Ethical Professional Practice Research Articles

Fostering Collective Ethical Capacity within the Teaching Profession

A depth of ethical knowledge and understanding are essential for the enactment of ethical decisions and actions. Ethics is the foundational core for democratic teaching, learning and educational leadership. It is imperative that the development of ethical insight and the formation of an ethical stance become fundamental elements of both initial and continuing teacher education. Educators must be adept at cultivating ethical cultures within schools and districts. They need to know how to effectively foster the collective ethical capacity of all those with whom they are called to serve. To ensure the highest level of ethical professional practice and action, the collective ethical knowledge, sensitivity, awareness, and efficacy of the teaching profession must continue to evolve. The ongoing ethical formation of the teaching profession is essential for the public’s continued trust and confidence in the ethical actions and practices of the educational community. Educative processes designed to enhance the collective ethical capacity of the teaching profession are explored in this inquiry. Critical reflection and various dialogic processes focusing on the lived ethical experiences encountered within teaching were used for fostering the ethical leadership and decision making of educators.

Thinking ethically about inclusive recreational sport: A narrative of lost dignity

Through narrative reflections of Jack’s story of inclusive recreational sport, the meaning of dignity in professional practice is explored. Jack’s story is one of respect, strong humiliation and embarrassment, and vulnerability. Through the lens of relational ethics, the aggression of a stranger illustrates how the lack of mutual respect, compassion and knowledge creates experiences of indignity. Jack’s story highlights how relationships can shape, constrain and enable lives. Understanding that which constitutes a dignified recreational sport context for instructors and participants opens opportunities for authentic social relationships based upon respect of oneself, as well as others to emerge. Jack’s narrative further reinforces the need to create pedagogical spaces for discussions of various forms of dignity and ethical professional practice in inclusive recreational sport contexts.

Social impact assessment and ethical research principles: ethical professional practice in impact assessment Part II

This paper considers a range of ethical issues in social impact assessment (SIA) providing a commentary from a professional practice perspective. Drawing on its companion paper (Vanclay et al. 2013 Principles for ethical research involving humans: Ethical professional practice in impact assessment Part I. Impact Assess Proj Appraisal, 31(4):243–253), the 18 principles of ethical research are discussed as they pertain to SIA practice. While the ethical principles are highly relevant and align well with good practice SIA, there will be situations where the specific requirements suggested by the principles need to be carefully thought through by practitioners. Although making some general conclusions, the paper’s main purpose is to stimulate further debate about ethical issues within the impact assessment profession. Key recommendations that emerge for SIA practice include the need for SIA practitioners to use information sheets routinely, and to increase the use of signed consent forms. It is also recommended that the International Association for Impact Assessment provide a service to allow practitioners to gain ethical approval for their projects in non-routine cases.

Principles for ethical research involving humans: ethical professional practice in impact assessment Part I

Drawing on various national statements on the ethical conduct of research, the codes of ethics of professional associations and international agencies, and ethical guidelines in social research methods textbooks, this paper identifies current principles for ethical research involving humans and discusses their implications for impact assessment practice generally and social impact assessment specifically. The identified ethical principles include: respect for participants, informed consent, specific permission required for audio or video recording, voluntary participation and no coercion, participant right to withdraw, full disclosure of funding sources, no harm to participants, avoidance of undue intrusion, no use of deception, the presumption and preservation of anonymity, participant right to check and modify a transcript, confidentiality of personal matters, data protection, enabling participation, ethical governance, provision of grievance procedures, appropriateness of research methodology, and full reporting of methods. Topics such as a conflict of interest, moral hazard and duty of care are also considered. Also discussed are Indigenous peoples’ rights and their implications for ethical impact assessment processes.

Ethics and Professionalism in Education as Tools for Social Reconstruction and Development

Education plays a vital role in the development of every country. A country is a living organism with several parts that need to be developed. As a complex organism, the development of each of its diverse parts requires some level of specialized knowledge. It is this complexity and organic nature of our modern society that has given birth to the various areas of knowledge with diverse aspects of specialization. It is therefore the complexity of human nature with its multiplicity of needs that has created complexity of modern civil society. Civil society is dynamic and develops in tandem with the diversities of human needs. Nothing ever emerges in the society without the focus or aim to satisfy the need of an aspect of human nature. So, every society with all its complexity is a reflection of human nature, with its diverse needs. It follows then that human nature is the basic foundation of our modern world or civil society. This also reflects the foundation of human knowledge in all spheres. Every aspect of knowledge is intrinsically linked with man and is designed to cater for the various needs of his complex nature. Education is therefore founded on human nature. The development and reconstruction of any society or country is therefore anchored on the process of catering for the diverse needs of man’s complex nature. Society, education and morality have the same foundation, and that is human nature. Society cannot be separated from morality or education. Hence, in this paper, effort was made to establish the fact that ethics and professionalism in education are the basic tools that can bring about and inspire development and social reconstruction. The paper asserts that education is a conditio-sine-qua-non for the development of any country and that this can only be achieved with ethical values and professional best practices. The paper posits that development and social reconstruction can only take place in a society where every aspect of human knowledge has an inbuilt ethical mechanism and professional standard. DOI: 10.5901/mjss.2013.v4n14p15

Awareness and Practice of Professional Ethics amongst Librarians in Nigeria.

The aim of this study is to determine the rate of teachers’ use of assessment and evaluation tools given in 2005 curriculum of Turkish language teaching. To this end; we presented a list of assessment and evaluation tools on the basis of random sampling to 216 teachers of Turkish who work in Ordu, Samsun, Ankara, Trabzon and Istanbul provinces. The obtained data were analyzed via SPSS 15.0. We observed that self-evaluation, portfolio, peer evaluation, rubric, control list and observation forms were not used properly. Although these methods are included in both teacher’s copies and student workbooks, it is observed that they were not given enough credit by the teachers. Key words: Turkish language, assessment and evaluation, preferences.

The Virtuous, Wise, and Knowledgeable Teacher: Living the Good Life as a Professional Practitioner

AbstractIn this essay, Elizabeth Campbell reviews three recent books that address the ethical nature of professional practice: Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions, by Hugh Sockett; The Good Life of Teaching: An Ethics of Professional Practice, by Chris Higgins; and Towards Professional Wisdom: Practical Deliberation in the People Professions, edited by Liz Bondi, David Carr, Chris Clark, and Cecelia Clegg. While the first two books are situated within the context of teaching and education, the third book, as an edited volume, contains chapters that represent a multidisciplinary perspective on the work of professionals within nursing, social work, counseling, and the ministry, as well as in teaching. Each of the books engages in the careful inquiry into philosophy broadly and educational philosophy specifically from conceptual frameworks widely associated with Aristotelian virtue ethics. Writing from an applied perspective on the field of scholarship relating to the moral and ethical dimensions of teaching, Campbell applauds the books for their timely reminder of the central role or persona of the individual professional as a moral agent and ethical practitioner. She argues that within the contemporary context of teacher education, which tends either to neglect or narrowly define the ethics of the profession, such an emphasis on the cultivation of personal character and responsibility within a framework of clear ethical dispositions or virtues is a welcome contribution to the field. It enables teachers, teacher educators, and student teachers to concentrate on both the ethics of practice and the practice of ethics in the ongoing quest to further their own development of virtue, practical wisdom, and personal and professional knowledge.

Association of Clinical Researchers and Educators A Statement on Relationships Between Physicians and Industry

Collaborations between physicians, particularly those in academic medicine, and industries that develop pharmaceutical products, medical devices, and diagnostic tests have led to substantial advances in patient care. At the same time, there is a strong awareness that these relationships, however beneficial they may be, should conform to established principles of ethical professional practice. Through a writing committee drawn from diverse disciplines across several institutions, the Association of Clinical Researchers and Educators (ACRE) has written a code of conduct to provide guidance to physicians in observing these principles. Our recommendations are not intended to be prescriptive or inflexible, but rather to be of assistance to physicians in making their own personal decisions on whether, or how, to be involved in research, education, or other collaborations with industry.

Likes Attract

Inbar and Lammers (2012, this issue) contribute to the growing empirical evidence of discrimination against conservative (i.e., right-of-center) people and ideas not only in social and personality psychology, but within the academy generally. Because sociopolitical values are often a core component of self-identity that significantly impact our interpersonal relationships, sociopolitical discrimination is difficult to overcome. There is a tendency to marginalize the sociopolitical “other,” along with a groupthink that implicitly presupposes that this form of discrimination is acceptable (e.g., because conservatives are self-interestedly motivated, conservative ideas are incorrect, or conservatism is well represented elsewhere in society and thus need not be in the academy). Yet discrimination must be overcome because sociopolitical diversity is vital for scholarly inquiry, pedagogy, and for ethical professional practice. Recent research suggests that the assumptions underlying psychology’s value system of promoting racial, ethnic, gender, or sexual orientation diversity—that is, that doing so recognizes people’s personal identities, ameliorates discrimination, and has educational benefits—may be all the more compelling with respect to sociopolitical ideas.

Ethical professional practice: exploring the issues for health services to rural Aboriginal communities

This article provides a first person account of the experience of professional ethics for a psychologist who has worked in several Aboriginal communities in Alberta, Canada. These small rural communities tend to have few services and health services are typically provided by multidisciplinary health teams. Team members are predominantly community members, creating an embedded service environment that highlights the need for integrity in relationships. As the psychologist travelling to these communities I require sensitivity to cultural considerations, multiple party responsibilities, and community pressure on service delivery. In these settings, in consideration of the principle of respect for the dignity of persons, there is enhanced need for non-discrimination, particularly as most community members are vulnerable persons. Also, the context of small community clinics highlights issues of privacy and confidentiality. Responsible caring in these kinds of general practice also raise ongoing questions about competence and the need for daily risk-benefit analysis. Finally, responsibility to society is also an overarching consideration given the conditions of Canadian Aboriginal communities.

For an Ethnomethodology of Healthcare Ethics

This paper considers the utility of Ethnomethodology (EM) for the study of healthcare ethics as part of the empirical turn in Bioethics. I give a brief introduction to EM through its respecification of sociology, the specific view on the social world this generates and EM's posture of 'indifference'. I then take a number of EM concepts and articulate each in the context of an EM study of healthcare ethics in professional practice. Having given an overview of the relationship and perspective EM might bring to the professional practice of healthcare ethics I consider whether and how such an approach could be deployed. Whilst an ethnographic study might be problematic I suggest a number of alternative methods through which such EM research could be accomplished. I conclude with the suggestion that, as a particular approach to sociological research, EM offers good deal of potential for the empirical study of healthcare ethics in practice which could result in an improved reflexive understanding of professional ethical practices in bioethics.

Student-Generated Behavioral Guidelines to Inform Ethical Practice

Nursing faculty members have become increasingly concerned with student incidences of cheating and the associated lack of commitment to ethical conduct. Our faculty believed that actively engaging students in the development of specific behavioral guidelines would result in improved ethical conduct and provide a bridge to future professional ethical practice. The authors discuss the use of focus groups to establish clear behavioral guidelines that align with the American Nurses Association Code of Ethics.

Using Video-Based Instruction To Integrate Ethics Into The Curriculum

This paper describes a video case discussion project based on the IMA’s Statement of Ethical Professional Practice that was administered in a cost accounting class to assess the extent to which students were able to identify and discuss ethical issues raised by the facts of a case scenario. The case was developed by the IMA to advance the continuing education in ethics of financial executives and management accountants. The scenario realistically portrays the kind of pressures faced by management accountants to go along with top management decisions that are driven by self-interest rather than proper accounting. We use a highly structured approach for direct assessment of student learning with pre-established rubrics. Indirect assessment of learning is approximated by a survey of students’ subjective reactions. In general, we conclude IMA’s video Success without Compromise provides an opportunity for students to apply ethics standards in a realistic setting and encourages students to become active participants in the learning experience.

Ethical Decision Making in Situations of Self-neglect and Squalor among Older People

Current approaches to professional ethics emphasise the importance of upholding the ethical duties of autonomy, beneficence, non-maleficence, and justice in practice. All are prima facie duties, meaning that they must be respected on their own and, if the duties conflict, it is assumed that the dilemma can be resolved through rational decision making. There are, however, a number of limitations to this approach to professional ethics. This paper explores these limitations through an empirical study that examined the ethical dilemmas facing 24 professionals in their work with older people who were self-neglecting or living in squalor in Sydney, Australia. The research uncovered that two groups of professionals interpreted autonomy in different ways. Furthermore, when faced with difficult ethical dilemmas, participants agreed that the most satisfactory responses involved strategies that closely mirrored elements of alternative approaches to ethics, particularly the ethics of care and virtue ethics. The findings point to the relevance of a pluralistic approach to ethics in professional practice.

Good Intentions at Good Grains, Inc.

In the case, David Johnson is cast as a young professional, someone happy to have found a full-time position with great career prospects during difficult economic times. The reader meets David when he is still new in his job and flattered that his boss, Good Grains’ Controller Rebecca Carey, has asked him to find a way to allow additional dollars above and beyond those originally budgeted to be used to continue the company’s R&D efforts to reformulate its breakfast cereals. David has an emotional attachment to the company and would like to see it succeed in its R&D efforts. As a result of Rebecca’s request and his belief in the product, David is happy to explore ways to allow the R&D spending to increase, even if that means amounts that would have been reported as R&D expenses in the past are now reclassified as cost of goods sold (COGS). Each of the reclassification's was approved by the accounting group. Similar to many young professionals, David lacks any prior exposure to the IMA’s Statement of Ethical Professional Practice (Statement) (IMA 2005) and relies on the advice and support of his fellow employees who should be familiar with the accounting policies of the company and the Statement. Readers of the case should find themselves pondering if David’s actions are in accordance with or contrary to U.S. generally accepted accounting principles and the ethical conduct expected by the Statement. Managerial accounting and MBA students who tested the case report indicated they could relate to David’s dilemma, and that it enhanced their knowledge of accounting and ethics.

If it Seems Too Good to Be True...

In this case, students explore a situation that has implications relating to professional ethics(primarily as put forward in the IMA’s Statement of Ethical Professional Practice) in terms competence, conflict resolution, and confidentiality. As a fact-based case, it has sufficient complexity to provoke discussion. A young, relatively inexperienced, accountant was surprised to be offered the controllership of a prospering conglomerate of small construction-related businesses. While he had great rapport with the entrepreneur/owner/manager in the interview, he could only assume that a good word from his friend, an employee of the organization, had set him apart from more experienced candidates. At first, the work was challenging, but interesting. He was grateful for all he was learning and for the camaraderie. Then, after documents disappeared that would have helped him determine whether a lease was being incorrectly classified, he began to be more aware of areas that made him uneasy. There were charges to some of the businesses that could be personal expenditures. There were transactions recorded that could be construed as shifting assets or income among the separate business entities. When he tried to find answers to his concerns, his employer questioned his loyalty and told the accountant that the controller’s responsibility was to the business, not to any accounting rules or organizations. After working under strained circumstance for a while, the accountant found a way to leave gracefully in good standing. After time for reflection, he wanted to do something to rectify the situation he left. His was frustrated when he was advised by a hotline that the ethical standard of confidentiality prohibits his contacting outside agencies. (Teaching notes also address the multiple responsibilities of the internal accountant to the organization, the public, and the profession.)

Worlds of Practice: MacIntyre's Challenge to Applied Ethics

Journal of Philosophy of EducationVolume 44, Issue 2-3 p. 237-273 Worlds of Practice: MacIntyre's Challenge to Applied Ethics First published: 15 December 2010 https://doi.org/10.1111/j.1467-9752.2010.00755.xCitations: 8Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue2-3Special Issue: The Good Life of Teaching: An Ethics of Professional Practice by Chris HigginsMay/August 2010Pages 237-273 RelatedInformation

Introduction Why We Need a Virtue Ethics of Teaching

Journal of Philosophy of EducationVolume 44, Issue 2-3 p. 189-208 Introduction Why We Need a Virtue Ethics of Teaching First published: 15 December 2010 https://doi.org/10.1111/j.1467-9752.2010.00763.xCitations: 11Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue2-3Special Issue: The Good Life of Teaching: An Ethics of Professional Practice by Chris HigginsMay/August 2010Pages 189-208 RelatedInformation

Labour, Work, and Action: Arendt's Phenomenology of Practical Life

Journal of Philosophy of EducationVolume 44, Issue 2-3 p. 275-300 Labour, Work, and Action: Arendt's Phenomenology of Practical Life First published: 15 December 2010 https://doi.org/10.1111/j.1467-9752.2010.00756.xCitations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue2-3Special Issue: The Good Life of Teaching: An Ethics of Professional Practice by Chris HigginsMay/August 2010Pages 275-300 RelatedInformation

Promoting the moral reasoning of undergraduate business students through a deliberate psychological education‐based classroom intervention

Educating business students for ethical professional practice is a growing concern for both the corporate world and business education. Highly publicised scandals have pushed public trust in business to an all‐time low, resulting in losses of customers and high employee turnover. Corporate and business education leaders have begun to press for more effective models for promoting ethical development in business education. This study examined the effectiveness of one such model, Deliberate Psychological Education (DPE), in promoting greater cognitive moral reasoning in undergraduate business students. Its significant, positive findings hold promise for the promotion of more ethical business professionals through preparatory classroom intervention.