrated the ethics education approaches used within the LEP could assist health science students to apply ethical leadership in future clinical practice. (shrink)

Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life (...) World Research, interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse. (shrink)

This research explores the relationships between business students’ academic misconduct and their attitudes toward professional ethics, specifically credential embellishment and business unethicality. Based on 135 survey responses from business students in a northwestern university, we tested hypothesized relationships using multiple regression analyses. We found that students’ attitudes toward academic misconduct, especially illicit collaboration and exam cheating, were positively correlated with their attitudes toward credential embellishment, unethical business operations, and unethical employee practices. In addition, gender yielded meaningful differences related (...) to perceptions of both dimensions of business unethicality. We emphasize the importance of ethics education, and suggest actionable remedies including placement of strict policies, promotions of shared norms and cultures, and curriculum redesign guidelines for business educators and administrators. (shrink)

In this empirical study, we investigate _what_ and _how_ teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core (...) themes: creating students’ moral awareness, developing students’ moral skills and promoting students’ moral professional behaviour. The majority of the teachers used a wide range of planned and unplanned pedagogic–didactic actions (reflecting individual learning and cooperative and group learning) to enhance the development of students’ ethical compasses. However, teachers’ strategies were mostly unstructured and unreflective and depended on the individual teacher’s ability and knowledge to address moral themes. Furthermore, the study revealed two incompatible ideals: as role models, the teachers aimed to exemplify explicitly how to be a professional with an ethical compass. However, they also wanted to adopt a neutral stance because they were afraid to manipulate the students’ ethical compasses. Therefore, they avoided promoting _the_ ethical compass that they believed to be the best. (shrink)

Introduction There is a paramount need for moral development for pharmacists and pharmacy students to practice the patient-centered profession. We aimed to explore the current situational judgment utilizing ethical reasoning among undergraduate pharmacy students. Methods A set of ten ethical dilemmas, representing potential real-life situations that the students come across in the university and may face in the future as a pharmacist were developed by a team of students, academic staff, and stakeholders. These ethical dilemmas were validated, checked for accuracy, (...) and piloted. An online questionnaire was created consisting of these ten scenarios as open-ended questions and administered to fourth year and fifth year PharmD students in a public university located at the city of Mecca, Saudi Arabia, asking them how they would react in that situation. Responses of the participants were analyzed using thematic analysis independently by four researchers and inter-rater agreement were achieved through consensus. Results Out of 205, 186 students completed the questionnaire with a response rate of 90.7%. Analysis and resulted in the generation of 32 codes, which were then categorized into seven overarching themes: student engagement, social and professional responsibility, academic integrity, legal obligation, moral obligation, signposting, and moral engagement and patient safety. Conclusions Undergraduate pharmacy students experience complex state of mind in connection with ethical reasoning. The participants’ situational judgment were driven by cultural norm, authority, and responsibility. Student engagement is also affected by the state of mind and feelings of mutual trust, perceived cultural influence and peer pressure. The students were prone to seek help from university administrators or teachers when faced with situations in which they were helpless. (shrink)

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL)¿Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning activities, this book provides aspiring leaders with the background, (...) learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts. Special features include: ¿ Case Studies¿provide an opportunity to practice ethical reasoning and engage in the discussion of complexities and debates within each case. ¿ Learning Activites¿a range of exercises help readers make connections to the PSEL standard. ¿ Important Resources¿includes resources that support and encourage students to explore each of the chapter¿s elements. (shrink)

Medical Professionals: Conflicts and Quandaries in Medical Practice offers a fresh approach to understanding the role-related conflicts and quandaries that pervade contemporary medical practice. While a focus on professional conflicts is not new in the literature, what is missing is a volume that delves into medical professionals' own experience of the conflicts and quandaries they face, often as a result of inhabiting multiple roles. The volume explores the ways in which these conflicts and quandaries are exacerbated by broader societal (...) forces, including changing scientific and technological paradigms, commercialization, and strengthened consumer movements, which simultaneously expand the scope of roles and responsibilities that medical professionals are expected to fulfill, and make it more difficult to do so. Several empirical chapters analyze data from qualitative interview studies with clinicians and other stakeholders. The studies highlight the burdens on clinicians who are expected to make informed and justified judgments and decisions in the midst of competing pressures; authors describe the methods that clinicians use to address the associated tensions within specific contexts. Two conceptual chapters follow and offer some innovative ways to think about the challenges facing medical professionals as they strive to make sense of the changing landscape within healthcare. The first reflects on the challenges to clinical practice in the midst of shifting and often competing definitions of disease and associated ideologies of care. The second reflects more broadly on the utility of value pluralism as a framework for conceptualizing and working through moral and professional quandaries. The book concludes with a chapter containing suggestions for how members of the medical profession might reframe their thinking about their roles, responsibilities, and decision-making in the midst of inevitable quandaries such as those presented here. This book will be of vital reading for academics, researchers, educators, postgraduate students, and interested health care practitioners and administrators. (shrink)

Teachers' Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers' ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated (...) with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers' professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools. (shrink)

Background Professional values are important in promoting healthy work environments, patient satisfaction, and quality of care. Magnet® hospitals are recognized for excellence in nursing care and as such, understanding the relationship between nurses' values and Magnet status is essential as healthcare organizations seek to improve patient outcomes. Research question/aim/objectives The research question is: are there differences in individual values, professional values, and nursing care quality for nurses and nurse managers practicing in Magnet, Magnet journey, and non-Magnet direct patient (...) care settings? Research Design This descriptive cross-sectional study is guided and informed by the conceptual framework of the Professional Values Model including individual values, professional values, and nursing care quality. Participants and research context Convenience sampling of registered nurses and nurse managers, responsible for direct patient care, was utilized in a non-profit healthcare system in the Midwest region of the United States. Ethical Considerations Institutional review board approval was obtained. Participants were informed about the right to self-determine participation and assurance of anonymity. Findings 827 (n = 827) nurses and nurse managers responded to the survey. Significant differences were identified in individual values sub-scale: self-enhancement ( p = 0.38), professional values ( p = 0.037), practice environment: participation in hospital affairs ( p = 0.00), foundations for quality care ( p = 0.016), and resources adequacy ( p = 0.012) and in nurse sensitive HCAHPS questions: nurses explained things understandably ( p = 0.00), got help as soon as wanted ( p = 0.00), and treated with courtesy and respect ( p = 0.00). Discussion/Conclusions Findings indicate that fostering individual and professional values may impact nursing practice, regardless of Magnet designation. Promoting professional values may contribute to improved work environments, enhancing patient satisfaction. Study results offer valuable insights for organizations striving to enhance nursing values, impacting quality of care provided to patients. MeSH Terms Cross-Sectional Studies, Respect, Ethics Committees, Patient Satisfaction, Nurse Administrators, and Personal Satisfaction. (shrink)

School leaders are constantly challenged by diverse students and conflicting interests between faculty and staff. They are often called upon to make sense of ethical quagmires, where rules might conflict with desired outcomes or personal values clash with professional obligations. Negotiating these dilemmas can be challenging, but democratic ethics can offer an effective process to work through them. Drawing from the writings of John Dewey, Leading Through the Quagmire advocates his notion that democracy is an appropriate response to (...) the multitude of conflicting interests, needs, and values in educational settings. Moreover, Enomoto and Kramer propose an inquiry method to harness democratic ethics for engaging in fair deliberation and conflict resolution. This book provides the foundation for understanding tensions, as well as the methods and applications to navigate through them. Stories and examples are provided to enable readers to understand such terms as utilitarianism, ethical tensions, religious attitudes, and eco-feminism in meaningful ways. (shrink)

It is the continuous reports of unethical behavior in the form of data manipulation, cheating, plagiarism, and other forms of unacceptable behavior that draw attention to the issues of misconduct. The causes of misconduct are manifold whether it is the need to advance in a chosen discipline or to compete successfully for and obtain research funding. Disappointingly, individuals who are oriented to any form of dishonesty are individuals who had previously displayed little or no consideration for the feelings of others (...) and are therefore more interested in themselves, at the expense of the students, and others recognizing them by any means necessary. This ground-breaking and honest examination of ethics in the university setting is unabashed in its descriptions of misconduct in the academic world. The text is well furbished with numerous citations that point to academic misconduct and the final chapter deals with the means by which misconduct can be mitigated, a strong reminder to everyone in the academic community that above board conduct must be part of our overall message of learning and part of the whole point of education in the first place. A must-have for academics and non-academics alike, this text is the second in a series of books on ethics by James G. Speight, and it is useful to anyone, in any industry, who is interested in ethical behavior and how to navigate the sometimes murky depths of our professional lives. (shrink)

This study investigates the differences in individuals'' ethical decision making between Canadian university business students and accounting professionals. We examine the differences in three measures known to be important in the ethical decision-making process: ethical awareness, ethical orientation, and intention to perform questionable acts. We tested for differences in these three measures in eight different questionable actions among three groups: students starting business studies, those in their final year of university, and professional accountants.The measures of awareness capture the extent (...) to which respondents felt that a particular action was unethical according to each of several ethical criteria. We found few differences between the two student groups on these measures, suggesting that their education had minimal effect on raising their awareness of the ethical issues in the vignettes. Indeed, overall, the graduating student''s scores were marginally lower than those of the entry-level students. However, the professionals viewed some actions as significantly less ethical than did the graduating students. (shrink)

The Professional Ethics Toolkit is an engaging and accessible guide to the study of moral issues in professional life through the analysis of ethical dilemmas faced by people working in medicine, law, social work, business, and other industries where conflicting interests and ideas complicate professional practice and decision-making. Written by a seasoned ethicist and professional consultant, the volume uses philosophical ideas, theories, and principles to develop and articulate a definitive methodology for ethical decision-making in (...) class='Hi'>professional environments. Meyers offers the benefit of his expertise with clear and practical advice at every turn, guiding readers through numerous real-world examples and case studies to illustrate key concepts including role-engendered duties, conflicts of interest, competency, and the principles that underpin and define professionalism itself. Following the format of The Philosopher’s Toolkit, The Professional Ethics Toolkit is an essential companion to the study of professional ethics for use in both the classroom and the working world, encouraging students and general readers alike to think critically and engage intelligently with ethics in their professional lives. (shrink)

In 1970 a coalition of student activists opposing the Vietnam War circulated documents revealing the involvement of several prominent social scientists in U.S. counterinsurgency activities in Thailand--activities that could cause harm to the people who were the subject of the scholars' research. The disclosure of these materials, which detailed meetings with the Agency for International Development and the Defense Department, prompted two members of the Ethics Committee of the American Anthropological Association to issue an unauthorized rebuke of the (...) accused. Over the next two years, the AAA agonized over the allegations and the appropriate response to them. Within an academic community already polarized by the war, political and professional acrimony reached unprecedented levels. Although the association ultimately passed a code of ethics, the key issues raised in the process were never fully resolved. Now back in print, Eric Wakin's Anthropology Goes to War is the first comprehensive study of what became known as the Thailand Controversy--and a timely reminder of a debate whose echoes may be heard in our own time. (shrink)

My thesis is that any course in professional ethics —even in a philosophy department —is, all else equal, better without moral theory than with it. In defending this thesis, I shall return to a debate I had with Bernie Gert and Ed Harris a few years ago, itself the culmination of almost four decades of teaching professional ethics and more than two decades of teaching others to do the same. I am, I should make clear, not (...) against moral theory (the attempt to understand morality as a reasonable undertaking). Indeed, not only do I enjoy teaching a course in moral theory every few years and publish on the subject now and then, I would agree that, in principle, moral theory can not only enlighten students but also be useful to them, helping them to identify moral issues they might otherwise overlook, seek information they might otherwise not think relevant, and formulate courses of action that might otherwise not occur to them. My thesis is entirely practical: Given the time normally allotted to a course in professional ethics (45 or so classroom hours), moral theory will never be useful enough. There is always a less-timeconsuming way to do what moral theory can also do, leaving more room for other topics that a course in professional ethics should include. Moral theory is, therefore, always a waste of time in a professional-ethics course. (shrink)

Philosophy courses are now regularly under fire from educators, administrators, politicians, and financially overextended students and parents demanding shorter and more economically fruitful college degree programs in a climate of economic austerity. Yet, perhaps in the face of a number of high- profile ethical violations in the business and professional world, many of these groups have been calling for more, and more effective, pre- and professional ethics education. This paradoxical call for more ethics and less (...) philosophy is finding unlikely support from a number of academic philosophers who ar- gue that traditional forms of ethics education, which emphasize reflection on abstract normative theories and principles, ought to be replaced with more practical ethics courses that emphasize real-world moral training and which focus on shaping character and behavioral dispositions. I examine this trend toward practical ethics education and argue that it wrongly decouples rational- ity and moral motivation, threatens to erode a crucial distinction between ethics and policy, and contributes to widespread misunderstanding of the nature of ethics. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (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)

Every school has a mission statement based on values and ethical beliefs. Ethics for Teachers and Middle Leaders sets out a way of thinking through the key issues of ethics in teaching and shows how a school's ethical values can be translated by students and staff into action. It is designed to help rehearse certain ethical dilemmas and guide teacher leaders in helping others to think through and develop appropriate behaviours. Chapters consider the role of ethics in (...) all aspects of school life including teacher professionalism, teaching methods, lesson planning and assessment. This book not only examines everyday concerns such as class management and presenting curriculum ethically, but also touches upon emerging issues in e-learning, career building, leadership and school governance. Packed full of real examples from schools and opportunities to reflect, the book will help readers to understand how their behaviour, decisions and advice to others might be guided and to avoid some of the common pitfalls in school. This insightful book will instil confidence in teachers and middle leaders as they face such ethical dilemmas in their daily work. (shrink)

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: aligning teaching content with student interests; taking a pragmatic rather than a philosophical approach to issue resolution; addressing the full complexity of real-world case studies; and covering content in a way that students find entertaining. The use of these principles is then (...) discussed with respect to the specific experience of developing and presenting a master’s module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach. (shrink)

The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli (...) for individual reflection and group discussion. These scenarios offer the opportunity to consider the subtle complexities inherent in the social and psychological contexts in which educator-student interactions occur and the effects of those complexities on ethical decision making. Each case is followed by a detailed analysis and advice. The book's 195 cases are grouped into 22 chapters representing topics, such as the controversial classroom presentations and assignments, debatable testing and grading practices, problematic student-faculty interactions, dual-role relationships with students, collegial conflicts, managing very difficult students, and confidentiality dilemmas. The Ethics of Teaching: A Casebook, Second Edition: *focuses on commonly encountered ethical "gray areas" that have no clear solution; *includes questions to stimulate discussion of related ethical issues; *concludes with a chapter on prevention, peer mentoring, and intervention; and *serves as excellent "assigned reading" to stimulate group discussion in teaching workshops and faculty development programs. The first edition of this book evolved by collecting a variety of teaching situations that commonly occur in college and university settings. The authors then created responses to the situations and circulated both the cases and the responses to reviewers from a number of departments across the country. As a result, the vast majority of the cases are "discipline free." The second edition features many new cases to reflect recent trends and events related to academic ethics. Questions were added to stimulate discussion and to further elaborate the issues. The Ethics of Teaching: A Casebook is ideal for college and university faculty, graduate assistants, and administrators involved in workshops, graduate teaching assistant courses, and faculty development and new faculty orientation programs. As a result of the book's cross-disciplinary development, it will be beneficial to faculty from a broad spectrum of disciplines. (shrink)

Professional, Ethical, Legal, and Educational Lessons in Medicine: A Problem Based Approach provides a comprehensive review of the complex and challenging field of professional medical practice. Its problem-based format incorporates a vast pool of practical, board-exam-style multiple-choice questions for self-assessment, and is an ideal resource for exam preparation as well as ongoing clinical education among trainees and clinicians The practice of medicine is not only about clinical care of patients. Physicians must navigate ethical conundrums, legal pitfalls, and quality (...) improvement issues while maintaining scrupulous professionalism and being exemplary educators. This volume addresses common issues in the realm of professional medical practice not typically covered in other texts. Each of the 73 chapters presents a problem-based case that branches out into an oral board examination type stem questions. A discussion section with brief review articles summarizes the most recent literature. Multiple-choice questions with answers allows for comprehensive self-assessment or interactive group quizzes. This book will appeal to medical and allied health professionals in all specialties of medicine. It is an excellent and hands-on reference for the related but diverse domains associated with professional healthcare practice by students, physicians, and other healthcare providers compacted into one volume. (shrink)

How can a course on engineering ethics affect an undergraduate student’s feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two (...) short cases that posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was “not my business.” It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action. (shrink)

This paper shows how a student honor code can be developed through a process of personal reflection and dialogic inquiry among students in a Business & Society class. This “inside out” learning process enables students to build an honor code organically by identifying shared core values that shape ethical practices, rather than through a top down intervention by faculty or administrators. The shared enterprise of crafting a student honor code becomes an exercise of moral imagination that promotes (...) ethical development through a social contracting process of clarifying and buying in to ethical norms. (shrink)