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The Structure of the Academic Profession: Toward a Definition of Ethical Issues.
TLDR
This paper initiated a colloquy in the Chapel Hill area with the intent of identifying the value conflicts and ethical issues germane to the academic profession, where the focus has been on the ethical dilemmas intrinsic to a professional role, or what Bill May has usefully termed "quandary ethics."Abstract:
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?read more
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Faculty cultures, faculty values
TL;DR: The authors define culture as "the collective, mutually shaping patterns of norms, values, practices, beliefs, and assumptions that guide the behavior of individuals and groups" and explain that culture is an interpretive framework for understanding and appreciating events and actions.
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Sources of stress in academe: A national perspective
TL;DR: The purpose of the national faculty stress research project as discussed by the authors was to examine stress experienced by faculty in institutions of higher education, and the study sample of 80 institutions was drawn from the population of all U. S. doctoral-granting institutions in the United States.
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Academic integrity: a review of the literature
TL;DR: A literature review on academic integrity, which encompasses the values, behaviour and conduct of academics in all aspects of their practice, is provided in this paper. But, the review indicates that much of the literature is framed in terms of misconduct or academic corruption with research ethics the dominant focus.
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The rise of professionalism
TL;DR: In the medical and teaching professions, the importance of narrow responsibilities is consciously and unconsciously emphasized, exaggerating the "dignity" of the functions as mentioned in this paper, and the professional's sense of power and authority flows not only from his actual command over special knowledge but also from his control over interpersonal situations.
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