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)

This book prioritizes integrating social justice into student affairs by discussing professional identity, standards, and competencies throughout each chapter. Infusing historical context, philosophical foundations, elements of ethical decision-making, service and experiential learning, and leadership models takes practice and requires intentionality. Chapter One of this text will address in more detail the history of student affairs from an equity and justice perspective. Chapter Two introduces the ethic of care and social justice. Chapter Three discusses the philosophical and (...) practical applications of experiential learning. Chapter Four covers the role of values and ethics in decision-making for student affairs educators. Lastly, Chapter Five reflects on the foundations of our field while turning our attention to the future. (shrink)

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)

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.

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)

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)

This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools.

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)

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)

From the early postwar period until his death at the turn of the century, Dwight Waldo was one of the most authoritative voices in the field of public administration. Through probing questions, creative ideas, and ever-developing arguments, he perhaps contributed more than any other single figure to the development of public administration as a discipline in the 20th century, equally in his classic, masterful debut The Administrative State as in his last unpublished writings. In this new deep dive into Dwight (...) Waldo's writing, editor Richard Stillman offers a representative selection of Waldo's most important works alongside introductory essays to help the seasoned public administration scholar and the novice student alike appreciate Waldo's contribution to public service as a crucial and colorful field of study. Selections have been chosen for their ability to speak to current and ongoing concerns in the field, their brevity, and their accessibility to those newer to the field. This anthology provides new generations of readers a fresh look at the work of this prolific, profoundly influential author, while offering experienced scholars/practitioners in the field renewed access to many of his hard-to-find works. In particular, selections of Waldo's previously unpublished magnum opus on democracy and bureaucracy are included. This book will be required reading for all those interested in public administration as a field of inquiry or practice. (shrink)

The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in other (...) disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry. (shrink)

A romance with the concept of community has long characterized activist healthcare movements and has more recently been taken up by academic medical centers as a sign of virtuous civic engagement. During the late 1960s, the word community, as deployed by administrators at prestigious AMCs, became increasingly politicized, commodified and racialized. Here, we analyze how the concept of community was initially framed in the 1963 Community Mental Health Centers Act, the first legislation to establish community mental health centers in America. (...) We then examine the Health Policy Advisory Center’s analysis of the proposed Washington Heights Community Mental Health Center to be run by Columbia University’s College of Physicians and Surgeons, an institution that had historically neglected residents’ health needs. Community pushback against Columbia’s plan to build a multi-block center, amplified by medical students and residents critical of the professionalized community mental health movement, escalated in the late 1960s, leading the city’s planning board to reject Columbia and approve a community council’s plan for preventive and rehabilitative local services. These conflicting overtones of “community” still inform understandings of the word in medicine today; thus, a critical historical analysis of “community” is warranted. (shrink)

Ethical decision-making is often evaluated in the literature through deontological and teleological approaches, commonly referred to as ethical positions. Ethical decision-making requires an awareness of ethical sensitivity and ethical dilemmas. It involves understanding the emotional experiences of others and assisting them. In cases of alexithymia, where there is difficulty in understanding and expressing emotional experiences, empathy may be limited, and emotions may not be effectively used. In this research, the impact of the level of alexithymia on ethical positions in students (...) of the School of Health Services, along with demographic variables, was evaluated. In this descriptive research using a quantitative research approach, data was obtained using the "Ethical Position Scale-EPQ" and the "Toronto Alexithymia Scale-TAS." Analysis was performed using the reliability testing, t-test, One-Way ANOVA Test, LSD multiple comparison test, and Pearson Correlation and Regression Analysis test were used. In ethical decision-making, it has been found that women are more idealistic than men, while men tend to be more alexithymic and deficient in outward thinking. As students' levels of alexithymia increase, they are determined to adopt a more relativistic approach. It has been observed that relativism increases and idealism decreases significantly among individuals with high alexithymia scores. These findings indicate that the level of alexithymia has a significant impact on ethical positions. The fact that individuals with high levels of alexithymia adopt a subjective position that is less concerned with the consequences of an action on others and resembles egoism suggests that these individuals may have difficulty in empathizing due to emotional inadequacy. (shrink)

Written especially for student affairs professionals, administrators, and faculty and student leaders, this ground-breaking book is a vital resource for those facing the complex and challenging issues that confront gays, lesbians, and bisexuals on campus. Eighteen scholars and practitioners examine the controversies surrounding identity development, homophobia, career planning, gay and lesbian student organizations and many other concerns unique to this population. It combines theory and practical applications for developing awareness and initiating collegiate programs. It also includes (...) a comprehensive list of resources for learning more about the gay, lesbian and bisexual experience on campus. (shrink)

What distinguishes academic administration from administration or managing in business? Rudolph Weingartner, arugues that colleges and universities are founded to serve certain purposes; they are supported by governments and private individuals; and, as professional institutions, they have students, among others, as clients to whom they owe education services in ways analogous to the obligations hospitals have via-à-vis their patients. Academic administration is not just another job of managing, but a calling that importantly assists institutions to carry out their missions.

When the Mamluk Sultan Qalawun (1279-1290) moves to Syria with her army to fight the Mongols, martial law is declared in Egypt. Kalavun's son as heir Salih Ali in Egypt, published to Zaynaddin Ketboğa a tazkire that dated April-1281 containing the martial law decisions. Tezkire talks about the duties and responsibilities of administrators in the context of state-security-service. These decisions are important state affairs in the flow of daily life such as the judiciary, law, justice, security, transportation, service, trade, (...) land, fair tax system, control of civil servants and state affairs. In addition, the healthy living conditions of the detainees, It also includes issues such as meeting the needs of the detainees such as churches and baths. Tazkire decisions aiming to ensure the flow of daily life in Egypt during wartime without causing a possible instability are always valid state policies aiming at state order and social welfare. In our article, we will talk about this tezkire, which was narrated as a full text by İbnü'l-Furât (d. 1405) and Kalkaşendî (d. 1418). (shrink)

This column describes the history, mission, and work of Saint Louis University School of Law’s service-learning course Health Law, Policy and Advocacy: Grassroots Advocacy. Grassroots Advocacy allows law students to work with advocacy organizations on state and federal health policy initiatives, engaging in legislative and administrative advocacy and public education. The course uses community collaboration, community-led advocacy, and collaborative learning to train the next generation of health policy advocates for Missouri and the nation.

Understanding Gay and Lesbian Youth assists the classroom teacher, school counselor, and administrator in relating to gay and lesbian youth and creating accepting and supportive learning climates. David Campos begins with a discussion of the current state of affairs regarding gay and lesbian youth in schools, including a discourse on the developmental milestones, and provides practical strategies for working effectively with these students.

So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels for each unit, (...) based on an existing rubric to analyse students’ self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience and Teaching Experience in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools. (shrink)

Source: Author: Leonila C. Crisostomo, Ma. Teresa G. Generales, Amelita L. de Guzman The primary purpose of this study is to ascertain the benefits of the National Service Training Program implementation and to identify the problems encountered by its implementers. Results showed that the benefits derived from the program were topped by enhancement of skills on basic leadership with emphases on the ability to listen and ability to communicate which were rated very important and very much benefited among other training (...) aspects of the program. Results also revealed that students are aware of the importance of physical, mental and social health as well as the observance of proper hygiene for overall sense of well-being. Although recreation is one aspect that the respondents find important, appreciation of it underscores the need to have more time for assignments and projects as most of the respondents are enrolled in their respective courses with 29 units, making them unable to appreciate the perks of involving themselves into various recreational activities. Problems in the implementation showed lack of provision of materials and equipment and of budgetary allocation which rendered full implementation weak as students and faculty involved in the community immersion have to rely on their own resources, in addition to the indifference and passivity of the local government officials. Based on the findings, the researchers recommended that: the school administrators need to allocate adequate budget for materials and equipment; periodic faculty development trainings and; to look into the passive attitude of the local officials to ensure that implementation NSTP projects will benefit both clients and implementers. ]]>. (shrink)

Most donated organs in the United States come from brain dead donors, while a small percentage come from patients who die in “controlled,” or expected, circumstances, typically after the family or surrogate makes a decision to withdraw life support. The number of organs available for transplant could be substantially if donations were permitted in “uncontrolled” circumstances–that is, from people who die unexpectedly, often outside the hospital. According to projections from the Institute of Medicine, establishing programs permitting “uncontrolled donation after circulatory (...) determination of death,” or uDCDD, throughout the United States has the potential to provide 22,000 more donation opportunities annually. In contrast, U.S. controlled donation after circulatory determination of death, or cDCDD, cases have increased progressively over the past decade from 87 to 848 donors, but currently account for only 10.6 percent of all deceased donors. Following the IOM recommendations, several projects exploring the feasibility of uDCDD were funded by the federal government, including a grant from the Health Resources and Services Administration that supported a pilot project in New York City in which the authors of this article participated.A key feature of our protocol, and indeed of many uDCDD protocols, is the initiation of preservation methods such as chest compressions and extracorporeal membrane oxygenation shortly after death in order to perfuse and preserve the donor's organs. Critics of uDCDD argue that the means of determining death deviates from generally ascribed principles. They assert that reinstituting circulation in order to preserve organs has the effect of “undoing” the prior determination of death. The result is that cDCDD is widely accepted and practiced routinely even though it only marginally increases the number of organs available for transplantation, and uDCDD is widely considered unacceptable despite being ethically embraced and proven to significantly increase organ donation opportunities in other countries. This article explores the evolution of this counterintuitive state of affairs and calls for a policy that, in line with the IOM report, allows for both cDCDD and uDCDD protocols. (shrink)

Reason and Rationality in Health and Human Services Delivery is the first book to discuss the topic of decisionmaking and services from a multidisciplinary approach. It uses theory and social considerations, not just technology, as a basis for improved services. Health and human service students and professionals will learn how to form rational and reasonable decisions that take their clients'cultural backgrounds into consideration when identifying an illness or appropriating any kind of intervention. With a particular emphasis on (...) theories, models, organizational settings, technologies, and practitioner training methods that lead to culturally sensitive decisions, Reason and Rationality will help you deliver efficient and improved medical and social services to clients from all ethnic backgrounds. Recognizing reason as the centerpiece of most of Western philosophy, this text reveals how our idea of truth, fact, and order are wrongly thought to be universal; yet, Western principles are continually used in the decision-making process for health and social services. Focusing on the policy implications of decisionmaking in medical and social service settings, this text works to incorporate a broad range of factors into the reasoning process, such as cultural traditions and beliefs, that will result in better treatment for patients. Giving you suggestions and strategies for upgrading reasoning and decision-making processes and applying them to every area of service, Reason and Rationality discusses different themes that will help you improve services to patients, such as: the rationale currently used to justify decision-making strategies concerning medical and human services using computer technology to make clinical assessments revising administrative structure, management theories, and organizational strategies so that decision-making processes enhance the overall quality of service delivery how the practitioner/patient relationship is important in choosing the proper treatment soliciting community-based input to assess the public's health and human service needs in order to lessen political involvement in decision-making stages In addition, Reason and Rationality provides information and examples that show why you should consider the "life-world"--the values, beliefs, and commitments of a culture's history-- as the key to understanding the powers of reasoning that specify parameters of health and illness. (shrink)

This article describes the service-learning project at Bentley College in Waltham, Massachusetts. The Bentley Service-Learning Project (BSLP) has served as a catalyst for instituting the value of social responsibility into the business curriculum. With over 25% of the full-time faculty integrating service-learning into their courses, Bentley has had over 3000 students using their business skills to assist community agencies. The BSLP has helped to create an environment where business students, faculty, staff and administrators come together to work with and learn (...) from the surrounding communities. (shrink)

The use of social media is incomparably on the rise among students, influenced by the globalized forms of communication and the post-pandemic rush to use multiple social media platforms for education in different fields of study. Though social media has created tremendous chances for sharing ideas and emotions, the kind of social support it provides might fail to meet students’ emotional needs, or the alleged positive effects might be short-lasting. In recent years, several studies have been conducted to explore the (...) potential effects of social media on students’ affective traits, such as stress, anxiety, depression, and so on. The present paper reviews the findings of the exemplary published works of research to shed light on the positive and negative potential effects of the massive use of social media on students’ emotional well-being. This review can be insightful for teachers who tend to take the potential psychological effects of social media for granted. They may want to know more about the actual effects of the over-reliance on and the excessive use of social media on students’ developing certain images of self and certain emotions which are not necessarily positive. There will be implications for pre- and in-service teacher training and professional development programs and all those involved in student affairs. (shrink)

For Hannah Arendt, creating a durable, civil public world was of utmost importance. Though many have discussed Arendt's relevance to the contemporary work of politics, Eric Gorham is the first to examine her ideas of the "space of appearance" in the context of the university classroom. In The Theater of Politics, Gorham examines in detail Arendt's dramaturgical theory of politics and her method of political criticism and maintains that politics can be observed in the classroom, in which students are future (...) political actors and spectators in training. Using Arendt as a theoretical platform, Gorham offers innovative ideas for politicizing the classroom and for reconceptualizing faculty and student community service: If professors and administrators can imagine their tasks in light of lessons learned from classical theater, then students will benefit from a renewed emphasis on teaching. Gorham moves to redraw the basis of political citizenship, criticizing arguments offered by civic republican and communitarian theorists and crafting a richer, more judicious concept of citizenship—one that can be learned and practiced in the political science classroom in particular and in the university in general. (shrink)

This study delved into the Senior High School Technical-Vocational-Livelihood (TVL) track in Bohol Province for the 2022-2023 school year, aiming to evaluate policy implementation, recognize barriers, and propose interventions. Employing a mixed-method approach, integrating quantitative-descriptive surveys and qualitative-descriptive research methods as recommended by Creswell and Plano Clark (2017), the findings unveiled a predominantly positive perception of policy implementation across various dimensions of the TVL track. These encompass curriculum development, teacher training, resource allocation, industry partnerships, assessment and evaluation, student support (...) services, monitoring and quality assurance, policy adaptation and improvement, stakeholder engagement, legal framework and compliance, data collection and analysis, and inclusivity and equity. Despite variations among teachers and administrators, a general commitment to policy implementation emerged. The study identified barriers in curriculum and instruction, readiness and preparedness, resource limitations, and teaching and learning, emphasizing evidence-based strategies and interdisciplinary approaches to surmount challenges. It underscores the crucial role of research and policy development in elevating the quality and efficacy of TVL education. (shrink)

L2 student writers in UK universities often seek the services of a ‘proofreader’ before submitting work for assessment, and the proliferation of freelance proofreaders and online proofreading agencies has led to debates about the ethics of the proofreading of student writing in publications such as Times Higher Education. This study investigates the kinds of ethical issues that confront proofreaders and how they deal with them. Nine UK university proofreaders proofread the same poor-quality L2 applied linguistics master’s essay, (...) explaining their interventions by talking aloud while proofreading and at a subsequent interview. Proofreaders addressed ethical difficulties by means of two macrostrategies: selective proofreading; and declining to proofread in part or in whole. Two additional findings relating to ethics emerged from the study: firstly, some informants experienced dilemmas and uncertainties despite their attempts to proofread ethically; secondly, a number of informants went far beyond traditional, narrow conceptualizations of proofreading, making interventions affecting the writer’s structure, argumentation, and content which could be seen as unethical. The findings highlight the need for the regulation of proofreading to ensure it is standardized and consistently administered from writer to writer, and I close by recommending that universities strive to implement more formative types of proofreading to enhance writers’ academic literacy, not just their texts. (shrink)

In 1987, the School of Hotel Administration and the Department of Human Service Studies at Cornell University joined efforts to design and implement a new course entitled Housing and Feeding the Homeless. This course has allowed students to use their skills and expertise in hospitality management and human service administration to respond to hungry and homeless individuals in the community. This article outlines the origin of the course and objectives, structure, content, and field placement design. It also describes students' reaction (...) to the course and highlights issues of concern for anyone interested in offering a similar course. (shrink)

A volume in Transforming Education for the Future Series Editors Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A & M University This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves-mind, body, and spirit. The learning of compassion, care, and service are as (...) crucial or even more important in higher education in order for universities to address students' individual needs and the society's needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners. (shrink)

Covering a timely topic, which is more and more frequently in the news, this book offers vignettes that will sharpen the reader's ability to recognize and respond to difficult situations sparked by identity differences among faculty, staff, and students in college and university settings. The authors provide a systematic guide to addressing interpersonal conflicts that arise out of issues of identity difference, both for individuals and for campus work teams who provide direct service to students. Managing Diversity Flashpoints in Higher (...) Education empowers readers to diagnose diversity flashpoint situations and positively address them without creating defensiveness and barriers to dialogue. The authors include an overview of the changing ethnic, racial, and gender composition of students in higher education in the United States and the major trends in campus responses to the changing student population. They offer an approach to creating higher education environments that welcome people of all cultural characteristics and promote civility on campus. The book is founded on the authors' research on diversity flashpoints in higher education for which they interviewed a national sample of student affairs professionals. The authors identified uncomfortable interpersonal situations with faculty members in which the discomfort arose from student identity difference. This process led to the formulation of strategies for using vignettes in professional development sessions. (shrink)

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups. To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants (...) in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research. (shrink)

In this article a study is carried out to identify the aspects of student satisfaction that allow improving university academic performance through applied educational research with a qualitative approach. Likewise, it is specified that the study problem is: how to enhance academic performance based on the satisfaction of the university student seen as a customer? The theoretical framework states that the way to be able to plan, know, and evaluate the satisfaction of students concerning the service they usually (...) receive in academic terms is considered a relevant factor concerning the quality of education at the national level, such efforts demanding an objective of excellence in education. The study subjects were 06 teachers of the Administration and Marketing career of a private university in Lima. As main results, 02 axes were evidenced: how satisfaction influences university academic performance and the elements to know which motivational strategies improve university academic performance. A discussion of the results was carried out, contrasting what was obtained in the qualitative focus group instrument to affirm or not the delimited category and the emerging categories of the study subjects with the scientific literature. Likewise, in conclusion, we have the reflection to reinforce the importance of student satisfaction to improve student performance in their educational experience at an integral level. (shrink)

Academic file-sharing services encourage students to upload materials, sometimes their own study notes for example, but can also include copyrighted university documents, in exchange for access to downloading resources from a common repository. In this process, the lines between legitimate study help and academic misconduct are unclear. Integrity-based strategies to combat these transactions have been limited. Removal by copyright mechanisms has been identified as a potential approach but has been hampered by the enormity of the task and the resource (...) intensity required to make an impact at scale. This explorative study at a large Australian university sought to remove a percentage of copyrighted material from two commonly used academic file-sharing websites and to understand the experience of users in uploading files. Findings from the study were encouraging and informative, resulting in a suite of initiatives being introduced across the institution to prevent uploading in the first instance as well as, where possible, addressing misconduct when it occurred. Limitations included that the study was only undertaken as one university and therefore does not represent the contexts of different institutions. Further, it only investigated two websites out of many available. Future research could explore the use of artificial intelligence (AI) by academic file-sharing services to retain existing users and attract new ones. This work provides a clearer picture of how an institution’s copyrighted material is hosted on two academic file-sharing websites and offers an effective and potentially scalable copyright approach that could be adapted by other higher education institutions. (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)

In the current U.S. context, we are facing a Constitutional crisis with frequent government shutdowns and new policy debates surrounding immigration, climate change, budgeting practices, and the balance of power. With competing interests, unclear policy, and inconsistent leadership directives, the question becomes: How do contemporary bureaucrats make sense of this ethically turbulent environment? This collection provides a lens for viewing administrative decision-making and behavior from a Constitutional basis, as contemporary bureaucrats attempt to navigate uncharted territory. Ethics for Contemporary Bureaucrats is (...) organized around three constitutional values: freedom, property, and social equity. These themes are based on emerging trends in public administration and balanced with traditional ethical models. Each chapter provides an overview of a contemporary ethical issue, identifies key actors, institutions, legal and legislative policy, and offers normative and practical recommendations to address the challenges the issue poses. Rooted in a respected and time-tested intellectual history, this volume speaks to bureaucrats in a modern era of governance. It is ideally suited to educate students, scholars, and public servants on Constitutional values and legal precedent as a basis for ethics in the public sector. (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)

This work addresses corruption in politics and the public services, arguing that corrupt public officials should be exposed, prosecuted and gaoled, just like their colleagues in the private sector. It covers ethical standards in the public service, both state and federal; the practice of government; the relationships between officials; their advisors and the public; the interplay between politics and personal behaviour, and offering explanations as to what can be done about corruption in public service through asking questions like; how (...) does corruption gain a foothold in public affairs?; how can public trust be rebuilt between bureaucrats, the politicians and the people who vote for them?; and how can we improve accoutability over the cover-ups? (shrink)

The process of deciding which higher education institution to attend is a very important turning point for an individual who graduates from a secondary education institution and has sufficient central placement score. Making the right decisions at the mentioned turning point is important both for the individual him/herself and for the quality of the future service. In this context, the main purpose of this study, which consists of findings obtained from the descriptive analysis of the answers given to 9 open-ended (...) questions, is to determine the opinions of the individuals who continue higher religious education within the scope of the choice of faculty, the determined goal and the quality of the education. In order to achieve this aim, the research was completed with the participation of 117 students, 54 male and 63 female, studying in the Faculty of Islamic Sciences of Giresun University in the 2019-2020 academic year. According to the data obtained in the study, the participants' interest in the field in the process of choosing the faculty, their interest in the field, especially to receive religious education, affected by factors such as placement score, professional justification, the school they graduated from, the desire to acquire knowledge, family and influence of social environment, desire to serve religion. In addition, concerns about employment have been pointed out as the main reason for turning to higher religious education throughout the country. Considering the targets determined regarding the process before and after higher religious education, continuing higher religious education with graduate education and being a teacher of the RCaM, Qur'an course teacher, Imam hatip, muezzin within the Ministry of National Education and Presidency of Religious Affairs were mentioned. In terms of the quality of teaching, learning techniques based on rote are criticized, while teacher-student interaction in the institution where the education is made is mentioned as a reference increasing the quality of education. (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)

For students of the poet, Robert Fallon's _Milton in Government_ fills a gap in modern knowledge of his life, the ten years he labored as Secretary for Foreign Languages to the English Republic. For Interregnum historians, the book offers a study of the international affairs of the Republic from a unique perspective, as well as a detailed analysis of the government bureaucracy that conceived and articulated foreign policy during the 1650s. Milton's decade of public service to the English Republic, (...) and the collection of State Papers which are the product of those years, have been either misunderstood or largely ignored by Miltonists, and their influence upon his poetry all but dismissed. Making extensive use of the State Papers Foreign in the Public Record Office, hitherto overlooked by literary scholars, and the Calendar of State Papers Domestic, Fallon offers the first definitive description of the poet's place in government. He finds Milton to be an indefatigable and highly knowledgeable public servant, closely involved in the expression of foreign policy, and responsible for many more documents than have been previously ascribed to him. His State Letters reveal him as a man intimately aware of international events, a consideration which leaves little doubt that his experience in government had a significant influence on his creative imagination. Fallon also provides a reading of Milton's tracts of 1659–1660, tracing the influence of a decade of public service in his political philosophy and questioning historians' conclusions that he was repudiating Cromwell's Protectorate in his appeal to stave off the Restoration. (shrink)

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed (...) methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

Qur’an courses have been opened for 4-6 years old by Presidency of Religious Affairs, showed academic success and ensure children realize the values of Islamic religion meaning to human life, recognize sound and form of Qur’an, develop healthy religion and morality. Applied courses prepared by academicians, pre-school teachers and experts. Graduates educated from Faculty of Theology, İlitam, Associate of Theology degree and Imam-Hatip High School, public education, distance education centres of universities, and instructor work in these courses who receive (...) certificates from programs which is organized by Presidency. Because there aren’t undergraduate or graduate levels educational institutions for training people who give religious education in early childhood in Turkey. The aim of study reveal competencies 4-6 years old of instructors works in courses based on experiences of teachers with students and their parents. In the study, it is used qualitative methodology, interview and document analysis. 18 instructors were interviewed and content analysis was used for data obtained. Similar data was combined and interpreted within framework of certain concepts and themes. It was determined that instructors have considered themselves insufficient in pedagogical formation. According to the findings, trainings are theoretically and long intervals in-service. During training process, the necessity of parent education and positive developments in families demonstrated which determined that parents had requests for their children to be prepared for school. In addition, it was determined that students showed academic success who graduated from course and started primary school. However, the achievement was determined individual efforts of instructors, and there wasn’t content preparing children for school course of 4-6 years. (shrink)

What are the moral challenges that confront doctors as they manage healthcare institutions? How do we build trust in medical organisations? How do we conceptualize moral action? Based on accounts given by senior doctors from organisations throughout the UK, this book discusses the issues medical leaders find most troubling and identifies the moral tensions they face. Moral Leadership in Medicine examines in detail how doctors protect patients' interests, implement morally controversial change, manage colleagues in difficulty and rebuild trust after serious (...) medical harm. The book discusses how leaders develop moral narratives to make sense of these situations, how they behave while balancing conflicting moral goals and how they influence those around them to do the right thing in difficult circumstances. Based on empirical ethical analysis, this volume is essential reading for clinicians in leadership roles and students and academics in the fields of healthcare management, medical law and healthcare ethics"--Provided by publisher. (shrink)

The recurrent clashes between Dhaka University (DU) students and those from its seven affiliated colleges highlight deeper issues beyond mere administrative inefficiencies, pointing to a significant crisis of identity and governance. Central to this crisis is the duality within the faculty—DU professors rooted in academic autonomy versus BCS cadre teachers entrenched in civil service hierarchy, exacerbating tensions and undermining collaboration. For the students, the affiliation with DU has deepened feelings of alienation, as they are caught in a liminal status, neither (...) fully part of DU nor detached. The suggested "respectful separation" fails to address these underlying issues, making it a short-term solution at best. Serious reforms are needed to address both the identity crisis and the structural divides, possibly involving significant changes in administrative practices or reconsidering the educational role of these colleges. Addressing these challenges is crucial for stability in the educational framework and for the students' sense of belonging and recognition. (shrink)

David A. J. Richards's Resisting Injustice and The Feminist Ethics of Care in The Age of Obama: Suddenly,...All The Truth Was Coming Out examines the roots of the resistance movements of the 1960s, the political psychology behind contemporary conservatism, and President Obama's present-day appeal as well as the reasons for the reactionary politics against him. This book positions recent American political development in a broad analysis of the role of patriarchy in human oppression throughout history, and argues that a feminist-based (...) ethics of care is necessary to form a more humane and inclusive democratic politics. (shrink)