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• Preface ix
• 1 The Concept of Ethics 1 1.1 Introduction 1 1.2 Professionalism and Ethics 6 1.3 Morals and Values 9 1.4 Codes of Ethics and Ethical Standards 12 1.5 Academic Freedom 15 References 19
• 2 Codes of Ethics 25 2.1 Introduction 25 2.2 Codes of Ethics 29 2.3 Ethics in the University 37 2.4 Ethics and Research 43 References 45
• 3 Academia 49 3.1 Introduction 49 3.2 Definitions 51 3.3 The Faculty 52 3.3.1 Professor 53 3.3.2 Associate Professor 55 3.3.3 Assistant Professor 56 3.3.4 Lecturer 57 3.3.5 Teaching Assistant 58 3.3.6 Other Faculty Positions 59 3.3.6.1 Adjunct Faculty 59 3.3.6.2 Research Professor 60 3.3.6.3 Professor Emeritus 60 3.3.6.4 Endowed Chair 60 3.3.6.5 Reader 61 3.3.6.6 Docent 62 3.4 Faculty Leave 62 3.5 Nonacademic Staff 64 3.5.1 The Personnel Office 64 3.5.2 The Finance Office 65 3.6 Tenure and Tenure Track 65 3.7 The Student 71 3.8 Research Funding 73 References 73
• 4 Integrity in Academia 77 4.1 Introduction 77 4.2 Faculty Evaluation 80 4.3 Faculty Conduct and Misconduct 82 4.3.1 Reporting Research Data 82 4.3.2 Misrepresenting Credentials 84 4.4 Faculty Relationships 84 4.4.1 Faculty-Student Relationships 84 4.4.2 Faculty-Graduate Student Relationships 85 4.4.2.1 The Master s Degree 86 4.4.2.2 The Doctoral Degree 88 4.4.2.3 The Research Fellowship 92 4.4.3 Faculty-Faculty Relationships 92 4.4.4 Faculty-Staff Relationships 93 4.4.5 Dating Relationships 94 4.4.5.1 Student-Professor Dating 94 4.4.5.2 Student-Teaching Assistant Dating 95 4.5 A Matter of Control 95 References 99
• 5 Integrity in Teaching 103 5.1 Introduction 103 5.2 The Learning Path 107 5.2.1 Degree Courses 108 5.2.2 Graduate Degree Courses 111 5.2.2.1 The Master s Degree 112 5.2.2.2 The Doctorate 113 5.3 The Impact of the Professor 116 5.4 Professionalism 118 5.5 Morals and Values 119 References 122
• 6 Integrity in Research 127 6.1 Introduction 127 6.2 The Nature and Conduct of Research 134 Contents vii 6.3 Collecting Research Data 139 6.3.1 Bias in Analytical Methods 139 6.3.2 Misuse of the Data 140 6.3.3 Falsifi cation and Fabrication of Data 141 6.3.4 Plagiarism and Theft 142 6.4 Controls 143 6.5 Intellectual Property 146 References 150
• 7 Publication and Communication 155 7.1 Introduction 155 7.2 The Literature 158 7.3 The Journals 159 7.4 Data for Publication 164 7.5 Peer Reviewers and Their Duties 166 7.5.1 The Department Head 168 7.5.2 The Dean 170 7.5.3 The Journal Editor 171 References 173
• 8 Data Manipulation 177 8.1 Introduction 177 8.2 Misuse of Data 179 8.2.1 Examinations and Pass Rate 183 8.2.2 Research Data 184 8.2.2.1 Flawed Research 185 8.2.2.2 Stretching Data 186 8.2.2.3 Distorting Data 187 8.2.2.4 Rejecting or Ignoring Data 187 8.2.3 False Claims 188 8.2.4 Use of Mathematical Models 189 8.2.5 Collapsing Data 190 8.2.6 Use of Statistics 191 8.2.6.1 Use of Inadequate or Nonrepresentative Data 192 8.2.6.2 Inadequate Reasoning on the Basis of the Data 193 8.2.6.3 Misleading Visualization of the Data 194 8.3 Misuse of Research Funds 195 References 197
• 9 Harassment: Sexual and Otherwise 201 9.1 Introduction 201 9.2 Title IX 205 9.3 Harassment Situations 210 9.4 Effect on the Victim 213 9.5 Effect on the University 217 References 219
• 10 The Sporting Megalopolis 223 10.1 Introduction 223 10.2 Why University Sports? 233 10.2.1 Fairness 235 10.2.2 Responsibility 235 10.2.3 Respect 236 10.3 Athletes and Scholarships 237 10.4 To be Paid or Not to be Paid 238 10.5 Passing Grades of Athletes 239 10.6 Sports After the University 241 References 242
• 11 Enforcement of Codes of Ethics 247 11.1 Introduction 247 11.2 Following a Code of Ethics 249 11.2.1 Disregard for Teaching and Research Programs 249 11.2.2 Conflict of Interest 250 11.2.3 Data Manipulation 251 11.2.4 The White Lie 253 11.2.5 Costs to the Student 254 11.3 Reporting Misconduct 255 11.3.1 Mechanisms for Reporting Misconduct 256 11.3.2 Whistleblowers 256 11.3.3 Persecution of Whistleblowers 257 11.4 Enforcing a Code of Ethics 258 11.4.1 The Ethics Committee 259 11.4.2 Punishment for Misconduct 259 11.4.3 Success of the Code 262 11.5 Necessary Actions 264 References 266 Glossary 271 Index 289 About the Author 293.
• (source: Nielsen Book Data)

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.
(source: Nielsen Book Data)

• Introduction : The importance of codes of conduct for academia / John M. Braxton, Nathaniel J. Bray
• Toward a code of conduct for the presidency / J. Christopher Fleming
• Follow the code : rules or guidelines for academic deans' behavior? / Nathaniel J. Bray
• A normative code of conduct for admissions officers / Robert L. Hodum
• College and university codes of conduct for fund-raising professionals / Timothy C. Caboni
• Toward a code of conduct for graduate education / Eve Proper
• The existence of codes of conduct for undergraduate teaching in teaching-oriented four-year colleges and universities / Dawn Lyken-Segosebe, Yunkyung Min, John M. Braxton
• Organizational constraints and possibilities regarding codes of conduct / Nathaniel J. Bray, Danielle K. Molina, Bart A. Swecker
• Reflections on codes of conduct : asymmetries, vulnerabilities, and institutional controls / Nathaniel J. Bray, John M. Braxton.

Chapters of this issue of New Directions for Higher Education present tenets of codes of conduct for the presidency, academic deans, admissions officers, fund-raising professionals, faculty who teach undergraduate students, and faculty who teach graduate students. The need for such codes of conduct stems from the client-serving role of colleges and universities. Such clients include prospective donors, prospective students and their families, the individual college or university, faculty members, undergraduate and graduate students, and the knowledge base of the various academic disciplines. Because presidents, academic deans, admissions officers, fund-raising professionals, and faculty members experience role ambiguity and substantial autonomy in the performance of their roles, codes of conduct are needed to protect the welfare of the clients served. The authors offer recommendations for policy and practice regarding the proposed codes of conduct. Organizational constraints and possibilities of enacting such codes are also discussed.
(source: Nielsen Book Data)

• Introduction : ethical tasks of academic administrators / Brian E. Schrag, Elaine E. Englehardt, Michael S. Pritchard, and Kerry D. Romesburg
• Ethical dimensions of presidential leadership / Kerry D. Romesburg
• Academic ethics in higher education administration : the dimensions of decisions / Elaine E. Englehardt
• Through the looking glass : ethics and academic administration / Brian E. Schrag
• On the dark side : lessons learned as Interim Dean / Donna Werner
• Caught in the middle : on chairing a department / Michael S. Pritchard
• Cardinal virtues of academic administration / Randall Curren
• Mission and academic administration / Aine Donovan
• Educated warfare : adversary relations in the groves of academe / Lisa H. Newton
• Collaborative administration : academics and administrators in higher education / Susan A. Martinelli-Fernandez
• How should the policy apply? : trustworthy decisions in the administration of graduate academic programs / Michael C. Loui
• On telling faculty the truth / David Kline
• The paradox of prejudicially applying valid academic standards : a historical case study in the ethics of academic administration / Bruce A. Kimball.

This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives. Academics are very good at reflecting on the ethical issues in other professions but not so interested in reflecting on those in their own, including those faced by faculty and administrators. Yet it is a topic of great importance. Academic institutions are value-driven; hence virtually every decision made by an academic administrator has an ethical component with implications for students, faculty, the institution, and the broader community. Despite this, they receive little systematic preparation for this aspect of their professional lives when they take up administrative posts, especially when compared to, say, medical or legal training. The authors intend this work to be a first, rather than a final word, on the subject. This is because the practicalities of academic administration have not been the subject of much sustained ethical reflection. Surprisingly little has been written about the ethical challenges that academic administrators are likely to face. Most of the literature relating to academic administration focuses on 'leadership' and draws heavily on management and social science theory. The importance of focusing on ethical deliberation and decision-making often goes unrecognized. What is needed is in-depth analysis informed by the general principles of professional ethics, as well as the more than 2000-year-old body of philosophical work on ethics. It is clear that academia should examine its own domain. In focusing on ethics in academic administration, this book explores the issues that are faced every day by those managing seats of learning. What challenges does a new chair face when suddenly she is no longer simply a friend and colleague, but now the person adjudicating disputes, evaluating performance, and recommending career-impacting action? How does a dean respond to the struggles of balancing a budget and promoting his college's interests? When a donor calls the president and requests a favor, what are the implications for the campus, internally and externally? It is these conflicts, and others, that are analyzed in this much-needed volume.
(source: Nielsen Book Data)

• Chapter 1. Ethics in higher education leadership: current themes and trends
• Chapter 2. Leadership: ethical architects in higher education
• Chapter 3. Moral alchemy: are there ethics in higher education?
• Chapter 4. Faculty socialization and gaining tenure: ethical concerns and considerations
• Chapter 5. Not possible to destroy opinions by force: Arendt, Guevara, Foucault, and limiting free speech
• Chapter 6. The emperor's weavers: S.M.A.R.T. objectives and the ethical hazard of doing bad philosophy
• Chapter 7. Work ethic, leadership influence, and higher education
• Chapter 8. Administrative ethics in the corporate college: paradoxes, dilemmas, and contradictions
• Chapter 9. Design thinking as a paradigm to support the ethical revival in higher education
• Chapter 10. Ethical challenges: the influence organizational and personal values have on perceptions of misconduct and the factors of whistleblowing
• Chapter 11. Circular leadership: nurturing the human spirit to secure desired futures
• Chapter 12. Teaching for critical thinking
• Chapter 13. Emotional intelligent leadership and its imperative for governing developmental universities in the 21st century
• Chapter 14. Civic value of national service: ethics to students
• Chapter 15. Keeping the promise of distance education: ethical challenges for higher education administrators
• Chapter 16. By means of critical theory: informed emancipatory education an essay on realities and possibilities
• Chapter 17. Leadership dynamics in higher education institutions in India
• Chapter 18. Leadership ethics in higher education administration: an andragogical perspective
• Chapter 19. Democratizing classroom discussion
• Chapter 20. Prevalence of campus rape: perspectives on risk management

Higher education institutions are, more so than other organizations, deeply complex, and they present a unique challenge to their leaders and administrators. The unique complexities of higher education call for governance founded on thoughtful consideration of leadership practices, theory, and styles that reflect the values of the institution and its mission. Embedded in a rapidly changing society, the future of higher education leadership and administration is necessarily dynamic and demands a strong ethical core to guide research, knowledge production, and organizational behavior. The Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration is a cutting-edge research publication that examines leadership ethics that higher education institutions must employ to be proactive, visionary, and ethically sound. The publication covers the importance of leadership ethics in higher education as well as the foundation for developing frameworks in which to ground the presence of leadership ethics in higher education. Featuring a wide range of topics such as distance education, free speech, and leadership, this book is ideal for librarians, academicians, administrators, researchers, education professionals, policymakers, and students.
(source: Nielsen Book Data)

• List of Figures List of Tables Acknowledgements
• 1. Introduction, Tricia Bertram Gallant & Lester Goodchild
• 2. The Concern with Corruption in Higher Education, Stephen Heyneman
• 3. Academic Ethics: A Systems Approach to Understanding Misconduct and Empowering Change in the Academy, Tricia Bertram Gallant and Mike Kalichman Part I. Understanding Ethical Misconduct in Key Areas of Higher Education
• 4. Undermining Integrity in Standardized Testing & Admissions: Misconduct in Academic Selection Process, Tricia Bertram Gallant
• 5. Improprieties in Teaching & Learning, John M. Braxton
• 6. Research Misconduct and Misbehavior, Melissa Anderson
• 7. Ethical Challenges and the Aspirational University: Fund Raising and Spectator Sports, J. Douglas Toma and Mark Kavanaugh
• 8. Corruption at the Top: Ethical Dilemmas in College and University Governance, Nathan F. Harris & Michael N. Bastedo Part II. Empowering Change: Creating the Ethical Academy
• 9. Enhancing Individual Responsibility: Embracing Ethical Theory in Professional Decision Making Frameworks, Lester Goodchild
• 10. Enacting Transcendental Leadership: Creating and Supoprting a More Ethical Campus, Adrianna Kezar & Cecile Sam
• 11. Integrating Ethics Education Across the Education System, Peter Keller
• 12. Expanding the Radius of Trust to External Stakeholders: Value Infusions for a More Ethical Academy, Patrick Drinan
• 13. Toward a Global Academic Ethics, Brian L. Heuser & Timothy A. Drake
• 14. The Future of the Ethical Academy: Preliminary Thoughts & Suggestions, Tricia Bertram Gallant & Patrick Drinan List of Contributors.
• (source: Nielsen Book Data)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read.
(source: Nielsen Book Data)

• I. Introduction 1. Should Universities Cultivate Virtue?: A Case for Character in Higher Education Edward Brooks, Michael Lamb, and Jonathan Brant
• II. The University as a Context for Cultivating Virtue 2. Virtue and the History of the Modern American University Julie Reuben
• 3. Virtue, the German University, and the Limits of Critique Chad Wellmon
• 4. Developing Virtue in Emerging Adulthood: Perspectives from Neuroscience, Psychology, and Sociology Brian A. Williams
• III. Institutional and Cultural Barriers to Cultivating Virtue 5. The Eclipse of Virtue in the University and Wider Society Onora O'Neill
• 6. Can Theology Help? Nigel Biggar IV. How to Cultivate Virtue in the University 7. Seven Strategies for Cultivating Virtue in the University Michael Lamb, Jonathan Brant, and Edward Brooks
• 8. Closing the Character Gap: Cultivating Honesty in the University Christian Miller 9. The Beneficial Effects of Cultivating Gratitude in the University Blaire Morgan and Liz Gulliford
• 10. Forming Virtuous Character: Psychology in Dialogue with Theology Joanna Collicutt
• 11. Cultivating Virtue by Reading Jane Austen Jessica Richard
• 12. The Decolonial Virtues of Ethnospeculative Fiction Paula M. L. Moya and Lesley Larkin V. Conclusion 13. Character Education in the University: Opportunities and Challenges Michael Lamb, Edward Brooks, and Jonathan Brant.
• (source: Nielsen Book Data)

Across the globe, educators are grappling with how best to prepare a new generation to engage the challenges and opportunities of the twenty-first century. Along with knowledge and skills, many are now emphasizing the importance of character. Yet, while there has been a robust movement to educate character among children and adolescents, much less attention has been given to the ethical formation of college and university students. What is the role of colleges and universities in educating 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. With essays from some of the world's leading scholars, 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 and intercultural institutions. By engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages scholars and educators to embrace the opportunities and challenges of cultivating virtue in the university.
(source: Nielsen Book Data)

• 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 acting badly
• Gender
• Diversity and race
• Commodification
• A conclusion : class, athletics, and other university matters.

Stories about ethical issues at universities make headlines every day. From sexual violence to racial conflict, from the treatment of adjuncts to cheating, students, professors, and administrators face countless ethical trials. And yet, very few resources exist to assist universities in developing an ethical culture. University Ethics addresses this challenge. Each chapter studies a facet of university life-including athletics, gender, faculty accountability, and more-highlights the ethical hotspots, explains why they occur, and proposes best practices. Professional ethics are a key component of training for numerous other fields, such as business management, medicine, law, and journalism, but there is no prescribed course of study for the academy. Professors and administrators are not trained in standards for evaluating papers, colleagues, boundaries, or contracts. University Ethics not only examines the ethical problems that colleges face one by one but proposes creating an integrated culture of ethics university-wide that fosters the institution's mission and community. In an environment plagued by university scandals, University Ethics is essential reading for anyone connected to higher education today.
(source: Nielsen Book Data)

• 1: The Absence of Ethics at American Universities
• 2: EthicsToward a History of University Ethics
• 3: The Adjunct Faculty
• 4: The Cultural Landscape of the University without Ethics
• 5: Cheating
• 6: Undergraduates Behaving Badly
• 7: Gender
• 8: Diversity and Race
• 9: Commodification A Conclusion: Class, Athletics, and Other University Matters.
• (source: Nielsen Book Data)

Stories about ethical issues at universities make headlines every day. From sexual violence to racial conflict, from the treatment of adjuncts to cheating, students, professors, and administrators face countless ethical trials. And yet, very few resources exist to assist universities in developing an ethical culture. University Ethics addresses this challenge. Each chapter studies a facet of university life-including athletics, gender, faculty accountability, and more-highlights the ethical hotspots, explains why they occur, and proposes best practices. Professional ethics are a key component of training for numerous other fields, such as business management, medicine, law, and journalism, but there is no prescribed course of study for the academy. Professors and administrators are not trained in standards for evaluating papers, colleagues, boundaries, or contracts. University Ethics not only examines the ethical problems that colleges face one by one but proposes creating an integrated culture of ethics university-wide that fosters the institution's mission and community. In an environment plagued by university scandals, University Ethics is essential reading for anyone connected to higher education today.
(source: Nielsen Book Data)

Academic administration, argues Rudolph Weingarter, is different from administration or managing in business because of the special character of institutions of higher learning. Colleges and universities are founded to serve certain purposes; they are supported in various ways 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 to their patients. In this book, Weingarter argues that academic administration is not just another job of managing, but a calling that importantly assists institutions to carry out their missions.
(source: Nielsen Book Data)
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-a-vis their patients. Academic administration is not just another job of managing, but a calling that importantly assists institutions to carry out their missions.
(source: Nielsen Book Data)