This article reviews studies examining the effect of professional education on ethical development Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Component Model Assessment methods have been validated for sensitivity, reasoning, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice

The Defining Issues Test and the Four Component Model: Contributions to Professional Education.

Medical ethics education, it has been said, has 'come of age' in recent years in terms of its formal inclusion in undergraduate medical curricula. This review article examines the background to its inclusion in undergraduate curricula and goes on to examine the consensus that has arisen on the design of ethics curricula, using Harden's curriculum and S.P.I.C.E.S models as templates. While there is consensus on content for undergraduate medical ethics education, there is still significant debate on learning and teaching methods. Despite the broad agreement on the need to apply adult education principles to ethics teaching, there would appear to be some tension between balancing the need for experiential learning and achieving the 'core curriculum'. There are also as yet unresolved difficulties with regards to resources for delivery, academic expertise, curriculum integration and consolidation of learning. Assessment methods also remain contentious. Although there is consensus that the ultimate goal of medical ethics, and indeed of medical education as a whole, is to create 'good doctors', the influence of the 'hidden curriculum' on students' development is only beginning to be recognized, and strategies to counteract its effects are in their infancy. The need for proper evaluation studies is recognized. It is suggested that the areas of debate appearing in the literature could be used as a starting point for evaluation studies, which would form the empirical basis of future curriculum development.

http://ethicist.kmu.edu.tw/pimages/p-55/j.1365-2923.2000.00607.pdf

Review of ethics curricula in undergraduate medical education.

A history of late twentieth-century American higher education could not avoid describing the diversity of institutional types and the plethora of disciplines, fields, and specialties. The insightful sociologist Burton Clark (1985, p. 41) highlights this diversity when he discusses \" the endless number of churches and sects \" produced by disciplinary distinctions and further divided by the variety of colleges and universities. Indeed, nearly twenty years ago, Light (1974, p. 14) proclaimed that \" the academic man [or woman] is a myth. \" That is, distinct disciplinary histories, ways of doing work, and career lines have created diverse professions among academics (Ruscio, 1987); additionally, particular institutional missions have resulted in variation across faculty priorities and workload (B. Clark, 1985, 1987). Furthermore, faculty members' gender, race, and class affect their experience. They work in a \" master matrix \" (B. Clark, 1984) where they belong to \" an array of groups \"-a discipline and department , a specific college or university, a national system of higher education, and a profession (S. Clark, 1986, p. 26). Kuh and Whitt (1988, pp. 12-13) define culture as \" the collective, mutually shaping patterns of norms, values, practices, beliefs, and assumptions that guide the behavior of individuals and groups. \" Additionally, they explain that culture is \" an interpretive framework for understanding and appreciating events and actions \" (1988, p. 13). Given this definition, it is clear that faculty not only belong to various groups, in fact, they also live and work in at least four (and often more) cultures. As \" interpretive frameworks , \" these cultures affect how faculty interact with students, conceptualize and organize their work, participate in institutional decision making, and balance disciplinary and institutional responsibilities.

Faculty cultures, faculty values

The purpose of the national faculty stress research project was to examine stress experienced by faculty in institutions of higher education. The study sample of 80 institutions was drawn from the population of all U. S. doctoral-granting institutions in the United States. One thousand twenty faculty were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28 percent. In general, faculty reported 60 percent of the total stress in their lives came from work. The majority of the top 10 stressors related directly to time and/or resource constraints. When faculty stressors were compared across disciplinary groupings, more similarity than difference existed. Also, faculty reported similar degrees of stress associated with the teaching, research, and service functions, with teaching as the most stressful activity.

https://files.eric.ed.gov/fulltext/ED232518.pdf

Sources of stress in academe: A national perspective

The recent corporate scandals in the United States have caused a renewed interest and focus on teaching business ethics. Business schools and their faculties are reexamining the teaching of business ethics and are reassessing their responsibilities to produce honest and truthful managers who live lives of integrity and ethical accountability. The authors recognize that no agreement exists among business schools and their faculties regarding what should be the content and pedagogy of a course in business ethics. However, the authors hold that regardless of one’s biases regarding the content and pedagogy, the effective teaching of business ethics requires that the instructor in designing and delivering a business ethics course needs to focus particular attention on four principal questions: (1) what are the objectives or targeted learning outcomes of the course? (2) what kind of learning environment should be created? (3) what learning processes need to be employed to achieve the goals? and (4) what are the roles of the participants in the learning experience? The answers to these questions provide the foundations for any business ethics course. The answers are major determinants of the impact of a business ethics course on the thinking of students and the views on the ethical and professional accountabilities and responsibilities of managers in the workplace.

Designing and Delivering Business Ethics Teaching and Learning

Several years ago my colleague Larry Churchill and I initiated a colloquy in the Chapel Hill area the intent of which was to identify the value conflicts and ethical issues germane to the academic profession. Our orientation was consistent with that employed in law, business, and medicine, where the focus has been on the ethical dilemmas intrinsic to a professional role, or what Bill May has usefully termed "quandary ethics." That is, what are the bases of choice to be employed by academic professionals faced with conflicting values?

The Structure of the Academic Profession: Toward a Definition of Ethical Issues.

The Teaching of Ethics in Higher Education

Surviving the Eighties: Strategies and Procedures for Solving Fiscal and Enrollment Problems

(2011). American Universities in a Global Market. The Journal of Higher Education: Vol. 82, No. 4, pp. 506-510.

David D. Dill

Papers

The Structure of the Academic Profession: Toward a Definition of Ethical Issues.

The Teaching of Ethics in Higher Education

Surviving the Eighties: Strategies and Procedures for Solving Fiscal and Enrollment Problems

American Universities in a Global Market

American Universities in a Global Market (review)