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Chapters of this issue of New Directions for Higher Education present tenets of codes of conduct for the presidency, academic deans, admissions officers, fund-raising professionals, faculty who teach undergraduate students, and faculty who teach graduate students. The need for such codes of conduct stems from the client-serving role of colleges and universities. Such clients include prospective donors, prospective students and their families, the individual college or university, faculty members, undergraduate and graduate students, and the knowledge base of the various academic disciplines. Because presidents, academic deans, admissions officers, fund-raising professionals, and faculty members experience role ambiguity and substantial autonomy in the performance of their roles, codes of conduct are needed to protect the welfare of the clients served. The authors offer recommendations for policy and practice regarding the proposed codes of conduct. Organizational constraints and possibilities of enacting such codes are also discussed.
Academic professionals are expected to restrain self-interest, promote the ideals of public service, and maintain high standards of performance, while society grants the profession autonomy to regulate itself through peer review. Hamilton conveys the need for ethical leadership from within the peer collegium--a leadership that will foster a culture of high aspiration and peer review. This book suggests that the umbrella academic organizations step forward and draft a model code of ethics for the profession of higher education. Further discussion reveals how such attempts become difficult in face of the market's relentless pressure to frame the institution-student relationship in the economic terms of provider and customer. The book also offers an analysis of academic tradition, academic freedom, and the principles of professional conduct and shared governance. Typical problems in academic life are presented, each followed by questions designed to stimulate seminar-type discussion. Appendices contain a proposed code of ethics as well as AAUP statements on the subject.
Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. -- Gary Pavela, Syracuse University
This document, published by The Forum on Education Abroad, is designed to guide ethical decision-making and assist organizations as they seek to provide education abroad experiences and services in accord with the highest ethical standards. The Shared Values and Principles of Professional Practice outlined below are essential to the fair and just administration of education abroad programs and the welfare of the learners that we serve.
Academic ethics are currently much in the news but there is a great deal of uncertainty, both as to what constitutes specifically academic ethics and about a number of issues that are taken to be issues of academic ethics. This collection of papers focuses on both questions, moving from consideration of the very idea of a University and what that entails, via attempts to locate the major current concerns, to particular issues relating to the University's relations with the corporate world, the professor's role, relations between student and teacher, credentialling, the demands of collegiality and plagiarism. The editors have provided both a full and reasoned introduction and a critical end-piece that attempt to bring some order to the often inchoate nature of this field, raising the further question of whether institutions should, or should not, frame formal codes of conduct. The selected papers are drawn from diverse sources and together provide one of the first comprehensive overviews of academic ethics.
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Callahan takes readers on a gripping tour of cheating in America and makes a powerful case for why it matters. The author blames the dog-eat-dog economic climate of the past 20 years for corroding values.
Despite ongoing efforts to maintain ethical standards, highly publicized episodes of corporate misconduct occur with disturbing frequency. Firms produce defective products, release toxic substances into the environment, or permit dangerous conditions to existin their workplaces. The propensity for irresponsible acts is not confined to rogue companies, but crops up in even the most respectable firms. Codes of Conduct is the first comprehensive attempt to understand these problems by applying the principles of modern behavioral science to the study of organizational behavior. Codes of Conduct probes the psychological and social processes through which companies and their managers respond to a wide array of ethical dilemmas, from risk and safety management to the treatment of employees. The contributors employ a wide range of case studies to illustrate the effects of social influence and group persuasion, organizational authority and communication, fragmented responsibility, and the process of rationalization. John Darley investigates how unethical acts are unintentionally assembled within organizations as a result of cascading pressures and social processes. Essays by Roderick Kramer and David Messick and by George Loewenstein focus on irrational decision making among managers. Willem Wagenaar examines how worker safety is endangered by management decisions that focus too narrowly on cost cutting and short time horizons. Essays by Baruch Fischhoff and by Robyn Dawes review the role of the expert in assessing environmental risk. Robert Bies reviews evidence that employees are more willing to provide personal information and to accept affirmative action programs if they are consulted on the intended procedures and goals. Stephanie Goodwin and Susan Fiske discuss how employees can be educated to base office judgments on personal qualities rather than on generalizations of gender, race, and ethnicity. Codes of Conduct makes an important scientific contribution to the understanding of decisionmaking and social processes in business, and offers clear insights into the design of effective policies to improve ethical conduct.
Cheating Lessons is a guide to tackling academic dishonesty at its roots. James Lang analyzes the features of course design and classroom practice that create cheating opportunities, and empowers teachers to build more effective learning environments. Instructors who curb academic dishonesty become better educators in other ways as well.
Pamphlet is a succinct statement of the ethical obligations and duties of individuals who enter the nursing profession, the profession's nonnegotiable ethical standard, and an expression of nursing's own understanding of its commitment to society. Provides a framework for nurses to use in ethical analysis and decision-making.