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(Download PDF) Ethics in The University 1St Edition James G Speight Online Ebook All Chapter PDF
(Download PDF) Ethics in The University 1St Edition James G Speight Online Ebook All Chapter PDF
James G. Speight
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Ethics in the University
Scrivener Publishing
100 Cummings Center, Suite 541J
Beverly, MA 01915-6106
Publishers at Scrivener
Martin Scrivener (martin@scrivenerpublishing.com)
Phillip Carmical (pcarmical@scrivenerpublishing.com)
Ethics in the University
James G. Speight
Copyright © 2016 by Scrivener Publishing LLC. All rights reserved.
Co-published by John Wiley & Sons, Inc. Hoboken, New Jersey, and Scrivener Publishing LLC, Beverly,
Massachusetts.
Published simultaneously in Canada.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
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ted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior writ-
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addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030,
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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts
in preparing this book, they make no representations or warranties with respect to the accuracy or
completeness of the contents of this book and specifically disclaim any implied warranties of merchant-
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tives or written sales materials. The advice and strategies contained herein may not be suitable for your
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ISBN 978-1-118-87213-0
10 9 8 7 6 5 4 3 2 1
Contents
Preface ix
2 Codes of Ethics 25
2.1 Introduction 25
2.2 Codes of Ethics 29
2.3 Ethics in the University 37
2.4 Ethics and Research 43
References 45
3 Academia 49
3.1 Introduction 49
3.2 Definitions 51
3.3 The Faculty 52
3.3.1 Professor 53
3.3.2 Associate Professor 55
3.3.3 Assistant Professor 56
3.3.4 Lecturer 57
3.3.5 Teaching Assistant 58
3.3.6 Other Faculty Positions 59
3.3.6.1 Adjunct Faculty 59
3.3.6.2 Research Professor 60
3.3.6.3 Professor Emeritus 60
3.3.6.4 Endowed Chair 60
3.3.6.5 Reader 61
3.3.6.6 Docent 62
3.4 Faculty Leave 62
v
vi Contents
4 Integrity in Academia 77
4.1 Introduction 77
4.2 Faculty Evaluation 80
4.3 Faculty Conduct and Misconduct 82
4.3.1 Reporting Research Data 82
4.3.2 Misrepresenting Credentials 84
4.4 Faculty Relationships 84
4.4.1 Faculty-Student Relationships 84
4.4.2 Faculty-Graduate Student Relationships 85
4.4.2.1 The Master’s Degree 86
4.4.2.2 The Doctoral Degree 88
4.4.2.3 The Research Fellowship 92
4.4.3 Faculty-Faculty Relationships 92
4.4.4 Faculty-Staff Relationships 93
4.4.5 Dating Relationships 94
4.4.5.1 Student-Professor Dating 94
4.4.5.2 Student-Teaching Assistant Dating 95
4.5 A Matter of Control 95
References 99
This book examines the potential for unethical behavior by all academic
staff – professionals and nonprofessionals. Documented examples are pre-
sented to show where the matter could have been halted before it became
an ethical issue. The author also looks to the future to see what is in store
for young people as they enter the academic world to further their educa-
tion and even to seek job opportunities.
It is not the purpose of this book to determine causality or simply
dependency or to comment on the reason for using mathematical model-
ing (or computer simulation) in the absence of data and the acceptance of
untested assumptions. Nor is it the purpose of the book to comment on the
use of incorrect analyses which can involve correct answers to incorrect
questions or incorrect answers to correct questions. Data manipulation,
the outcome of which is misconduct in research (or cheating in research),
usually results when there has been a lack of appropriate controls (com-
parisons), collapsing data to provide simpler interpretations, invalid mea-
surements, invalid analyses, as well as invalid assumptions.
Furthermore, this book is not meant to be judgmental but to encour-
age every faculty and staff member as well as student to reflect on their
actions (that is, in terms of individual values and beliefs) since it is clear
that personal motivations and preferences can override any other ethical
and contributory factor. The potential for unethical behavior within the
university system is examined, and documented examples are presented to
show where the incident occurred. The author also looks to the future to
see what is in store for faculty members and how (or if) the potential for
unethical behavior can be negated.
Finally, it is not possible to claim completeness in a project of this nature
but it is hoped that this preliminary treatment will stimulate discussions
about ethics among students and faculty members within universities and
other educational institutions. There is a further hope that such internal
and external examination will encourage students and faculty to raise their
own standards of ethical conduct without having to be forced to do so.
Also, it is not the intent of the author to act as judge and jury but merely
to report what has been found and presented elsewhere. Readers can then
decide for themselves whether or not they require more details of each
cited incident.
1.1 Introduction
For the purposes of this book, the definition of ethics involves defend-
ing and recommending concepts of right and wrong conduct. In practice,
ethics is an aid to resolving the various aspects of human behavior (conduct
and misconduct) by defining the concepts of right and wrong. The purpose
of this book is to apply the concept of ethics to behavior within the various
universities and the recognition of unethical behavior or, as it is frequently
referred to in the text, misconduct by faculty members, staff members, and
by students. However, the purpose is not to be judgmental but to encour-
age every faculty member, staff member, and student to reflect on their
actions (that is, in terms of individual values and beliefs) since it is clear
that personal motivations and preferences can override any other ethical
and contributory factor. In the book, the potential and occurrence of mis-
conduct within the university system is examined and the means by which,
or if, the potential for unethical behavior can be negated.
At this point, however, it is essential to define the terms university and
college as used in this book.
1
2 Ethics in the University
In a general context, the words college and university have been used
interchangeably but can cause confusion. In the context of this book, a
university is an institution that offers undergraduate programs and gradu-
ate programs. The undergraduate programs lead to a baccalaureate degree
while the graduate programs lead to a master’s degree or to a doctorate.
Universities may have medical programs and/or law programs leading to
the respective professional degrees. Generally, universities have a diverse
offering of classes and programs leading to a variety of degrees. On the
other hand, again in the context of this book, a college is a part of the
university in which specific departments exist to forward the educational
aims of the college, such as a College of Science, a College of Engineering,
a College of Law, and a College of Medicine. The term university college is
used to denote such a college.
The state university system in the United States is a group of public uni-
versities supported by an individual state. These systems constitute the
majority of public-funded universities and each state supports at least one
such system. The amount of the financial subsidy from the state varies from
university to university and state to state, but the effect is to lower tuition
costs below that of private universities for students from that state or dis-
trict. On the other hand, a private university is not operated by a (state)
government, although many receive favorable tax credits, public student
loans, and grants. Depending on their location, private universities may be
subject to government regulation.
The head of a university is given the title president or chancellor. In the
United States, the head of a university is most commonly a university pres-
ident. If the occupant of either title (president or chancellor) is titular (i.e.,
the person is a ceremonial figurehead), the chief executive (equivalent to
the private industry chief operating officer) of a university is the provost
or vice-chancellor, respectively. The president or chancellor may serve as
chairman of the governing body (the board of governors, the board of
trustees, the board of regents) or, if not, this duty is often held by a chair-
man who has been appointed or elected to the board as an external (non-
university) member.
Thus, a university is a multidisciplinary organization with a strong man-
date to teach using research (that is funded by organizations external to the
university) as a means of gaining knowledge and imparting knowledge to the
students. It is in the best interests of all universities to maintain a high ethical
and sustainable performance, although there are many plausible-sounding
rules for defining ethical (and unethical) conduct which may add confu-
sion (and a defensible position by a perpetrator) to the issue of misconduct
(Woodward and Goodstein, 1996; Schulz, 2000; Cahn, 2011). There is also
The Concept of Ethics 3
all intended practices and behaviors; codes evolve, and, as living docu-
ments, must be redesigned and implemented. Codes that are not assessed
for effectiveness may be merely window dressing, but a professional audit
of a code of ethics (code of conduct) may shed light on the issue of code
effectiveness. A code of ethics or a code of conduct does not guarantee a
desired outcome and cannot be effective, and successful implementation
can be improved through mentoring, live educational sessions, or tutori-
als. Recalling or being reminded of a code of ethics may help. Reminders
of ethical standards and standards of conduct can promote the practice of
honesty to the detriment of the practice of dishonesty (Ariely, 2008).