. Towards an ecological ethics of academic responsibility: debunking power structures through relationality in Greek environmentalism. Journal for Cultural Research: Vol. 25, What should academics do about conspiracy theories? Moving beyond debunking to better deal with conspiratorial movements, misinformation and post-truth., pp. 88-103.

This study examines business students’ ethical awareness for two virtues needed to maintain academic integrity, respect, and responsibility. Using the multidimensional ethics survey, five dimensions were measured for six scenarios representing student behaviors using Information Technology . The results indicate that students are ethically aware in respect situations, but are more neutral in responsibility situations. Of the five ethical dimensions, moral equity and relativism appear to be the strongest influences in academic integrity scenarios utilizing IT. This (...) study provides guidance for business professors in their pursuit of ethical excellence in the classroom and for researchers in search of greater understanding of ethical judgments of students. (shrink)

Questionable research practices (QRPs) and research misconduct (RM) involving university scientists waste resources and erode public trust in science and academia. Theories put forth for the occurrence of these transgressions have ranged conceptually from that of errant individuals (“bad apple”) to an environment/culture which is conducive for, if not promotive of, QRP/RM (“bad barrel”), or a combination of both. These ideas appear to provide explanations for lapses in epistemic responsibility and offer reasons for instances of transgression. Some have even (...) argued that scientific conclusions need not be accurate, justified, or believed by their authors. I take the opposite view and instead argue that academic research should be carried out such that a scientist’s fundamental commitment to their epistemic responsibility triumphs over all reasons and incentives to err. In other words, carrying out and publishing research in which the results are authentic and veracious to the best of the scientist’s knowledge and ability should be a default state of mind, a preferred path of action, or a moral axiom. This is a notion that should permeate any courses on research ethics and integrity. (shrink)

Globally, academic integrity and misconduct is a continuing conundrum for education institutions. Whilst the online delivery of education is not new, the onset of Covid-19 with accompanying health and safety limitations and the consequential rapid transition to emergency online delivery of education has, for many, exacerbated the need to focus on emerging potential for new forms of student academic misconduct i.e., e-dishonesty. This paper presents the strategies developed by a higher education institution specializing in university courses for safety (...) and security professionals in the United Arab Emirates to address academic integrity during Covid-19 and beyond. The fundamental approach draws on lessons learnt from across the education community and focuses on engaging a comprehensive whole of Academy commitment to a high standard of academic integrity. The research investigated the outcomes of the academic integrity interventions in a total student population of 631. The early trending results of the strategies are encouraging, whilst monitoring of the ever-changing academic assessment landscape is pivotal to ensure these early trends are validated and sustained. The strategies developed and deployed by the Academy are replicable and offer a contribution to the demanding and complex challenge of establishing academic integrity within educational institutions across the world. (shrink)

JOHNSTONE M‐J. Nursing Inquiry 2012; 19: 107–115 [Epub ahead of print]Academic freedom and the obligation to ensure morally responsible scholarship in nursingAcademic freedom is generally regarded as being of critical importance to the development, improved understanding, and dissemination of new knowledge in a field. Although of obvious importance to the discipline of nursing, the nature, extent and value of academic freedom and the controversies surrounding it have rarely been considered in the nursing literature. It is a key aim (...) of this paper to redress this oversight by providing a brief examination of: (i) the principle of academic freedom; (ii) the distinction between academic freedom, freedom of speech, and the academic freedom to publish; (iii) the problem of ideological judgments being dressed up as scientific or discipline judgments to supports ‘bad’ conclusions; and (iv) the standards that might otherwise be appealed to for determining whether maverick manuscripts supporting morally abhorrent conclusions should be accepted for publication. It is suggested that the tenets of academic freedom require robust international debate, with due attention being given to such issues as the development of an international declaration on academic freedom to publish in nursing, how to ensure a robust rebuttal system in nursing journals to counter specious scholarship, and how to better promote the letters pages of nursing journals as a venue for facilitating debate on controversial issues. (shrink)

Academic freedom is an important good, but it comes with several responsibilities. In this commentary we seek to do two things. First, we argue against Francesca Minerva's view of academic freedom as presented in her article ‘New threats to academic freedom’ on a number of grounds. We reject the nature of the absolutist moral claim to free speech for academics implicit in the article; we reject the elitist role for academics as truth-seekers explicit in her view; and (...) we reject a possible more moderate re-construction of her view based on the harm/offence distinction. Second, we identify some of the responsibilities of applied ethicists, and illustrate how they recommend against allowing for anonymous publication of research. Such a proposal points to the wider perils of a public discourse which eschews the calm and careful discussion of ideas. (shrink)

CITATION: Horn, L. M. 2015. Promoting responsible research conduct in a developing world academic context. South African Journal of Bioethics and Law, 6:21-24, doi:10.7196/SAJBL.256.

This paper makes a plea for more reflexive attempts to develop and anchor the emerging concept of responsible research and innovation. RRI has recently emerged as a buzzword in science policy, becoming a focus of concerted experimentation in many academic circles. Its performative capacity means that it is able to mobilise resources and spaces despite no common understanding of what it is or should be ‘made of’. In order to support reflection and practice amongst those who are interested in (...) and using the concept, this paper unpacks understandings of RRI across a multi-disciplinary body of peer-reviewed literature. Our analysis focuses on three key dimensions of RRI that remain particularly opaque. A total of 48 publications were selected through a systematic literature search and their content was qualitatively analysed. Across the literature, RRI is portrayed as a concept that embeds numerous features of existing approaches to govern and assess emerging technologies. Our analysis suggests that its greatest potential may be in its ability to unify and provide political momentum to a wide range of long-articulated ethical and policy issues. At the same time, RRI’s dynamism and resulting complexity may represent its greatest challenge. Further clarification on what RRI has to offer in practice—beyond what has been offered to date—is still needed, as well as more explicit engagement with research and institutional cultures of responsibility. Such work may help to realise the high political expectations that are attached to nascent RRI. (shrink)

In a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, (...) supports them in developing (inter)personal skills in preparation for constructive participation in sensitive discussions and ethical deliberation in the classroom. Additionally, engagement with the artistic portfolio provides them with an alternative means for alleviating tension that arises from these discussions and a space for expressing their opinions. Our findings highlight the role of the portfolio as an individual safe haven that supports teachers in facilitating a positive classroom atmosphere and guides students through challenging discussions and deliberations intrinsic to responsible management education. Considering these new insights, we advocate for a shift from a collective to an individual perspective on safety in academia. This transition liberates the classroom from the constraints and limitations often associated with the establishment of collective safe spaces. (shrink)

This paper explores the conceptual history of academic freedom and its emergence as a substantive right that pertains to either the academic or the university. It is suggested that historical reconceptualisations necessitated by contingent circumstance may have led to academic freedom being seen as a form of protection for those working within universities whose national legislation recognises the right to teach and research without external interference, rather than as a responsibility to the wider society or to (...) peers in other parts of the world, who do not enjoy the privilege of that right. I explore the value of academic freedom as both right and responsibility, particularly taking into consideration the ethical implications for both at the international level in higher education. (shrink)

The 1988 publication of the report of the Cartwright Inquiry and acceptance of its recommendations by the New Zealand Government initiated comprehensive and internationally important reform of bioethics and patients’ rights. However, recent writing about the legacy of the inquiry has challenged the legitimacy of the inquiry and contributed to a climate questioning the value of the ethical reforms initiated by it. This article describes unsuccessful attempts to correct factual errors in one publication criticizing the inquiry. These attempts at correction (...) raise ethical issues about the dissemination of the products of medical research—in particular, about the place of research subjects in post-publication ethical deliberations and the responsibility of universities and publishers in decision-making, especially in relation to the correction of error in academic publications. (shrink)

Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent years exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies and analysis have been one of the most influential methodologies employed. Case studies provide a venue where acts (...) of plagiarism can be discussed and analyzed in a constructive manner, and that is the primary purpose of this article. Unlike previous studies, however, we focus on the role of the publisher, a key player in dealing with acts of plagiarism, but one who has received little attention in the academic literature. Specifically, we examine how an academic publisher addressed allegations of plagiarism and how the publisher’s decision-making affected the outcome. We analyze the case by applying the guidelines from different frameworks and ethical theory and develop recommendations from the lessons evidenced, the second main objective of our article. This analysis advances the dialog on academic plagiarism by exploring the role of the publisher from a deontological perspective of ethical absolutism. (shrink)

Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent years exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies and analysis have been one of the most influential methodologies employed. Case studies provide a venue where acts (...) of plagiarism can be discussed and analyzed in a constructive manner, and that is the primary purpose of this article. Unlike previous studies, however, we focus on the role of the publisher, a key player in dealing with acts of plagiarism, but one who has received little attention in the academic literature. Specifically, we examine how an academic publisher addressed allegations of plagiarism and how the publisher’s decision-making affected the outcome. We analyze the case by applying the guidelines from different frameworks and ethical theory and develop recommendations from the lessons evidenced, the second main objective of our article. This analysis advances the dialog on academic plagiarism by exploring the role of the publisher from a deontological perspective of ethical absolutism. (shrink)

Theorists and practitioners in the fields of both Corporate Responsibility and Corporate Reputation have recently stressed the importance of taking a stakeholderperspective when researching the nature, development and impact of these concepts. While models of Corporate Reputation, such as the Reputation Quotient and SPIRIT were developed by actively engaging stakeholders in research, models of Corporate Responsibility have been developed in a more theoretical manner. There have thus been calls for the research approaches taken in reputation research to be (...) applied to the field of responsibility. This paper answers these calls and thereby provides two related outcomes: First, a conceptualisation of Corporate Responsibility is developed that draws directly upon stakeholder perceptions (in this case customers and employees of a financial institution). Secondly, a comparison between this conceptualisation and two existing models of Corporate Reputation is conducted. A formal comparison between the model of Corporate Responsibility developed in this paper and the RQ and SPIRIT models of Corporate Reputation suggests that there are considerable similarities between stakeholder conceptualisations of responsibility and models of reputation.Stakeholders may therefore not view responsibility separate from reputation, but rather as a largely overlapping concept. Questions about the causal relationship between the two concepts are also discussed. (shrink)

This paper investigates the interpretation of Corporate Social Responsibility found in reports by corporations. Data was collected from websites of Canadiancorporations figuring in the S&P/TSX 60 stock market index. Following some simple descriptions of the reports, three brief analyses are conducted. First the structure of the reports is analyzed. Then word use is investigated. Finally the use of pictures in the reports is analyzed.

Incivility among physicians, between physicians and learners, and between physicians and nurses or other healthcare professionals has become commonplace. If allowed to continue unchecked by academic leaders and medical educators, incivility can cause personal psychological injury and seriously damage organisational culture. As such, incivility is a potent threat to professionalism. This paper uniquely draws on the history of professional ethics in medicine to provide a historically based, philosophical account of the professional virtue of civility. We use a two-step method (...) of ethical reasoning, namely ethical analysis informed by pertinent prior work, followed by identifying the implications of clearly articulated ethical concepts, to meet these goals. The professional virtue of civility and the related concept of professional etiquette was first described by the English physician-ethicist Thomas Percival (1740–1804). Based on a historically informed philosophical account, we propose that the professional virtue of civility has cognitive, affective, behavioural and social components based on a commitment to excellence in scientific and clinical reasoning. Its practice prevents a dysfunctional organisational culture of incivility and sustains a civility-based organisational culture of professionalism. Medical educators and academic leaders are in a pivotal and powerful position to role model, promote and inculcate the professional virtue of civility as essential to an organisational culture of professionalism. Academic leaders should hold medical educators accountable for discharge of this indispensable professional responsibility. (shrink)

Judith Suissa and Alice Sullivan’s 2021 paper ‘The Gender Wars, Academic Freedom and Education’ holds that activism associated with the slogan ‘trans women are women’ harms progress towards the goals of shared learning and knowledge production. They hold that shared learning and knowledge production ground the value of the university. In response, we point out that academic freedom is not absolute, and that its contribution to learning and knowledge production is only part of a host of academic (...) goods. Given the hostile environment faced by trans people in the United Kingdom, absolute academic freedom in relation to questions about sex, gender and gender identity should not be taken for granted. The focus of this paper is on the following: (1) Academic freedom is not absolute and should be responsibly curtailed when it causes harm, or hinders other educational goods; (2) public perceptions of ‘gender debates’ in the United Kingdom cause harm and hinder other educational goods; (3) academic debates about sex, gender and gender identity could contribute to this harm and hindrance and should be undertaken only with care. (shrink)

In this final response to Burnett et al., I make my case for why and when we should and should not distinguish between academic and therapeutic discourses on the past when studying how marginalized people engage with the past. Whereas Burnett et al. regard this as an ‘insidious binary’, I point to various reasons for why it is productive to think through these categories as productive, albeit imperfect analytical lenses.

Academics are confronted with multiple and conflicting narratives as to what it is to be an academic. Their identities, however, are not entirely of their own making. Through a qualitative study, and deploying a social realist perspective, this paper analyses academic identities in Chile and attempts to locate the patterns of identity in the context of a marketised higher education system. The data were collected in both a state and a private university. The results suggest that distinct kinds (...) of fragilities may be emerging among Chilean academics (ontological and contractual fragilities). These two fragilities can be traced to the attendant structures of the university system at an institutional level (reputational fragility in the public sector and a branding fragility in the private sector). The paper concludes by observing that, although the power of the structures is considerable, there are still spaces for agentic responses. (shrink)

Neo-liberalism often reduces pluralism to a social fact based on the collapse of the big ideals that once claimed to stand in for the ideal of humanity. Tolerance of inevitable value diversity is all that can be offered by the rationalized modern western state. This understanding of pluralism is completely inadequate in the post colony. Ernst Cassirer offers a philosophical understanding of symbolic plurality that allows us to respect divergent symbolic forms, including myth and religion. This understanding of pluralism opens (...) the space for respect for the customary law and the great indigenous ideals such as uBuntu which has often been denigrated as mythical and thus outdated or, worse yet, not law at all. This denigration is inseparable from colonial violence, and demands a process of transculturation as integral to this struggle to transform the new South Africa into a society that lives up to the Constitution’s call for the respect of all of its citizens. This respect can only be done if there are serious economic reforms and a challenge to the hegemonic neo-liberal capitalism. (shrink)

Academic integrity is a complex problem that challenges how we view action, intentions, research, and knowledge production as human agents working with computers. This paper proposes that a productive approach to support AI is found at the nexus of behavioural ethics and a view of hybrid app-human agency. The proposal brings together AI research in behavioural ethics and Rest’s four stages of ethical decision-making which tracks the development of moral sensitivity, moral judgement, moral motivation and finally moral action combined (...) with insights taken from Actor-Network Theory. This framework, bluntly named the Academic Integrity Model, positions AI as an effect of an entangled hybrid of human-technology actors moving through distinct but related steps towards ultimately mobilising ethical learning behaviours. This model highlights the importance of developing socio-techno responsibility in students and suggests that approaches to address academic integrity performances such as contract cheating, collusion and plagiarism should include considerations of the complex nature of app-centric students. (shrink)

Author note: Steven M. Cahn is Provost and Professor of Philosophy at the Graduate School of the City University of New York.

In a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, (...) supports them in developing (inter)personal skills in preparation for constructive participation in sensitive discussions and ethical deliberation in the classroom. Additionally, engagement with the artistic portfolio provides them with an alternative means for alleviating tension that arises from these discussions and a space for expressing their opinions. Our findings highlight the role of the portfolio as an individual safe haven that supports teachers in facilitating a positive classroom atmosphere and guides students through challenging discussions and deliberations intrinsic to responsible management education. Considering these new insights, we advocate for a shift from a collective to an individual perspective on safety in academia. This transition liberates the classroom from the constraints and limitations often associated with the establishment of collective safe spaces. (shrink)

Previous research indicates that students in engineering self-report cheating in college at higher rates than those in most other disciplines. Prior work also suggests that participation in one deviant behavior is a reasonable predictor of future deviant behavior. This combination of factors leads to a situation where engineering students who frequently participate in academic dishonesty are more likely to make unethical decisions in professional practice. To investigate this scenario, we propose the hypotheses that (1) there are similarities in the (...) decision-making processes used by engineering students when considering whether or not to participate in academic and professional dishonesty, and (2) prior academic dishonesty by engineering students is an indicator of future decisions to act dishonestly. Our sample consisted of undergraduate engineering students from two technically-oriented private universities. As a group, the sample reported working full-time an average of six months per year as professionals in addition to attending classes during the remaining six months. This combination of both academic and professional experience provides a sample of students who are experienced in both settings. Responses to open-ended questions on an exploratory survey indicate that students identify common themes in describing both temptations to cheat or to violate workplace policies and factors which caused them to hesitate in acting unethically, thus supporting our first hypothesis and laying the foundation for future surveys having forced-choice responses. As indicated by the responses to forced-choice questions for the engineering students surveyed, there is a relationship between self-reported rates of cheating in high school and decisions to cheat in college and to violate workplace policies; supporting our second hypothesis. Thus, this exploratory study demonstrates connections between decision-making about both academic and professional dishonesty. If better understood, these connections could lead to practical approaches for encouraging ethical behavior in the academic setting, which might then influence future ethical decision-making in workplace settings. (shrink)

McCullough and colleagues draw an historical line from the writings of Percival, who found himself resolving arguments (sometimes violent) between physicians, surgeons and apothecaries, to the concept of civility as a professional virtue and duty. The authors show that civility is a prerequisite to effective cooperation, which itself underpins patient safety and positive clinical outcomes—desirable endpoints of any discussion about healthcare. They exhort academic leaders to teach, role model and reward correct behaviours.1 Why then, as a clinician manager with (...) a deep interest in fostering civility and psychological safety, am I not satisfied? Three reasons: the paper does not adequately explore the reasons why, its focus is largely restricted to academic institutions, and it does not encompass the non-clinical workforce; as a result, its proposed solutions appear ungrounded. Why are ‘good people’, who were attracted to careers that demand altruism and empathy, uncivil in the workplace? What are the competing goals that result in curt, disrespectful or downright rude exchanges? This has been studied. Leape et al concluded that endogenous factors such as personality, insecurity, anxiety, depression, narcissism and responses to prior …. (shrink)

From a national U.S. sample of senior academic biochemists, ninety-four indicated that they personally knew of an incident of scientific wrongdoing. Among these individuals, less formal actions against an offending individual were endorsed when either actions were believed to have the potential to publicly embarrass the offending individual, or the actions might adversely affect the professional career of the whistleblower. These relationships remain significant after controlling for professional status, career age, and current level of formal departmental administrative responsibility. (...) Study limitations and implications are discussed. (shrink)

Studies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception of CSR as (...) a veritable business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results. (shrink)

Universities have observed a rising problem of academic dishonesty (Chapman, Davis, Toy, & Wright, 2004; McCabe, Butterfield, & Treviño, 2012), an act of fraud where a student uses unallowed materi...

The COVID-19 pandemic has been a sharp reminder that large scale, unpredictable events always bring about profound changes with significant consequences on many levels. In light of lockdown measures taken in many countries across the world to control the spread of the virus, academics were “forced” to adapt and move to online settings all teaching, mentoring, research, and support activities. Academic leaders in higher education had to make decisions and to act quickly how were they to manage large educational (...) communities, addressing students', teachers', and staff's needs, as well as society's needs. Using an inductive approach, our study seeks to highlight the main challenges faced by university leaders and to understand their responses to those challenges. The current study aims to investigate perceptions and experiences of academic leaders in a University in Romania during the COVID-19 pandemic. Our foci were the processes underlying their leadership decisions and actions during the second part of the 2019–2020 academic year. Data was collected through semi-structured interviews with 11 university and faculty leaders in Babeş-Bolyai University, Romania. The findings from the thematic analysis revealed three main themes emerging from participants' responses: “the leader's personal attributes,” “unity through decentralization,” and “opportunities to reinvent the university.” Good practices to manage academic institutions in times of crises and changes are discussed, along with insights into strategies for supporting higher education development during crisis and post-crisis times resulting into recommendations for increasing management effectiveness. (shrink)

The persistent gender inequalities in higher education are an ongoing concern among academics. This paper investigates how male and female academics perceive the need for gender-related changes to support academic women’s career advancement in China. Drawing on 40 interviews with male and female academics at a leading Chinese research university, this paper finds that attitudes among male academics were overwhelmingly negative toward the necessity for gender-related changes, whereas the female academics’ responses varied. Two underlying issues cause the relatively similar (...) degrees of unwillingness of men and women to make gender-related policy changes at universities. First, these academics had a strong belief in merit-based rules for promotion, which embedded gender blindness in the name of ‘fairness’. Second, the power of individual choice was the determining factor for women’s career progression, although both men and women acknowledged that their traditional cultural beliefs were rooted in processes and practices that systematically disadvantaged women. The findings expose academics’ low expectations for the successful creation or implementation of institutional policies that support academic women’s career development, considering that male academics did not support gender-related changes, and female academics were not united in their perspectives. In addition, socio-cultural norms were a critical obstacle. The findings suggest that the successful implementation of any gender policies must meet two conditions: they should stress equal opportunities for both sexes and should not jeopardize the perceived ‘fair’ meritocracy in academia. (shrink)

B. Readings (University in Ruins. Cambridge: Harvard University Press, 1996) argued that universities have abandoned their original project of promoting a national culture and have tried to substitute by embracing globalization, but the vagueness and incoherence of the concept has failed to return purpose to the University. The academic treatment of corporate social responsibility illustrates this dilemma. For a generation after H.R. Bowen (Social Responsibilities of the Businessman. New York: Harper & Row, 1953) founded the field, scholars struggled (...) to fit the concept within a national system of pluralistic power-sharing among a variety of institutions that would define and enforce standards of responsibility necessary for the general good of American society. That understanding changed in the nineteen eighties, shortly after corporate executives had united to an unprecedented degree to direct the power of government in their interests, influence the public agenda, and roll back the power of unions. In response, business ethicists began to reformulate corporate social responsibility as a voluntary practice on the part of these same executives. Since the Kantian and Lockean principles upon which this approach was based were themselves problematic, it is not surprising that the experience gained over the last generation casts doubt on the efficacy of this reliance on voluntary restraint and personal initiative. However, circumstances that include the failure of globalization to deliver on its promises may have changed sufficiently in recent years to revive interest in approaches that acknowledge the importance of countervailing power for encouraging greater corporate social responsibility. (shrink)

Responsible research and innovation (RRI) is a governance framework promoted by influential policy makers such as the European Commission and academics from the fields of science and technology studies and management. This book is the first text to serve industry. Inspired by existing Corporate Responsibility standards and principles, it offers a selection of tools that can assist practitioners in implementing RRI in business and industry. -/- Responsible Research and Innovation (RRI) is integrative. It is a convergence of Technology Assessment (...) (TA) and Ethics, including corporate responsibility. The task of linking RRI to existing frameworks has only just begun. This book is a welcome example, showing how Corporate Responsibility tools can drive the implementation of RRI. Prof. Armin Grunwald, Head of the Office of Technology Assessment at the German Bundestag and Head of the Institute for Technology Assessment and Systems Analysis, Karlsruhe Institute of Technology, Germany. -/- This is a simple, short, yet encyclopaedic work designed to help business implement RRI using the many tools of Corporate Responsibility (CR) already in place, everything from ISO9001 to the Ceres Roadmap for Sustainability. It makes clear the ways in which RRI is an extension of ideas already well-developed in CR. I learned a lot reading it. Prof. Michael Davis, Senior Fellow, Center for the Study of Ethics in the Professions, Illinois Institute of Technology, USA. (shrink)

Graphical AbstractScience and technology consortia provide a viable solution for the recent unsustainable academic growth in biomedical research.

Building on group discussions and interviews with life science researchers in Austria, this paper analyses the narratives that researchers use in describing what they feel responsible for, with a particular focus on how they perceive the societal responsibilities of their research. Our analysis shows that the core narratives used by the life scientists participating in this study continue to be informed by the linear model of innovation. This makes it challenging for more complex innovation models [such as responsible research and (...) innovation ] to gain ground in how researchers make sense of and conduct their research. Furthermore, the paper shows that the life scientists were not easily able to imagine specific practices that would address broader societal concerns and thus found it hard to integrate the latter into their core responsibilities. Linked to this, researchers saw institutional reward structures as strongly focused on scientific excellence. Thus, they saw reward structures as competing with—rather than incentivising—broader notions of societal responsibility. This narrative framing of societal responsibilities is indicative of a structural marginalisation of responsibility practices and explains the claim, made by many researchers in our sample, that they cannot afford to spend time on such practices. The paper thus concludes that the core ideas of RRI stand in tension with predominant narrative and institutional infrastructures that researchers draw on to attribute meaning to their research practices. This suggests that scientific institutions still have a core role to play in providing new and context-specific narratives as well as new forms of valuing responsibility practices. (shrink)

Academic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism. This article examines how international accreditation and quality assurance standards embody academic integrity as a main factor in deciding whether an academic institution should be accredited, and what ranking should an academic institution acquire in a competitive contest for educational excellence. Academic integrity is broadly defined to include, in addition to cheating and (...) plagiarism, compliance with standards of human rights, labor rights, corporate social responsibility, ant-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to address these diverse standards and accommodate diversity and enhance access to education for all without discrimination. Academic institutions should also strictly require the highest standards in teaching and research. This article will discuss the different policies, laws, rules and regulations adopted by Qatar University as a model for incorporating academic integrity, which may be of interest to the international higher education community. This article will ask two main questions; are accrediting institutions asking the right questions to find out whether an academic institution strictly adheres to a policy of academic integrity, and whether policies adopted by academic institutions, Qatar University as a model, are adequate to address various violations of academic integrity. (shrink)

The paper demonstrates its ‘CSR at a tipping point’ thesis by juxtaposing views of corporate social responsibility (CSR) as essential for business and societal sustainability against those that see CSR as unaffordable or irrelevant in the current economic climate. Drawing from Kohlberg's seminal theory of moral development, CSR is conceptualised as the development of organisation moral reasoning, and the proposition is illustrated by demonstrating inter-disciplinary similarities in levels of ethical concern within different approaches to the practice of marketing, human (...) resource management (HRM) and performance management. Levels of concern for CSR are related to environmental and firm-specific drivers and constraints that influence the CSR dynamic. Environmental influences on organisational CSR stances emanate from a range of stakeholder constituencies, while the importance accorded to CSR is also influenced by firm-specific factors such as the organisation's stage of development, strategy and leadership. The paper's identification of inter-disciplinary similarities in the varying levels of concern for CSR and its delineation of CSR drivers and constraints contribute to CSR theory, and these frameworks also represent analytical tools that managers can use to assess or to change an organisation's CSR stance. The multi-level perspective on CSR adopted by the paper links an organisation's overall or ‘macro’ CSR stance to the ‘meso’ levels of CSR represented by practice within its specialist functions. It proposes that the ‘CSR at a tipping point’ proposition is assessed by utilising the conceptual model in the paper within a case-study research design to determine whether specific organisations – identified as ‘CSR-positive’ ones by their relatively high level of concern for stakeholder welfare – are changing the importance they accord to CSR as a result of the new business context, and the extent to which practice in their marketing, HRM and performance management functions are shapers or consequences of this. (shrink)

Work-integrated learning is an educational approach that aims to support students’ integration of theory to practice. These rich learning opportunities provide students with real-world experiences and introduce practice and ethical situations that help consolidate and bridge their knowledge and skill. Academic integrity has been defined as the ongoing commitment to values that are consistent with ethical practice: honesty, trust, fairness, respect, responsibility, and courage. It is important to understand what specifically influences students’ intentions to behave with integrity in (...) WIL settings. This paper reports on one study that explored predictors to students’ intentions to behave with integrity across three different WIL settings in their upper years of studies. The findings and recommendations from the research may help to inform other professional programs that include WIL through their educational offerings. (shrink)

College students from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceived the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student–faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments for cheating and understood the reporting (...) process better than students from non–honor code schools. Implications for modified honor code systems are discussed. (shrink)

The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity (...) in education. Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders. (shrink)

Today’s debates about academic freedom in the US and the UK often echo arguments and counterarguments made by Immanuel Kant and the sovereign who censored him around the time when the modern Humboldtian university would be founded on the twin principles of critique and institutional autonomy. This article considers the limits of the criticist account by reading Jacques Derrida’s deconstructive engagement with Kant’s Conflict of the Faculties in the context of recent legislative developments and political interference which imperil these (...) foundations. To do so, it makes a turn to the ear and to the multiple senses of ‘hearing’ as auditory perception, responsiveness and judgement to explore an alternative basis for defending academic freedom that radicalizes Kant’s position and liberates scholarly inquiry from its closures. (shrink)