Ethical Guidelines for Universities - Coursework Example

Ethical Guidelines for Universities of Introduction When speaking of the importance of ethics in business, many people often assume the term only refers to the business as a whole. On the contrary, business ethics apply to the individuals working within businesses. An individual’s actions within an organization affect the entire entity and not just the individual. Business ethics are more than just words used to enhance the reputation of an institution; they are the foundation of success (McCabe et al., 2001). Therefore, ethics should be applied at the inception of an institution. This paper discusses the ethical issues related to the kind of ethical rules universities should live by, what counts as a good universities, the right and wrong actions and the qualities of character they should develop (McCabe et al., 2001). In addition, the paper discusses the responsibilities universities and the individuals therein should have for one another and the environment. According to Saltmarsh, (2007), ethics are the rules of conduct recognized in respect to a particular class of human actions. An ‘ethical principle’ is a general standard or norm that promotes what is regarded as valuable for the prosperity of humans and the whole social network. Ethical principles relate to right or wrong conduct, good or bad qualities of character and responsibilities in relationships (Saltmarsh, 2007). A principle does inform a person of how to act in each situation, but is broad in scope, and needs interpreting in the light of particular circumstances. More frequently, ethics is portrayed negatively in the news. Examples of the negative portrayal of ethics in the news are financial scandals, sexual improprieties, plagiarism, lies, and misinformation (AAFCS, 2003). Calls are being made for a return to the values most of us were raised with. Schools are being asked to do more. People are asking where we went wrong along the way. Above and beyond questions of whether ethics can actually be taught and whether morality makes sense without a shared religious foundation is a deep sense of conviction that we have to do something. This essay deals with some of the issues that touch the lives of international educators and the students they teach. How they can deal ethically with corrupt systems, their role in ethics as educators in varying subject areas, the precautions that the researchers should take in order to maintain the highest ethical standards, ways of teaching and doing business that are essentially more ethical and how can they achieve higher standards in their activities (AAFCS, 2003). Ethical Guidelines for Universities Ethics touches all spheres of personal and professional lives, especially business dealings. Higher educational institutions such as universities and colleges are not spared from ethical scandals in recent times (AAFCS, 2003). Lecturers and institutions are thus called upon have a deeper understanding of the ethical implications of the educational profession. Professionals give practical recommendations on this expanded understanding of business ethics in universities, including professional codes of ethics for teachers and administrators (AAFCS, 2003). After all, if education shapes the characters of the future generations, it should be taken seriously. For universities, addressing ethical issues is not only a legal obligation but it is also a wise idea because it helps a lot in different circumstances. First, in governance, it helps universities have a consistent approach to ethical issues, which is a fundamental part of good governance. Second, it helps in upholding an institution’s mission and values. Translating mission and values into action and monitoring them for effectiveness allows institutions to demonstrate that they are upholding these aims and values (AAFCS, 2003). Third, ethics provides guidance for staff. It is quite important that both professional and support staff know what the institutions expect of their behavior and can deal with any ethical dilemmas that may arise. Importantly, ethics act as guidance for students. Higher education institutions have responsibility for the welfare and behavior of their students who also need to know their rights and their responsibilities (AAFCS, 2003). Regarding risk and reputation, tackling ethical issues helps highlight potential risks, prevent future problems and safeguard an organization’s reputation. On legislation, addressing ethical concerns helps universities to interpret legislation and ensure they follow the letter and the spirit of the law. Regarding pressure from students and other interested parties, students, unions and other groups are increasingly interested in the environment, fair trade, ethical investment and fair treatment of staff and other individuals (Saltmarsh, 2007). Hence, universities should establish high ethical standards. Compliance with ethical standards also helps in recruiting staff and attracting students. Establishing a clear ethical attitude makes universities more attractive to potential staff and students. In addition, it encourages funding, sponsorship and business involvement. As business entities, universities are increasingly asking their suppliers and business partners about their commitment to ethics and transparency (AAFCS, 2003). Addressing ethics therefore makes an institution more appealing to potential business or funding partners. For these reasons universities generally should seriously consider how business ethics might be creatively revived. In reaction to corporate scandals, for instance, some business-oriented universities have ethics standards embedded in their systems and courses (AAFCS, 2003). While this is a step in the right direction, one ethics code or course does little to change an institution’s culture, and could result in distrust among students. Similarly, until recently, ethics standards and education have been lacking in major world education systems. In response, ethicists such as Kevin Ryan and Karen Bohlin advocated for a radical renewal of ethics codes and education across the education system (Colby et al., 2003). The ethicists claim that comprehensive ethics codes and education can improve the performance of institutions as business organizations. In Building Character in Schools, Ryan and Bohlin compare an educational institutions to a polis, (Greek city state), and urge that ethics be fostered everywhere in the educational polis. The ethicists argue that teachers need to set standards and serve as ethical models for young students in a variety of ways and throughout the school. They find that manipulation and cheating tend to increase where academic achievement is prized but broader ethical values are not (Davis, 2004). They maintain that many aspects of school life, from the student cafeteria to the faculty lounge, ought to provide opportunities, among other things, to demonstrate concern for others (Colby et al., 2003). They also propose the use of vision statements that identify core virtues along with the implementation of this vision through appropriate involvement by staff and students. Higher education is a public as well as a private good and ethical awareness and practice does and should inform everything our institutions are and do. An institution that is consciously and deliberately ethically aware will play a valuable role in pursuing wider community and societal aims. The staff and students should be enabled to handle the range of ethical dilemmas they will face in an increasingly multicultural society with global dimensions (Colby et al., 2003). The ethical challenges for higher learning institutions are many. In living up to their values, they should consider such issues as: Can they fully deliver what their marketing promises or implies? Can they really claim to be equal opportunity employers? Are their admissions policies fair and what does fairness mean? How far do they extend a duty of care to the students and why? How do they tackle conflicts of interest in ways that are transparent (Davis, 2004)? Having a coherent and consistent set of policies and procedures in the form of a statement of ethical principles and behavior that is embedded in the culture of the institutions can help the staff, students and others to think about, address and resolve ethical issues (Colby et al., 2003). An institution wide statement should show what an institution stands for, what its internal and external community can expect from it and what it might reasonably expect in return (Davis, 2004). Universities and colleges are complex and independent organizations with distinct history and culture. Ethical issues and priorities are not the same in all institutions and each higher learning institution needs to tackle ethical concerns in ways that make sense for its own organization (Davis, 2004). Higher education should be regarded as an essentially valuable activity that sets out to benefit the society. The National Committee of Inquiry into Higher Education in 1997 stated “we believe that the aim of higher education should be to sustain a learning society”. In addition, the Nolan Committees First Report on Standards in Public Life sets out seven principles that “apply to all aspects of public life”. These are selflessness, integrity, objectivity, accountability, openness, honesty and leadership (AAFCS, 2003). Ethical issues arise in a wide range of situations, including those relating to how an institution treats it employees, students and other groups. Marketing practices and admissions procedures may raise questions about honesty and fairness, while upholding academic freedom can have both legal and ethical consequences. These issues range from plagiarism to public interest disclosure and from race equality to confidentiality of information. While legislation may dictate how to approach some situations, it will not always be the case; neither should it drive an institution’s approach to ethical issues. It is up to individual institutions to determine what is and is not acceptable behavior for their organizations. Categories of University Ethics Ethical guidelines that institutions of higher learning should adhere to can be subdivided into personal ethics, professional ethics, universal ethics, public ethics, and political ethics. Personal ethics With reference to personal ethics, everyone in an academic community has responsibilities to Show respect for each person as an individual. Communicate honestly and truthfully with everyone. Boost the sense of worth of other people. Help build fair and compassionate social and cultural systems that promote the common good of all people. Professional ethics Professionally, experts associated with universities have roles and responsibilities to Assist universities to fulfill its educational mission. Strive to enhance the personal and intellectual development of others within institutions. Be empathetic, methodical, and fair in assessing the performance of students and professionals in universities. Exercise the mandate of their office in ways that respect persons and avoid the abuse of power Conduct their professional activities in ways that support the ideals of virtue and competence William W. May’s “Ethics and Higher Education” Universal ethics On universal ethics, universities should: Be fair, keep agreements and promises, and operate within the law and extend due process to all persons. Endeavor for an efficient and effective management to enable the institutions adapt to new opportunities. Be sympathetic and kind in all their relationships while ensuring the safety of people and property. Articulate their visions, goals, and missions to reflect their strengths and aspirations. Design and implement policies that build a community of racial and socioeconomic diversity. Assist staff and students in their professional development while requiring competent performance from everyone. Support an internal policy that promotes academic freedom William W. May’s “Ethics and Higher Public ethics Universities have public responsibilities to: Serve as examples in the public life of open institutions where truthful communications are required. Preserve human wisdom while conducting research to create new forms of knowledge Serve the public interest in ways well-matched with being an academic institution. Enhance the development of international understanding, and support the world community of scholars. Promote a positive response of the creative activity of the human imagination. Political ethics As business entities, universities have political responsibilities to: Encourage policies based on equity, equality and respect for persons. Endorse policies that increase access to higher education for the poor, minorities, and other marginalized populations. Assist in the development of fair and compassionate methods of resolving conflict among persons and groups Cultivate a community of responsible individuals that are sensitive to the needs of future generations Be good corporate citizens in all external relations The business-associated advantages of producing an all-inclusive ethical institution-wide framework are demonstration of an institution’s commitment to high ethical standards; provision of unity and consistency in an institution, and indication that a university is trying to translate its mission and values into policy and practice (Colby et al., 2003). In addition, such a university’s staff and students are guided expectations of behavior and how they would be treated. Such an institution is also best placed to explain the institution’s ethical position to potential students and other interested parties. In the Chronicle Higher Education, De russy (2003) asserts that “professional ethics begins at the universities, which must then recognize the responsibility for all corporate scandals. De russsy notes this recognition is important because it is universities create future accountants, lawyers, and other professionals after granting them their first exposure to ethical standards and traditions. De russy thus challenges people in control in universities to correct the defective organizational structures, which promote irresponsible actions. According to De Russy (2003), universities’ senates and governing boards should establish clear procedures to encourage honest scholarship and academic integrity, implement safeguards that would ensure institutions do not exploit their relationships with students and provide funds for ethics education. Universities’ central missions are to promote the intellectual and personal development of students. Part of that responsibility is to help students develop ethical standards to guide professional guidelines such as the American Association of Family and Consumer Sciences’ Codes of Ethics (AAFCS 2003) can assist faculty in teaching students the principles required for ethical professional practice. A report by (Behr, Finch,and Dobson 1998) gives guidance for the challenging task of producing ethical and responsible graduates and citizens (Behr et al. 1998). The report prepared by professionals is based on the foundation that final responsibility for the character of democratic society rests with its citizens. In educational institutions such as universities, ethical dilemmas occur whenever straightforward answers lack on the ‘right’ or ‘wrong’ course of action in a given situation (Behr et al. 1998). Dilemmas arise at governance level when developing policies, at management level for teams putting policy into practice and for individuals in their daily operations and behaviors. Intricate dilemmas also arise when the values of an institution conflict with those of society and with individual or professional values (Behr et al. 1998). Dilemmas are useful tools to help universities think about their own approach to ethical matters. They also play a precious role in ethics training, encouraging staff and other stakeholders to debate issues and deal with difficult circumstances that may arise in the course of their work (Behr et al. 1998). These ethical dilemmas have no obvious ‘right’ or ‘wrong’ answers and different institutions may decide upon different solutions. In looking at these dilemmas to develop an ethical policy framework or review existing ethics-related documents, universities might consider: • The ethical issues raised by the dilemmas • The possible solutions that can be found for each dilemma and the positive and negative consequences of each approach • How an institution’s mission and values guide stakeholders in selecting the right course of action • The guidance provided by existing codes or other ethics-related documents • Whether it is important that individuals adhere to a particular solution and how it can be ensured that they do so • Issues such as animal research or funding from controversial companies, which could be contentious and whether a given issue may bring institutional values into conflict with personal, professional or societal values An institution should also establish how an open culture be realized in situations where staffs, students and other individuals disclose and discuss ethical issues. In addition, a person might think about how a university can develop a method for ethical reflection that would assist its stakeholders tackle the daily ethical dilemmas (Behr et al. 1998). In institutions, some ethical situations or dilemmas arise from the many interests, goals, and functions of academic institutions. Examples of these moral conflicts are: fund raising versus maintenance of educational quality, benefits to the public versus benefits to the workers in these institutions or the goal of quality resulting from evaluation processes versus the well-being and happiness of those being evaluated (Behr et al. 1998). Because of the divergent missions, visions and goals, perspectives, and backgrounds of stakeholders, ethical conflicts arise among administrators, faculty, students, and staff. Moral conflicts are worse off when an institution faces economic difficulties (Behr et al. 1998). ‘Ethics’ versus ‘conduct’ Universities often use the phrases ‘code of ethics’ and ‘code of conduct’ interchangeably. Nevertheless, a code of conduct is addressed to staff and is predominantly an internal tool for organizations. It provides guidance and usually sets out restrictions on behavior. For universities, a code of ethics or ethical framework sets the values that strengthen their code of conduct then describes their obligations to a range of interested parties. An overarching framework is designed not to replace, but to be used alongside existing ethics-related documents. Complex issues such as research ethics are likely to need more explanation than an institution-wide framework can provide without becoming too long and bulky (Behr et al. 1998). In addition, universities are required to produce stand alone documents on topics such as race equality and data protection. In most cases, students do not make wise decisions when choosing the university to join and the degree to pursue. Some end up dropping out when faced with a lot of challenges after a few months having wasted a lot of resources (Behr et al. 1998). It is therefore advisable for students to do a thorough research on the respective courses that a university offers and from there choose one that is relevant to their career direction. Wise Business Decision When Selecting Courses There are business considerations for students choosing a university to join and the courses to pursue. Students should ask themselves some of these important questions. What are the modules like? This question addresses the most interesting or relevant modules to a student’s career directions (Behr et al. 1998). The other question is on course assessment with respect to the exams, coursework, presentations and their preference. Students should also consider the expertise of their lecturers and other services offered such as sports facilities or societies that they would like to join. Students should also consider the extras that their courses provide including the opportunity to study abroad and get help with work placement (Behr et al. 1998). It is also important to consider the location of the university and their proximity to the city centre or homes. Guidelines on Good Business Decision on University and Courses Below is a guideline on what the students can take into consideration before making a decision on the university to join and the courses to pursue. First, the students should go to open days and ask plenty of questions about university life and the available course and support services (McCabe et al., 2001). They can chat with other students for honest first-hand experience of studying at the given institution. Second, whatever one wants to study, it is worthwhile researching the lecturers and unit modules establish their research interests (Association of College Honor Societies, 2004). For a design-based course, attending the end-of-year graduation show is wise to see other students work and talk to them to get a real understanding of what the pros and cons of the university are. It is also important for students to venture outside the campus to look at the costs of transportation, off-campus accommodation and the shops (Association of College Honor Societies, 2004). They will also see if the environment suits their personality. Prospective students should then make a table with all the universities they have in mind and compare each across different important requirements, from computer facilities to tuition fees (Association of College Honor Societies, 2004). The chosen university should be the right one for a student, not the right one for others. Students should then find out what careers their subject of choice can lead to and consider whether they see themselves doing those options in the future. Importantly, time should be taken to research the university online and look through forums to find out what their current trend is like. Prospective students should not rule out staying local (Association of College Honor Societies, 2004). Commuting to campus from home saves one so much money on rent and one can also benefit from family support. Finally, a prospective student can visit sites such as Push.co.uk, which has really crucial statistics on the male-to-female ratio, the booze index, and important information like the average weekly housing cost. Students know if a course is right for them when they can talk for ten minutes on the question of, what do you like about that degree? Students are also advised to think of the three Cs: city life, course modules and career prospects while choosing what best suits them. It is argued that, like basic schools, universities have an obligation to ethically nurture their students. Although the earliest years of life are most important for the formation of ethical habits, universities can influence ethics as well. Like the Greek polis, universities become ethical when they become communities of virtue that foster and demonstrate ethical excellence. Lack of commitment to teaching, lack of concern for student outcomes and false advertising about job opportunities open to graduates is some examples of institutional practices that corrode rather than nourish ethics on campuses (Association of College Honor Societies, 2004). Conclusion Faculty and administrators responsible for academic disciplines have an important role to play in building universities that promote ethical practices within campus communities and beyond. The following strategies can be applied to achieve this goal. Universities should become informed about the formal ethics-related policies at institutions and initiate discussions on the effects of these policies on the creation of an ethical climate on campus. Second, universities should support the development of institutional codes of ethics that articulate their core ethical principles. In addition, universities can collaborate with colleges to promote climate in the campus that values diversity and creates a welcoming and supportive environment. Higher institutions of learning should also provide leadership to nurture ethical learning environment that is inclusive of, fair and free from harassment and coercion. It is also advisable that universities establish and implement ways to enhance opportunities for student engagement in investigational learning activities that provide exposure to real life ethical issues. Moreover, these institutions should engage in national ethics initiatives such as the Association of College Honor Societies project and in the Association for Practical professional-initiated activities on ethics and centre for Academic integrity. Finally, ethics begins at home. It is lies in what institutions do every day and what they instill in their staff and students. It is in living the ethics they believe in and implementing these strategies that institution know what they should. If the ethics crisis in the education world is to be alleviated, it requires universities in their small part and corner of the world to stand up for the right without expecting anything in return. As business entities seeking to remain stable and viable, institutions of higher learning should thus take seriously their obligation to contribute to the moral development of students and community. Clearly, students and other stakeholders will learn to do the right things only within the context of an ethical institution. Reference American Association of Family and Consumer Sciences (AAFCS) (2003). Code of ethics. Alexandria, VA: AAFCS. Association of College Honor Societies (2004). ‘A Matter of Ethics.’ Retrieved on December 7, 2014 from http://www.achsnatal.org/ethics/index.asp Behr, G., Finch, M., Dobson. W., Abrams. S., and Brown, C. (1998). The content of our character; voices of generation X. Durham, NC: Duke University, Kenan Ethics Program. Colby, A. et al (2003). ‘Educating Undergraduates for Responsible Citizenship.’ Change, 35(6), 42. Davis, G. (2004). ‘Ethics- an Educational Imperative.’ Community College Journal, 74(3), 9. De Russy, C. (2003). ‘Professional Ethics Begin in College.’ Chronicle Higher Education, 50(4), 20. McCabe, D.L., Trevino, L. K., and Butterfield, K. D. (2001). ‘Cheating in Academic Institutions: A Decade of Research.’ Ethics and Behavior, 11(3), 219. Saltmarsh, J. (2007). ‘Ethics, Reflection, Purpose and Compassion Community Service Learning.’ New Directions for Student Services, 77, 81. Read More