We have examined the attitude and moral perception of 228 college students towards artificial intelligence in an international university in Japan. The students were asked to select a single most significant ethical issue associated with AI in the future from a list of nine ethical issues suggested by the World Economic Forum, and to explain why they believed that their chosen issues were most important. The majority of students chose unemployment as the major ethical issue related (...) to AI. The second largest group of students were concerned with ethical issues related to emotional AI, including the impact of AI on human behavior and emotion. The paper discusses the results in detail and concludes that, while policymakers must consider how to ameliorate the impact of AI on employment, AI engineers need to consider the emotional aspects of AI in research and development, as well. (shrink)

From sex abuse scandals to the treatment of adjunct professors, universities are mired in thorny ethical questions. In this book, Keenan exposes the problems that arise from the lack of professional ethics in the college environment, then proposes concrete solutions for issues ranging from athletics and adjuncts to tuition and salaries.

University Ethics not only highlights the ethical shortfalls of colleges today on topics ranging from sexual violence to the treatment of adjuncts but also proposes solutions based on best practices. Essential reading for anyone connected to higher education, the book proposes creating an integrated culture of ethics university-wide.

The absence of ethics at American universities -- Ethics -- How the literature on the university is moving slowly but surely toward university ethics -- A first case for university ethics: the adjunct faculty -- The cultural landscape of the university without ethics -- Cheating -- Undergraduates behaving badly -- Gender -- Diversity and race -- Commodification -- A conclusion : class, athletics, and other university matters.

What is the role of colleges and universities in forming the character of students? Should universities even attempt to cultivate virtue? If so, how can they do so effectively in a pluralistic context? Cultivating Virtue in the University seeks to answer these questions by gathering diverse perspectives on character education within twenty-first century universities. Bringing together experts from a variety of academic disciplines, this volume catalyzes a critical debate about the possibilities and limits of character education (...) in the university while offering theoretical and practical perspectives on what such education could look like in increasingly global, pluralistic, and intercultural institutions. Ultimately, by engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages faculty, staff, and administrators to embrace the opportunities and challenges of cultivating virtue in the university. (shrink)

This book is based on papers presented at Wake Forest University, where three forums co-sponsored by the Center for Creative Leadership were held to address the ...

An English eccentric and an agitated dean -- Mr. McGregor's garden -- I banish you -- Vultures and ostriches -- Post mortem.

& A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...) "There was a time, barely a generation ago, when most college fund raising was a placid, back-porch operation... That pattern, like so much in higher education, began to change dramatically... On the heels of all this change comes this splendid volume by Deni Elliot. The new fund-raising environment raises a host of ethical questions that were largely unknown or unrecognized by earlier generations of fund raisers... The great value of this book is that it provides some clear-eyed guidance through the ethical thicket that is modern higher education fund raising. The great charm of the book is that it provides this important service with such eloquence and good taste... Anyone involved in modern fund raising will find something of value in this book." -- G. Calvin MacKenzie, Academe "This volume provides college and university development officers and administrators practical help with recognizing difficult ethical situations and discerning the correct ethical response. It can also serve as a guide for donors who wonder what's reasonable for them to expect from fund raisers." -- Resources in Education Contributors: Allen Buchanan, James A. Donahue, Marilyn Batt Dunn, Deni Elliott, Bernard Gert, Judith M. Gooch, Bruce R. Hopkins, Frank Logan, Mary Lou Siebert, Holly Smith, and Eric B. Wentworth. (shrink)

Dealing with ethical issues is a central aspect of many professions. Consequently, ethics is taught to diverse student groups in universities and colleges, alongside philosophy students. In this paper, we address the question of how ethics is best taught to such “non-philosophy” student groups. The standard way of introducing ethics to non-philosophy students is to present them with a set of moral theories. We refer to this approach as the “smorgasbord approach”, due to the impression it (...) is likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the assumption that adopting an ethical position is mainly a matter of choosing from this smorgasbord of different theories. We argue that this approach is problematic for several reasons, both theoretical and practical, and we suggest a methodsbased approach – focusing on methods for moral reasoning – as a more fruitful alternative. The main purpose of this paper is to explain and defend this methods-based approach to teaching ethics to non-philosophy students. In so doing, we also consider and meet some expected objections to this approach. (shrink)

This book examines leadership strategies that allow administrators to be proactive, visionary, and flexible while increasing collaboration, open communication, and closely integrating theory and practice to ensure successful administration in higher education settings.

This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.

The Critical Graduate Experience is a collection of scholarly reflections on the possibilities of a new vision for critical studies. It is a remarkable book that provides daring analyses from the vantage of the graduate student experience. Drawing from individual knowledge and research, the authors invite you to re-imagine education for justice. Barry Kanpol opens the work with a brilliant meditation on joy and cynicism in university classrooms and educational theory. The book continues to unfold as an open and honest (...) conversation with doctoral students and recent graduates concerning the ethics of higher education. In a true critical approach, each chapter problematizes a new facet of academic assumptions and practices as they touch the lives of students. The authors explore the ethical implications of acknowledging student spirituality and expanding the role of critical education studies. The book concludes with a transparent self-critique on the process and ethics of graduate students writing for publication. This is a wonderful text, guiding students and professors as they enter into dialogue on the ethics of an authentic critical education studies. Classes on practical ethics, educational spirituality, student voice, collaborative publishing, and critical pedagogy could benefit from the insights offered here. Daring to believe that student experience and knowledge have a place in the world of academic publishing, this book is both a prophetic proclamation of and humble invitation to a new future in the field. (shrink)

It is the continuous reports of unethical behavior in the form of data manipulation, cheating, plagiarism, and other forms of unacceptable behavior that draw attention to the issues of misconduct. The causes of misconduct are manifold whether it is the need to advance in a chosen discipline or to compete successfully for and obtain research funding. Disappointingly, individuals who are oriented to any form of dishonesty are individuals who had previously displayed little or no consideration for the feelings of others (...) and are therefore more interested in themselves, at the expense of the students, and others recognizing them by any means necessary. This ground-breaking and honest examination of ethics in the university setting is unabashed in its descriptions of misconduct in the academic world. The text is well furbished with numerous citations that point to academic misconduct and the final chapter deals with the means by which misconduct can be mitigated, a strong reminder to everyone in the academic community that above board conduct must be part of our overall message of learning and part of the whole point of education in the first place. A must-have for academics and non-academics alike, this text is the second in a series of books on ethics by James G. Speight, and it is useful to anyone, in any industry, who is interested in ethical behavior and how to navigate the sometimes murky depths of our professional lives. (shrink)

This book explores the issues that are faced every day by those managing seats of learning.

This is an edited collection that is intended both as a primer for core concepts and principles in research ethics and as an in-depth exploration of the contextualisation of these principles in practice across key disciplines.

The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and (...) interesting stimuli for individual reflection and group discussion. These scenarios offer the opportunity to consider the subtle complexities inherent in the social and psychological contexts in which educator-student interactions occur and the effects of those complexities on ethical decision making. Each case is followed by a detailed analysis and advice. The book's 195 cases are grouped into 22 chapters representing topics, such as the controversial classroom presentations and assignments, debatable testing and grading practices, problematic student-faculty interactions, dual-role relationships with students, collegial conflicts, managing very difficult students, and confidentiality dilemmas. The Ethics of Teaching: A Casebook, Second Edition: *focuses on commonly encountered ethical "gray areas" that have no clear solution; *includes questions to stimulate discussion of related ethical issues; *concludes with a chapter on prevention, peer mentoring, and intervention; and *serves as excellent "assigned reading" to stimulate group discussion in teaching workshops and faculty development programs. The first edition of this book evolved by collecting a variety of teaching situations that commonly occur in college and university settings. The authors then created responses to the situations and circulated both the cases and the responses to reviewers from a number of departments across the country. As a result, the vast majority of the cases are "discipline free." The second edition features many new cases to reflect recent trends and events related to academic ethics. Questions were added to stimulate discussion and to further elaborate the issues. The Ethics of Teaching: A Casebook is ideal for college and university faculty, graduate assistants, and administrators involved in workshops, graduate teaching assistant courses, and faculty development and new faculty orientation programs. As a result of the book's cross-disciplinary development, it will be beneficial to faculty from a broad spectrum of disciplines. (shrink)

Higher education serves many purposes, one of which is to prepare college and university students with the knowledge, skills and dispositions necessary for employment. Some would argue that this is the primary and even sole purpose of collegiate education. However, many also contend that university education is intended to broaden students' minds and enable them to question, investigate and think critically in order to be productive and engaged citizens. Regardless of the lens through which higher education is viewed, within any (...) of these purposes is the need for ethical practices in teaching, learning, student engagement, and overall operational structures. Truly, in every facet of university life, ethical practices exist. If institutions of higher education are the places where, in part, the global future is shaped, then it is imperative that these same organizations be the exemplars of ethical practices. Ethics in Higher Education includes chapters that explore and examine topics such as teaching of ethics, ethical practices on campus, ethics of clinical practices, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. In addition to drawing attention to the successes and challenges regarding ethical practices in higher education, this book aims to encourage future research initiatives and collaborations. (shrink)

Through the personal stories of managers running global business, this book takes an inside look into the dilemmas of managers who are asked to make profits ethically according to the dictates of their company's ethics code. It examines what companies `think" they are doing to help managers in those situations and how those managers are actually affected. Thanks to the boost from the 1991 Sentencing Guidelines which minimizes penalties for companies with ethics codes caught in ethical wrongdoing, more than (...) 85% of US companies and two thirds of all Canadian companies and half of all European companies now have Codes of Ethics. Yet, over and over, we hear of stories of personal dilemmas and conflicts experienced by individual managers navigating those business waters in other cultures. "Eileen Morgan does an excellent job of mapping the course for navigating the previously uncharted global ethical waters. By identifying best practices, she leads the reader on a journey from Surviving, to Understanding to Knowing the ethical issues that frequently confront international business people. This is a must read for anyone who wants to successfully compete in world markets." -Michael J. Litwin, Executive Vice President, Chief Credit Officer, Heller Financial, Inc. "Eileen Morgan has combined the pragmatic concerns of the individual manager with the moral concerns that come from personal-life history, cultural roots, and corporate ethical culture …This book focuses on the constructive task of formulating and using an "ethical map," and is sure to be a tonic to conscientious managers who want to navigate cross-cultural commerce with integrity. It has done a superb job of creating order out of the complexity of cross-cultural moral experience by insisting that the complexity must be honored and appropriated rather than ignored or suppressed." -Dr. Richard Beauchamp, Professor of Ethics, Christopher Newport University "In this groundbreaking book, Eileen Morgan has provided scores of real-life examples and developed a framework for approaching ethical leadership in international business. This is mandatory reading for anyone involved in global management today...This is an important book on an important subject." -Stephen H. Rhinesmith, Ph.D. Author, A Manager's Guide to Globalization "Eileen Morgan provides us with a much needed roadmap for how to walk the path of ethical leadership with practical feet. She reminds us that ethical decision-making is a critical aspect of every day leadership, and that we can all choose to be 'ethical pioneers' in our companies and our communities. Every leader engaged in global business can benefit from the lessons and stories included in this book." -Christi A. Olson, Ph.D. Chair, Telecommunications Management Department, Golden Gate University "Eileen Morgan's thoughtful analysis of 'ethical capital' should be read by anyone who does business in a global environment…Morgan's book presents the issue clearly, comprehensively and compellingly, demonstrating that ethics is an indispensable aspect of individual leadership and organizational credibility. …It provides a clear roadmap for business leaders who need to communicate their commitment to integrity and accountability to their employees, their partners, and their customer, making their 'ethical capital' one of their most valuable assets." -Nell Minnow, Principal, Lens, The Corporate Governance Investors "Eileen Morgan gives excellent insight into ethical practices. She focuses on business but her insights have general application. This book also describes differences in ethical interpretation that can arise between diverse cultures. Ms. Morgan has made an excellent contribution to understanding the benefit of positive ethical practices." -David C. Lincoln, Sponsor, Lincoln Center for Applied Ethics, College of Business, Arizona State University President, Arizona Oxides, LLC · First in-depth look at how managers in global companies actually bridge the gap between their organizations and their daily decisions · Explains the need for internal and external ethical operations¦and how organizations often create confusion rather than clarity with the label of "ethics". (shrink)

Ethics and College Sports is a careful analysis of the root problems in intercollegiate athletics in American universities. It examines the prevalent myths that are regularly used to justify the inclusion of intercollegiate athletics, and all of the abuses and scandals it has brought to university campuses, from a moral perspective.

Background: Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field. Objectives: This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis. Research design: We used qualitative content analysis. Ethical considerations: The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required. Findings: (...) The analysis shows that all 12 textbooks describe and present people who are considered as psychotic from a ‘perspective from above’. In this perspective, the readers are learning about psychosis in the professional’s language and from the author’s viewpoint. Most often the textbooks communicate a universal image of people with psychosis, a description that fits with the diagnostic criteria. The analysis also shows that two textbooks in psychiatric nursing combined this perspective with a ‘perspective from within’. Here, the readers are learning about psychosis from the patients’ own viewpoint. The authors communicate a personal, psychotic universe that differs from various people, even if they have the same diagnosis, and the descriptions are focusing on the patient as a whole person. Discussion and conclusion: Drawing partly on Rita Charon’s writings about narrative knowledge in the health field, and partly on insights from Martha Nussbaum and her concept of narrative imagination, we argue that mental health professionals need to learn about, understand and fathom what patients go through by reading, listening to and acknowledging the patients’ own stories and experiences. Cultivating the capacity for empathy and compassion are at the very heart of moral performance in the mental health field. A valuable moral resource in that regard is leading textbooks and how they describe and present people with severe mental illness. (shrink)

To provide basic health care services in rural areas is one of the major challenges for developing countries like Bangladesh because of lack of infrastructures and unavailability of qualified medical doctors in the villages. Telemedicine viewed as a new way of offering health care services that has the potential to overcome this problem. Author is a member of extended group at Dhaka University (DU) which has been developing telemedicine equipment and data acquisition software to promote telemedicine practice in Bangladesh. PC (...) based ECG equipment, Digital stethoscope, Digital microscope, Digital X-ray view box and some other essential medical equipment was developed for telemedicine services. The data acquisition software establishes an easy and appropriate patients to doctor interaction through a trained operator in a remote center that involve management and arrangement of consultation of a chosen and agreeing doctor by a patient. Upon establishing audio-visual connection between patient and doctor relevant physiological data from different diagnostic instruments will be uploaded securely in a dedicated web server which can be viewed real time using unique patient/doctor ID and password. Recently the Telemedicine group of DU and a local NGO named SAMAMA with support from Service innovation fund (SIF) of Prime Minister Office (PMO) of Bangladesh took the initiative to establish eight rural telemedicine centers and one expert center for the field trial of telemedicine in Bangladesh. The aim of this paper is to examine the ethical challenges of such health care system and our effort to overcome those problem before starting the field trial. (shrink)

Background Non-technical skills are cognitive and interpersonal skills underpinning technical proficiency. Ethical values and respect for human dignity make operating room nurses responsible for nursing decisions that are clinically and technically sound and morally appropriate. Aim To learn what ethical issues operating room nurses perceive as important regarding non-technical skills. Research design Qualitative individual in-depth interviews were conducted. The interviews were analysed using Braun and Clarke’s six phases for thematic analysis. Participants and research context Eleven experienced perioperative/operating room (...) nurses working in an operating unit at a Norwegian university hospital. Ethical considerations Approval was given by The Norwegian Social Science Data Service in care of the hospital’s Data Protection Officer. Findings Three main themes were found: respect and care for the patient, making the patient feel safe, and respect within the perioperative team. These features or themes, which incorporate collaboration and communication, are closely connected to patient safety. Discussion Defending the patient’s dignity is part of caring for and respecting the patient. The manner in which the operating room team collaborates is important for the patient to feel safe and secure. Poor teamwork may have dire consequences. Reciprocal respect within the team includes respect for each other’s tasks and responsibilities and to talk to one another in a friendly manner. Conclusion Being respectful and contributing to a caring atmosphere are central ethical skills in the operating room. To patients, harmonious teamwork translates into a feeling of safety and being cared for. The nurses see respect and patient safety, and respect and reciprocal politeness among the members of the perioperative team as central ethical non-technical skills. Lack of respect influences the team negatively and is detrimental for patient safety. Good communication is an important safety measure during surgery and creates a feeling of good ‘flow’ within the operating room team. (shrink)

After more than ten years teaching ancient Greek history and philosophy at University College, Oxford, the British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, including the social ramifications of the growing field of psychology, and this book, published in 1897, is a collection of his lectures on this topic. The ten lectures explore many aspects of psychology and its relationship to larger philosophical and (...) class='Hi'>ethical issues. Bosanquet poses the question whether psychology takes a subjective point of view, while other sciences take an objective one. He discusses classic psychological themes such as the ego, the soul, self-consciousness, emotion and feeling, and individual volition. Bosanquet's observations in these concise essays offer the perspective of a leading nineteenth-century thinker on this growing and influential field of scientific and social inquiry. (shrink)

While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.

Kok-Chor Tan argues that cosmopolitan liberalism can serve as a means to implement the ideal of moral universalism, if one sufficiently distinguishes non-toleration from intervention and moral universalism from dogmatism. In a further move, Tan claims that such an understanding of cosmopolitan liberalism can work to mutually regulate the behavior of states in the global arena. Tan’s co-panelists engage different aspects of his vision. Steve Coutinho underscores that changes within cultures do not typically result from a dialogue across (...) cultures but from within individual cultures. Instead of propping up universal morality on the ideal of cosmopolitan liberalism, we should, Coutinho proposes, work toward finding values that have been implemented to create practical circumstances that resemble those found in liberal cultures. Putting the spotlight on the historical context of liberal cosmopolitanism, Zachary Penman argues that to engage in a global dialogue, the onus is on cosmopolitan liberals to shift the geography of reasoning from imperiality to decoloniality. Equally, their decolonial partners in this dialogue should throw into light the normative content of their decolonial practical reason to facilitate the shift. Saranindranath Tagore encourages Tan to think about a more expanded account of autonomy that is set on a more explicit cosmopolitan register. To this end, he suggests that a cosmopolitan sensibility be fostered through education. Sympathetic to Tan’s larger project of a liberal cosmopolitanism that subscribes to epistemic modesty, Inés Valdez brings into focus structures of epistemic dogmatism that currently allow for political and economic control and exploitation of other peoples and their resources. Tan’s response considers how his own defense of liberal cosmopolitanism as well as his interlocutors’ responses relate to the broader project of decolonizing philosophy. (shrink)

Today's college students have more knowledge available to them than can be absorbed; mastery of a subject area creates siloes where nearly every course is tailored to comprehending subject matter that may be outdated before they graduate. But learning is more than subject-matter expertise. Our fast-paced environment requires instantaneous reactions to complex questions. Our instant-messaging age champions quick response over reflection or thought--even the president governs by Twitter. Yet the ethical dilemmas are no less complex than the subject matter; (...) cyber security, prison reform, labor rights, abortion, artificial intelligence, or gun laws are common table topics over lunch. Struggling through that complexity is central to understanding its implications for our culture. This book brings together some of the leading ethicists in the country to consider the rightful place of ethics in the university today. The authors make the case that higher education has a special duty to empower students to cultivate their character, ethically assess situations, and prepare them for an increasingly complex world. -- back cover. (shrink)

Business ethics are the moral principles that apply to all aspects of the business environment at an individual and organizational level. This study addresses the basic perceptions regarding the teaching of business ethics and examines university lecturers’ intentions to teach an ethics course. For the present research, the authors conducted a cross study to evaluate whether three variations of the theory of planned behavior, namely, TPB, decomposed TPB (DTPB), and the revised theory of planned behavior (RTPB), could adequately predict (...) teaching of ethics course (TEC) behaviors. The participants were from southern, middle, and northern Taiwan. A structural equation model applied to a final sample of 200 usable questionnaires demonstrated that individual attitudes, subjective norms, perceived behavioral control, and teacher self-efficacy (TSE) influence intentions, but do not influence report behavior of those involved in teaching an ethics course. Among the three variations of TPB-based models, RTPB provided better explanation of variance in intentions to TEC. The present research highlights the importance of TSE, especially because TSE plays a key role in RTPB. The theoretical implications of this study relate to the application of TPB to TEC. (shrink)

This book is an accessible, research-based introduction to behavioral ethics. Often ethics education is incomplete because it ignores how and why people make moral decisions. But using exciting new research from fields such as behavioral psychology, cognitive science, and evolutionary biology, the study of behavioral ethics uncovers the common reasons why good people often screw up. Chapters coordinate with free online teaching resources from The University of Texas at Austin. Scientists have long studied the ways human beings make decisions, (...) but only recently have researchers begun to focus specifically on ethical decision making. Unlike philosophy and religion, which aim to tell people how to think and act about various moral issues, behavioral ethics research reveals the factors that influence how people really make moral decisions. Most people get into ethical trouble for doing obviously wrong things. Aristotle cannot help, but learning about behavioral ethics can. By supplementing traditional approaches to teaching ethics with a clear, accessible, detailed, and research-based introduction to behavioral ethics, beginners can quickly become familiar with the important elements of this new field. This book includes the bonus of being coordinated with Ethics Unwrapped-a free, online, educational resource featuring award-winning videos and teaching materials on a variety of behavioral ethics (and general ethics) topics. This book is a useful supplement for virtually every ethics course, and important in any course where incorporating practical ethics in an engaging manner is paramount. The content applies to every discipline-journalism, business ethics, medicine, legal ethics, and others-because its chief subject is the nature of moral decision making. Because the book is research-based yet accessibly written with interesting studies, it could be used in high schools, colleges, graduate schools, and industry. (shrink)

Following an examination of the missions of industry and the university there is a comparison of the ‘wish-lists’ of industry and the university. These ‘wish-lists’ have both similarities and differences. Some of the differences are expressed in a further section on the kinds of interactions that neither institution wants from the other. In the canonical university, the culture values features such as openness, individuality and the de-emphasis of monetary matters, whereas in the archetypal industry the prevailing ethos tends towards secrecy, (...) teamwork and financial advancement. When two such cultures are juxtaposed under conditions where the survival of the university is dependent, in part, on receiving funds from industry, there is a danger of an erosion of academic standards as the university becomes more oriented to service the needs of industry as opposed to the development of its students and its independent scholastic and research activities. Industry, however, is in a position to derive benefit from the interaction without incurring an equivalent cost. These issues are discussed and some recommendations are made to improve the ethical nature of the interaction. (shrink)

To evaluate the moral awareness of college students regarding artificial intelligence (AI) systems, we have examined 467 surveys collected from 152 Japanese and 315 non-Japanese students in an international university in Japan. The students were asked to choose a most significant moral problem of AI applications in the future from a list of ten ethical issues and to write an essay about it. The results show that most of the students (n = 269, 58%) considered unemployment to (...) be the major ethical issue related to AI. The second largest group of students (n = 54, 12%) was concerned with ethical issues related to emotional AI, including the impact of AI on human behavior and emotion and robots’ rights and emotions. A relatively small number of students referred to the risk of social control by AI (6%), AI discrimination (6%), increasing inequality (5%), loss of privacy (4%), AI mistakes (3%), malicious AI (3%), and AI security breaches (3%). Calculation of the z score for two population proportions shows that Japanese students were much less concerned about AI control of society (− 3.1276, p < 0.01) than non-Japanese students, but more concerned about discrimination (2.2757, p < 0.05). Female students were less concerned about unemployment (− 2.6108, p < 0.01) than males, but more concerned about discrimination (2.4333, p < 0.05). The study concludes that the moral awareness of college students regarding AI technologies is quite limited and recommends including the ethics of AI in the curriculum. (shrink)

Following an examination of the missions of industry and the university there is a comparison of the ‘wish-lists’ of industry and the university. These ‘wish-lists’ have both similarities and differences. Some of the differences are expressed in a further section on the kinds of interactions that neither institution wants from the other. In the canonical university, the culture values features such as openness, individuality and the de-emphasis of monetary matters, whereas in the archetypal industry the prevailing ethos tends towards secrecy, (...) teamwork and financial advancement. When two such cultures are juxtaposed under conditions where the survival of the university is dependent, in part, on receiving funds from industry, there is a danger of an erosion of academic standards as the university becomes more oriented to service the needs of industry as opposed to the development of its students and its independent scholastic and research activities. Industry, however, is in a position to derive benefit from the interaction without incurring an equivalent cost. These issues are discussed and some recommendations are made to improve the ethical nature of the interaction. (shrink)

This article presents a stakeholder-based example of corporate social responsibility (CSR) within a university context. The first section provides a literature review that builds the case for CSR efforts by educational institutions. The next section details aspects of the focal corporate social responsibility program at the University of South Florida St. Petersburg (USFSP) from its early conception to its implementation. The Talking the Talk section describes the overarching mission of the larger university and its influence on the mission of the (...) newly formed College of Business which undertook an ambitious community outreach program in a downtown neighborhood. The execution of the program is discussed subsequently in the Walking the Walk section, with an emphasis on formation of advisory boards, development of appropriate coursework, relevant interactions with external constituencies, and plans for assessment and continuous improvement. The article closes with recommendations for universities considering similar endeavors. (shrink)

Cell phone abuse amongst Japanese school students, including sex crimes and bullying, are commonly managed with filters and phone bans. Many believe these measures are more effective than moral education. Japanese teenagers therefore enter college without moral education in the Internet society, which can cause problems on campus: students plagiarizing from the Internet, or posting anonymous defamatory messages on bulletin boards. Japanese universities address these problems ineffectively. Problems are caused by both student ignorance of network ethics and (...) moral immatureness. Therefore, it is insufficient to provide only information ethics knowledge; students require a citizenship education to learn to build a moral community in the globalized network society. Here, the authors examine the effectiveness and difficulties in the practice of educating students to be moral subjects in such a society. Students are encouraged to debate ethical and practical issues, to express ethical remarks, and to understand the impact of their remarks. (shrink)

This book examines leadership strategies that allow administrators to be proactive, visionary, and flexible while increasing collaboration, open communication, and closely integrating theory and practice to ensure successful administration in higher education settings.

After more than ten years teaching ancient Greek history and philosophy at University College, Oxford, the British philosopher and political theorist Bernard Bosanquet resigned from his post to spend more time writing. He was particularly interested in contemporary social theory, including the social ramifications of the growing field of psychology, and this book, published in 1897, is a collection of his lectures on this topic. The ten lectures explore many aspects of psychology and its relationship to larger philosophical and (...) class='Hi'>ethical issues. Bosanquet poses the question whether psychology takes a subjective point of view, while other sciences take an objective one. He discusses classic psychological themes such as the ego, the soul, self-consciousness, emotion and feeling, and individual volition. Bosanquet's observations in these concise essays offer the perspective of a leading nineteenth-century thinker on this growing and influential field of scientific and social inquiry. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Bioethics in the Twenty-First Century: Why We Should Pay Attention to Eighteenth-Century Medical EthicsLaurence B. McCullough (bio)Those of us who work in the field of bioethics tend to think that, because the word “bioethics” is new, so too the field is new in all respects, but we are not the first to do bioethics. John Gregory (1724–1773) did bioethics just as we do it, at least two centuries before (...) we thought to do it (Gregory 1772). He deployed philosophical methods as sophisticated as our own. Indeed, Gregory took up the very best moral philosophy available to thinkers of the Scottish Enlightenment, namely, David Hume’s moral philosophy and its core concept of sympathy. Gregory also responded in a conceptually powerful and clinically applicable way to the problems of his time, just as we do. I want here to outline Gregory’s accomplishment and to identify some aspects of its importance for bioethics in the twenty-first century.Gregory’s “Problem List”Gregory wrote his medical ethics as a response to the then current state of medicine in Britain. We now follow Gregory in our writing of bioethics and clinical ethics in response to the problems of our time. A great deal that we now take for granted did not then exist. 1There was not, as there is now, any uniform pathway into medicine. Nor did there exist universal licensure. The Royal Colleges did attempt to assert, but failed to achieve, monopoly control of medical practice. The concepts of health and disease were themselves contested and therefore competed for their success in the market place. There was a marked oversupply of practitioners who competed fiercely—very fiercely indeed—in the medical market place for their concepts of health and disease, their treatments, and therefore their livelihoods. Patients had their own concepts of health and disease, engaged in “self-physicking” or self-care, and often traded physician’s prescriptions.Medicine exhibited little scientific discipline in its accounts of disease and in determining the efficacy of treatments, a fact that Gregory (1743) laments as a [End Page 329] medical student. There was no marked improvement when he began to give his medical ethics lectures nearly a quarter of a century later. Treatments failed as often, perhaps more often, than they succeeded in benefiting patients. The sick usually sought out the help of a physician after trying self-physicking.Physicians, Gregory taught, could not hope to control human biology, though they could aim to manage its processes well. When nature underresponds to disease the physician should assist her processes; when nature overresponds, the physician should tamp down nature’s responses, to lessen their “violence”—in both cases always attentive to the limits of medicine’s capacities in treating disease.Physicians attended the well-to-do sick at home, and the sick person summoned and dismissed physicians, surgeons, or apothecaries at will. A physician therefore might find himself—no women had yet been admitted to the ranks of university-trained physicians—summoned before, after, or simultaneously with a competitor, with his concepts and diagnosis and treatment put to the acid test. In this setting, there existed only a patient-physician relationship, not a physician-patient relationship.Physicians left off the care of dying patients, a practice that was made a matter of duty by Friederich Hoffmann (1749). One would suffer punishing economic consequences if one had a high mortality rate. Better, then, to label the patient incurable, withdraw, and turn matters over to clergy. Gregory attacks this practice as intellectual fraud and calls for the physician to continue to attend the dying. Indeed, he says, “It is as much the business of a physician to alleviate pain, and to smooth the avenues of death, when unavoidable, as to cure diseases” (Gregory 1772, p. 35). He does not explicitly address what we now call physician-assisted suicide; neither does he condemn it, and he is quick to condemn some things—e.g., sexual abuse of female patients or “sporting” with patients in the Royal Infirmary by using experiments as the first line of treatment.The Royal Infirmary was established to care for the deserving, working poor, who received free care... (shrink)

In Nigeria, medical education remains focused on the traditional clinical and basic medical science components, leaving students to develop moral attitudes passively through observation and intuition. In order to ascertain the adequacy of this method of moral formations, we studied the opinions of medical students in a Nigerian university towards medical ethics training. Self administered semi-structured questionnaires were completed by final year medical students of the College of Medicine, University of Ibadan, Nigeria. There were 82 (64.1%) male and (...) 44 (34.4%) female respondents. The median age was 26 years. Most students (80.5%) responded that they did not receive enough training in medical ethics. The ethics instructions they received did not sufficiently prepare them for the ethical challenges they came across as medical students. Though inadequate, the few hours of lecture and discussion on human values and professional etiquette which they received positively influenced their moral reasoning. They identified end-of-life issues, dealing with financial issues and handling socio-cultural beliefs of patients and relations as some challenges that medical doctors are ill-prepared for by their current training. Most, 85.9% believed that formal medical ethics education would be worthwhile as it would enhance the making of complete and better doctors. They recommended incorporating bioethics as a course in the medical school curriculum. Nigerian medical students encounter ethical challenges for which they have not been adequately trained to resolve. They recommended formal medical ethics training in their curriculum and a uniform bioethics programme in the country. (shrink)

A series of high-profile ethical lapses by senior military professionals has generated calls from levels as high as the commander in chief for a renewed emphasis on military ethics. Leaders engaged in professional military education (PME) across the joint force have worked to ensure their programs support this call. This paper explores and assesses the ethics education programs at the service senior leader colleges (war colleges). There are three fundamental questions facing those charged with teaching ethics to (...) senior military officers. What are the desired outcomes of ethics education? How should the curriculum be structured to achieve those outcomes? And, finally, what is the correct faculty composition to develop and employ that curriculum? Using the answers to those questions to produce a rough framework for a model war college ethics education program, this paper then compares the current war college programs to this model form in order to determine areas of strength and weakness. This analysis reveals that the existing ethics education programs at the war colleges compare favorably to the model program structure. However, leaders at these institutions could further strengthen their programs by creating and empowering an "ethics team" that includes trained ethicists and military practitioners and by conducting more robust faculty development programs for nonethicists."--Provided by publisher. (shrink)

The demand for principled and transparent corporate moral judgement and ethical decision making in the workplace makes it necessary for business students as future managers to understand the expectations of ethical workplace conduct. Corporate scandals mean that there is enhanced interest in ensuring that ethical content is included in curricula in universities. In this study, we re‐visit the question of whether culture has an influence on ethical perceptions of workplace scenarios, using students enrolled in (...) a College of Business in a New Zealand (NZ) university as respondents. Consistent with current research, this study demonstrated mixed results. However, we also found evidence to suggest some identifiable patterns in the data across cultural groups. Overall, Chinese and Other respondents were more likely than NZ European to consider the scenarios as ethical. On the other hand, Chinese respondents were significantly less likely to report that their peers would carry out ethically questionable actions. (shrink)

Background: A predictive genetic test for Huntington’s disease can be used before any symptoms are apparent, but there is only sparse knowledge about the long-term consequences of a positive test result. Such knowledge is important in order to gain a deeper understanding of families’ experiences. Objectives: The aim of the study was to describe a young couple’s long-term experiences and the consequences of a predictive test for Huntington’s disease. Research design: A descriptive case study design was used with a longitudinal (...) narrative life history approach. Participants and research context: The study was based on 18 interviews with a young couple, covering a period of 2.5 years; starting 6 months after the disclosure of the test results showing the woman to be a carrier of the gene causing Huntington’s disease. Ethical considerations: Even though the study was extremely sensitive, where potential harm constantly had to be balanced against the benefits, the couple had a strong wish to contribute to increased knowledge about people in their situation. The study was approved by the ethics committee. Findings: The results show that the long-term consequences were devastating for the family. This 3-year period was characterized by anxiety, repeated suicide attempts, financial difficulties and eventually divorce. Discussion: By offering a predictive test, the healthcare system has an ethical and moral responsibility. Once the test result is disclosed, the individual and the family cannot live without the knowledge it brings. Support is needed in a long-term perspective and should involve counselling concerning the families’ everyday life involving important decision-making, reorientation towards a new outlook of the future and the meaning of life. Conclusion: As health professionals, our ethical and moral responsibility thus embraces not only the phase in direct connection to the actual genetic test but also a commitment to provide support to help the family deal with the long-term consequences of the test. (shrink)

Ethics Introduced: Readings in Moral Philosophy in an anthology that provides students with foundational knowledge in moral philosophy by exposing them to a variety of classical and contemporary readings in ethical theory and application. The anthology is divided into four parts. In Part 1, students learn about meta-ethics and question the status of moral truths through selections by Nietzsche, Ruth Benedict, and Smith. In Part 2, the question of what we should value most is addressed through (...) readings on hedonism, Aristotelian Virtue Ethics, Confucianism, and Buddhism. Part 3 focuses on normative ethics, diving into theories such as egoism, divine command theory, utilitarianism, Kantianism, care ethics, and more. Part 4 rounds out the anthology by helping students think through moral problems and contemporary controversies. Readings in this section address death and dying, abortion, war, treatment of animals and the environment, and the nature of moral obligations to people in need. Throughout the text, each reading is supported by an introduction, study questions, and suggestions for further reading and exploration to inspire critical thinking and additional analysis. Ethics Introduced is ideal for introductory ethics courses and can also be used in comparative religion, philosophy, and humanities courses. Dennis Arjo earned his B.A. in philosophy from the University of California, Santa Cruz, M.A. in philosophy from University of Colorado, and Ph.D. in philosophy from the University of California, Santa Barbara. He is a professor of philosophy at Johnson County Community College, where he teaches introduction to philosophy, ethics, ancient philosophy, and Asian philosophy. Omar Conrad earned his B.A. in sociology, his M.A. in sociology, and his M.A. in philosophy from the University of Kansas. He is a professor of philosophy at Johnson County Community College, where he teaches introduction to philosophy, ethics, logic and critical thinking, and philosophy of religion. Dawn Gale earned her B.A. in philosophy and psychology from the University of Wisconsin, Madison, her graduate certificate in women and gender studies, and her M.A. in philosophy from the University of Kansas. She is a professor of philosophy at Johnson County Community College, where she teaches introduction to philosophy, ethics, environmental ethics, and logic and critical thinking. (shrink)

Consumer concern for “ethical products”, or ethical aspects of the goods which they purchase, is a subject of increasing interest and research,which is here illustrated by an examination of the Fair Trade movement, with special reference to coffee as an indicative commodity. Kate Bird, is currently Lecturer in the Development Administration Group, School of Public Policy, Birmingham University, Birmingham B15 2TT, England, having previously worked abroad and written her MSc dissertation at Wye College on fair trade in coffee (...) products. Dr Hughest holds the Sainsbury Chair in Agribusiness and Food Marketing at Wye College, University of London, Wye, Ashford, Kent TN25 5AH, England (email: D.Hughes@wye.ac.uk), where he is also Director of the Food Industry Management Group. He has wide international experience of food management issues. (shrink)

Battlefield euthanasia, the purposeful killing of wounded soldiers (or even civi- lians) in order to hasten their foreseeable death, has been an issue in military medicine and in soldiers’ moral codes at all times. During conflicts since anti- quity, there have been severely wounded who would not die immediately but whose fate seemed clear, nevertheless. But can it ever be morally justified to kill those wounded out of mercy in order to end their suffering? Can death ever be the (...) better option? And if so, what conditions have to be fulfilled? This paper investigates some of the moral aspects of battlefield euthanasia. Analogies to physician-assisted suicide in civil settings will be drawn and contrasted with the additional aspects that the military environment adds to the problem. (shrink)

Recent research in empirical moral psychology attempts to understand (rather than place judgment on) the salient normative differences that laypeople have when making moral decisions by using survey methodology that is based on the operationalized principles from moral theories. The PPIMT is the first measure designed to assess respondents’ preference for the precepts implied in the three dominant moral theories: virtue ethics, deontology, and consequentialism. The current study used a latent modeling approach to determine the most (...) theoretically and psychometrically-sound model for the PPIMT using a combined sample of college students from a southeastern university in U.S. and MTurk respondents. The PPIMT model fit was acceptable (χ2 = 84.125, df = 40, p = 0.001; RMSEA = 0.052, 90%CI = 0.037 to 0.068; CFI = 0.980; SRMR = 0.035) with four items for Virtue, four items for Deontology, and three items for Consequentialism. (shrink)

Thomas Fowler (1 September 1832 - 20 November 1904), was an English academic and academic administrator, acting as President of Corpus Christi College, Oxford, and Vice-Chancellor of the University of Oxford. From Preface: These pages represent an attempt to exhibit a scientific conception of morality in a popular form, and with a view to practical applications rather than the discussion of theoretical difficulties. For this purpose it has been necessary to study brevity and avoid controversy. Hence, I have made few (...) references to other authors, and I have almost altogether dispensed with foot-notes. But, though I have attempted to state rather than to defend my views, I believe that they are, in the main, those which, making exception for a few back eddies in the stream of modern thought, are winning their way to general acceptance among the more instructed and reflective men of our day. (shrink)