Recent theorizing in moral psychology extends rationalist models by calling attention to social and cultural influences (J. Haidt, 2001). Six studies using adolescents, university students, and adults measured the associations among the self-importance of moral identity, moral cognitions, and behavior. The psychometric properties of the measure were assessed through an examination of the underlying factor structure (Study 1) and convergent, nomological, and discriminant validity analyses (Studies 2 and 3). The predictive validity of the instrument was assessed by examinations of the relationships among the self-importance of moral identity, various psychological outcomes, and behavior (Studies 4, 5, and 6). The results are discussed in terms of models of moral behavior, social identity measurement, and the need to consider moral self-conceptions in explaining moral conduct.

The self-importance of moral identity.

Entrepreneurship aiming at social benefits has become ubiquitous. Social entrepreneurship (SE) involves innovative approaches to address issues in the domains of education, environment, fair trade, health and human rights and is widely regarded as an important building block of the sustainable development of countries.

Social Entrepreneurship: How Intentions to Create a Social Venture are Formed

This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure–track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male–female differential is driven more by internal service—i.e., service to the university, campus, or department—than external service—i.e., service to the local, national, and international communities—although significant heterogeneity exists across field and discipline in the way gender differentials play out.

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Faculty Service Loads and Gender: Are Women Taking Care of the Academic Family?

Spirituality and its relationship to workplace leadership is a compelling issue for management practitioners and researchers. The field of study is still in its infancy and as such is marked by differences in definitions and other basic characteristics. Much of what has been written on this subject has appeared in general, rather than academic publications and consequently may lack rigor. The purpose of this study is to analyze known academic articles for how they characterize workplace spirituality, explore the nexus between spirituality and leadership, and discover essential factors and conditions for promoting a theory of spiritual leadership within the context of the workplace. An emergent process was used to identify and validate eight areas of difference and/or distinction in the workplace spirituality literature: 1.) definition, 2.) connected to religion, 3.) marked by epiphany, 4.) teachable, 5.) individual development, 6.) measurable, 7.) profitable/productive, and 8.) nature of the phenomenon. Eighty-seven scholarly articles were coded for each of these areas. Findings conclude that most researchers couple spirituality and religion and that most either have found, or hypothesize a correlation between spirituality and productivity. The emergent categories offer provocative new avenues for the development of leadership theory.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2288038_code2080026.pdf?abstractid=2288038&type=2

Spirituality and Leadership: An Empirical Review of Definitions, Distinctions, and Embedded Assumptions

Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character (character education, moral education) and educating for citizenship (citizenship education, civic education) are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship s...

Moral education and character education: their relationship and roles in citizenship education

(1977). Moral development: A review of the theory. Theory Into Practice: Vol. 16, Moral Development, pp. 53-59.

Moral development: A review of the theory

Promoting Moral Growth: From Piaget to Kohlberg

El Crecimiento moral: de Piaget a Kohlberg

Jack Turner Coordinator of Inservice Education Teacher Corps Project University of Oregon Eugene, Oregon T he demand or need to improve inservice education for school personnel has existed many years. Currently, the demand or need is increasing at an accelerating rate for three reasons. First, with declining enrollments and related reductions in the work force, schools must emphasize developing current human resources over hiring new ones. Second, as the demands for educational reform (e.g., instruction in basic skills, career education, integration of more pluralistic student groups into the mainstream) have grown louder, more schools have attempted to implement new programs that require new attitudes and skils on the part of current staf. Third, traditional practices for organizing inservice education and times of scarce resources have rendered many would-be providers of inservice impotent. In this paper we discuss several issues that deserve consideration in efforts to improve inservice. First, we present and challenge several assumptions currently held by many inservice planners and deliverers. Second, we present our view of effective inservice practices. Finally, we describe what must be done to construct an appropriate inservice system. Throughout, we emphasize that breaking through conceptual and implementation problems requires understanding current relationships among an array of variables that impact on inservice and recognizing the potential synergistic effect that can result from new relationships among those variables.

Richard H. Hersh

Papers

Moral development: A review of the theory

Promoting Moral Growth: From Piaget to Kohlberg

El Crecimiento moral: de Piaget a Kohlberg

Inservice education and the six o'clock news

Moral Development: Implications for Pedagogy.