Showing papers on "Professional ethics published in 2020"
20 Jul 2020
120 citations
TL;DR: Nursing practice is challenged by organizational structures and the development of the health care system, inhibiting nurses’ professional decision-making and forcing them to compromise basic nursing values.
Abstract: Background:Nursing care is rapidly evolving due to the advanced technological and medical development, and also due to an increased focus on standardization and the logic of production, permeating ...
66 citations
TL;DR: The current COVID-19 pandemic places maternity staff at risk of engaging in clinical practice that may be in direct contravention with evidence; professional recommendations; or, more profoundly, deeply held ethical or moral beliefs and values, as services attempt to control the risk of cross-infection.
Abstract: The current COVID-19 pandemic places maternity staff at risk of engaging in clinical practice that may be in direct contravention with evidence; professional recommendations; or, more profoundly, deeply held ethical or moral beliefs and values, as services attempt to control the risk of cross-infection. Practice changes in some settings include reduction in personal contacts for tests, treatments and antenatal and postnatal care, exclusion of birth partners for labor and birth, separation of mother and baby in the immediate postnatal period, restrictions on breastfeeding, and reduced capacity for hands-on professional labor support through social distancing and use of personal protective equipment. These enforced changes may result in increasing levels of occupational moral injury that need to be addressed at both an organizational and a personal level. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
45 citations
TL;DR: The benefits and weaknesses of the HEC-C Program are described and constructive feedback on how the process might be strengthened is offered, as well as the team’s experience in preparing for the exam.
Abstract: Efforts to professionalize the field of bioethics have led to the development of the Healthcare Ethics Consultant-Certified (HEC-C) Program intended to credential practicing healthcare ethics consultants (HCECs). Our team of professional ethicists participated in the inaugural process to support the professionalization efforts and inform our views on the value of this credential from the perspective of ethics consultants. In this paper, we explore the history that has led to this certification process, and evaluate the ability of the HEC-C Program to meet the goals it has set forth for HCECs. We describe the benefits and weaknesses of the program and offer constructive feedback on how the process might be strengthened, as well as share our team's experience in preparing for the exam.
34 citations
TL;DR: Standing Up against Gender Bias and Harassment Health professionals have a moral duty to practice “upstanding” — intervening as bystanders — in response to sexual harassment and gender bias.
Abstract: Standing Up against Gender Bias and Harassment Health professionals have a moral duty to practice “upstanding” — intervening as bystanders — in response to sexual harassment and gender bias, an obl...
30 citations
TL;DR: Moral distress was associated with feelings of anguish, professional intimidation, and organizational factors that impacted the delivery of ethically based patient care.
Abstract: Aim:To examine interprofessional healthcare professionals’ perceptions of triggers and root causes of moral distress.Design:Qualitative description of open-text comments written on the Moral Distre...
27 citations
TL;DR: An ethical framework to guide medical educators to teach learners, who will bear leadership responsibilities in responses to future pandemics, professional formation is provided, based on the ethical principle of beneficence and the professional virtues of courage and self-sacrifice from professional ethics in medicine.
Abstract: In response to the COVID-19 pandemic, the Association of American Medical Colleges has called for a temporary suspension of clinical teaching activities for medical students. Planning for the continued involvement of learners in patient care during this pandemic should include teaching learners professional formation. The authors provide an ethical framework to guide such teaching, based on the ethical principle of beneficence and the professional virtues of courage and self-sacrifice from professional ethics in medicine. The authors show that these concepts support the conclusion that learners are ethically obligated to accept reasonable, but not unreasonable, risk. Based on this ethical framework, the authors provide an account of the process of teaching professional formation that medical educators and academic leaders should implement. Medical educators and academic leaders should embrace the opportunity that the COVID-19 pandemic presents for teaching professional formation. Learners should acquire the conceptual vocabulary of professional formation. Learners should recognize that risk of infection from patients is unavoidable. Learners should become aware of established ethical standards for professional responsibility during epidemics from the history of medicine. Learners should master understandable fear. Medical educators and academic leaders should ensure that didactic teaching of professional formation continues when it becomes justified to end learners' participation in the processes of patient care; topics should include the professionally responsible management of scarce medical resources. The COVID-19 pandemic will not be the last major infectious disease that puts learners at risk. Professional ethics in medicine provides powerful conceptual tools that can be used as an ethical framework to guide medical educators to teach learners, who will bear leadership responsibilities in responses to future pandemics, professional formation.
19 citations
TL;DR: Social media can be a suitable tool for developing health knowledge management processes if medical professional ethics and users' privacy managed properly, as summarized in this study.
Abstract: INTRODUCTION: Social media is becoming a new tool for developing health knowledge management. However, despite the rapid growth of research in this area, few attempts have been made to review previous research. This study tried to summarize the opportunities and challenges of using social media to managing health knowledge. METHODOLOGY: This article used a narrative approach to collect and review studies. In this review, published documents during 2010–2019 were retrieved by search in the following three electronic scientific databases: Web of Knowledge, PubMed, and Google Scholar search engine using keywords including social media, public health, health knowledge, knowledge management, and health promotion. RESULTS: Social media by overcoming geographical barriers, developing health promotion, facilitating decision-making, and providing public health education has been able to enhancing health awareness and improving health behavior. Doctors' unwillingness to interact with the public, lack of compliance with the principles of medical ethics, users' privacy concerns, and difficulty of managing negative comments are the four challenges to health knowledge management in social media. CONCLUSION: Social media can be a suitable tool for developing health knowledge management processes if medical professional ethics and users' privacy managed properly.
14 citations
TL;DR: In this paper, the authors used brief interventions to determine whether a prime of two ethical professional standards (Integrity; Advocacy) affects tax practitioners' recommendations to their clients, and they found that the order of professional ethical standard intervention significantly affects practitioners' judgments.
Abstract: Professional integrity is a fundamental principle of the International Ethics Standards Board for Accountants Code of Ethics (IESBA, in Code of ethics for professional accountants, IFAC, New York; IESBA, Code of ethics for professional accountants, IFAC, New York, 2016). This does not apply directly to members of a particular professional body, but rather member organizations from around the globe are required to adopt a code no less stringent than the principles in the IESBA Code. Hence, all professional accountants are required to possess integrity as a core ethical principle. In the USA, certified public accountants must, in addition, also adhere to the principle of client advocacy in relation to their tax clients. Despite extensive prior literature on accounting ethics, firm culture, and ethical codes, no prior research has tested whether the communication of an Integrity ethical standard actually affects practitioners’ actual judgments and decisions. In this study, we use brief interventions to determine whether a prime of two ethical professional standards (Integrity; Advocacy) affects tax practitioners’ recommendations to their clients. One implication for professionalism in tax practice is our finding that a brief intervention of professional standards can directly impact on practitioners’ judgments. Most notably, a joint presentation of Advocacy and Integrity leads to contrasting results that depend on the order of the intervention. In sum, when the Integrity (Advocacy) standard was presented before the Advocacy (Integrity) standard, tax practitioners were significantly less (more) likely to choose a tax-favorable outcome. That is, the order of professional ethical standard intervention significantly affects tax practitioners’ judgments.
14 citations
TL;DR: According to the findings, both background and individual factors affect development of professional ethics in students and understanding these factors along with reinforcement of educational planning in this field can improve healthcare services.
Abstract: Background:Ethics development is one of the most important aspects of professional practice in health sciences students Understanding factors affecting ethics development can enhance clinical and
14 citations
TL;DR: In this paper, the authors identify the challenges that public relations must assume in the coming years, but how will the professional field face them? Are the organizations and institutions prepared to assume the new needs that constant adaptation demands? What are the priorities that they must establish so that the profession is renewed?
Abstract: There are several studies and reports that identify the challenges that Public Relations must assume in the coming years, but how will the professional field face them? Are the organizations and institutions prepared to assume the new needs that constant adaptation demands? What are the priorities that they must establish so that the profession is renewed? The profession, in order to face the challenges that the future holds in the changing society in which we live, must commit itself to training. Thanks to training, public relations professionals will be able to achieve a high degree of specialization in the discipline. Strategic vision, Public Relations (PR) assessment, commitment to quality and professional ethics, transparency, as well as inclusion and equality must be the benchmarks of the sector.
TL;DR: In this paper, the authors analyzed some factors that affect the professional auditor's scepticism, such as experience, independence, gender, and professional ethics, and found that the impact of these factors on auditor professional scepticism was significant.
Abstract: Article History: Received September 12, 2019 Accepted June 30, 2020 Available July 30, 2020 This study is aimed to analyze some factors that affect the scepticism of professional auditor. These factors are experience, independence, gender, and professional ethics. Population of this research were 347 auditors who work at the public accounting firm in Central Java and Yogyakarta. Sampling technique used convenience sampling and obtained sample of 83 auditors. For collecting data, the writer used questionnaires. The method of analyzing data was descriptive analysis and multiple regression analysis with IBM SPSS version 21 application. The statistical method used to examine the hypothesis was Moderated Regression Analysis (MRA). The results of this study indicate that the experience of auditors, gender, and professional ethics have a significant effect on auditor professional scepticism. While independence, interaction of experience and professional ethics, interaction of independence and professional ethics, as well as the interaction of gender and professional ethics have no significant effect on professional scepticism of auditors. The conclusion of this study is the need for experience, independence, and high ethical awareness for male and female auditors to remain sceptical in every audit practice.
TL;DR: In this paper, a prolonged educational action research project was conducted with the objective of bridging the gap between the micro and macro levels of ethical and values-based practices in welfare work.
Abstract: Results from a prolonged educational action research project – with the objective of bridging the gap between the micro and macro levels of ethical and values-based practices in welfare work – enqu...
TL;DR: An assessment model for ESAs certification comprising a four-pronged approach that aligns with professional ethics, standards of professional practice, and the law is proposed and seeks to provide clear guidelines for mental health professionals conducting ESA evaluations.
Abstract: Growth in the presence of Emotional Support Animals (ESAs) in our society has recently garnered a substantial amount of attention, both in the popular media and the professional literature. Public media abounds with stories focusing on the increasing number of animals claimed as ESAs, the impact of this growth on society, the industry claiming to certify ESAs, and the various types of animals described as "certified." The authors propose an assessment model for ESAs certification comprising a four-pronged approach for conducting these types of assessments: (1) understanding, recognizing, and applying the laws regulating ESAs, (2) a thorough valid assessment of the individual requesting an ESA certification, (3) an assessment of the animal in question to ensure it actually performs the valid functions of an ESA, and (4) an assessment of the interaction between the animal and the individual to determine whether the animal's presence has a demonstrably beneficial effect on that individual. This model aligns with professional ethics, standards of professional practice, and the law and seeks to provide clear guidelines for mental health professionals conducting ESA evaluations.
TL;DR: In this paper, the authors developed a quantitative methodology; non-experimental and descriptive type to evaluate the degree of social responsibility of the university student to face the changes of society (socially committed professional), and concluded that social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers.
Abstract: (1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.
TL;DR: In professional therapeutic settings, care-providers are required to work through dilemmas in light of a professional ethics that demands the suppression of other aspects that may inform their work as mentioned in this paper.
Abstract: In professional therapeutic settings, care-providers are required to work through dilemmas in light of a professional ethics that demands the suppression of other aspects that may inform their mora...
TL;DR: This paper will highlight and propose that a partial resolution to ethical issues that healthcare professionals need to grapple with may lie in relational understandings of autonomy, which in principle justify interventions by healthcare professionals and family that support patients in decision-making.
Abstract: Family involvement in healthcare decision-making for competent patients occurs to varying degrees in many communities around the world. There are different attitudes about who should make treatment decisions, how and why. Legal and professional ethics codes in most jurisdictions reflect and support the idea that competent patients should be enabled to make their own treatment decisions, even if others, including their healthcare professionals, disagree with them. This way of thinking contrasts with some cultural norms that put more emphasis on the family as a decision-making entity, in some circumstances to the exclusion of a competent patient. Possible tensions may arise between various combinations of patient, family members and healthcare professionals, and healthcare professionals must tread a careful path in navigating family involvement in the decision-making process. These tensions may be about differences of opinion about which treatment option is best and/or on who should have a say or influence in the decision-making process. While some relevant cultural, legal and policy considerations vary from community to community, there are ethical issues that healthcare professionals need to grapple with in balancing the laws and professional codes on decision-making and the ethical principle of respecting patients and their autonomy. This paper will highlight and propose that a partial resolution to these issues may lie in relational understandings of autonomy, which in principle justify interventions by healthcare professionals and family that support patients in decision-making.
TL;DR: This article reviewed the practical, ethical, and policymaking dimensions of public service interpreting and translation in New Zealand and revealed that several factors may explain the ongoing use of nonprofessionals across public settings: the availability of bilingual staff and community volunteers, the misrecognition of the role, difficulties around procurement of highly skilled practitioners, and cost concerns.
Abstract: This article reviews the practical, ethical, and policymaking dimensions of public service interpreting and translation in New Zealand. It shows that the country has had a limited tradition in translation and interpreting and that historically bilingual community members have been asked to perform T&I without specific training. Our review also reveals that several factors may explain the ongoing use of non-professionals across public settings: the availability of bilingual staff and community volunteers, the misrecognition of the T&I role, difficulties around procurement of highly skilled practitioners, and cost concerns. Policymakers and other members of the community have identified that these factors can negatively impact quality standards and professional ethics, as seen in the government’s recent initiative to regulate and professionalize the sector. We report on this initiative and our advisory role concerning the endorsement of a teleological approach to professional ethics.
TL;DR: It is argued that a value-based approach to professional ethics education is critically needed in engineering education, because such an approach is indispensable for cultivating self-reflective and socially engaged engineers.
Abstract: Engineering programs in the United States have been experimenting with diverse pedagogical approaches to educate future professional engineers. However, a crucial dimension of ethics education that focuses on the values, personal commitments, and meaning of engineers has been missing in many of these pedagogical approaches. We argue that a value-based approach to professional ethics education is critically needed in engineering education, because such an approach is indispensable for cultivating self-reflective and socially engaged engineers. This paper starts by briefly comparing two prevalent approaches to ethics education in science and engineering: professional (teaching professional ethical standards, including codes of ethics) and philosophical (teaching ethical theories and their applications in professional settings). While we acknowledge that both approaches help meet certain ethics education objectives, we also argue that neither of these is sufficient to personally engage students in authentic moral learning. We make the case that it is important to connect ethics education to the heart, which is extensively driven by values, and present a value-based approach to professional ethics education. We provide some classroom practices that cultivate a safe, diverse, and engaging learning environment. Finally, we discuss the implications of a value-based approach to professional ethics education for curriculum design and pedagogical practice, including opportunities and challenges for engineering faculty eager to incorporate value-based inquiry into their classrooms.
TL;DR: The history of ethics in medicine in ICRP is presented, and why this subject is important, and the benefits it can bring to the standard biomedical ethics are explained.
Abstract: Whereas scientific evidence is the basis for recommendations and guidance on radiological protection, professional ethics is critically important and should always guide professional behaviour. The International Commission on Radiological Protection (ICRP) established Task Group 109 to advise medical professionals, patients, families, carers, the public, and authorities about the ethical aspects of radiological protection of patients in the diagnostic and therapeutic use of radiation in medicine. Occupational exposures and research-related exposures are not within the scope of this task group. Task Group 109 will produce a report that will be available to the different interested parties for consultation before publication. Presently, the report is at the stage of a working document that has benefitted from an international workshop organised on the topic by the World Health Organization. It presents the history of ethics in medicine in ICRP, and explains why this subject is important, and the benefits it can bring to the standard biomedical ethics. As risk is an essential part in decision-making and communication, a summary is included on what is known about the dose-effect relationship, with emphasis on the associated uncertainties. Once this theoretical framework has been presented, the report becomes resolutely more practical. First, it proposes an evaluation method to analyse specific situations from an ethical point of view. This method allows stakeholders to review a set of six ethical values and provides hints on how they could be balanced. Next, various situations (e.g. pregnancy, elderly, paediatric, end of life) are considered in two steps: first within a realistic, ethically challenging scenario on which the evaluation method is applied; and second within a more general context. Scenarios are presented and discussed with attention to specific patient circumstances, and on how and which reflections on ethical values can be of help in the decision-making process. Finally, two important related aspects are considered: how should we communicate with patients, family, and other stakeholders; and how should we incorporate ethics into the education and training of medical professionals?
TL;DR: In this article, the authors examine how workplace learning can challenge proper ethical professional development and thus become a question of ethical concern, based on open-ended questions in a questionnaire among Norwegian police students (N = 277).
Abstract: Although workplace learning is an important part of professional learning, little is known about the unethical aspects of workplace learning. This study aims to describe students’ learning experiences from in-field training in the police. This paper aims to examine how workplace learning can challenge proper ethical professional development and thus become a question of ethical concern.,The study is based on open-ended questions in a questionnaire among Norwegian police students (N = 277) who had ended their one year’s in-field training and had returned to campus for the third and final year of police education. The data are analysed by means of a qualitative content analysis.,The paper presents two findings. First, the students learn best from assignments that push them beyond their comfort zone. Second, students struggle with their own expectations of themselves as police officers. The findings suggest that workplace learning leaves students aspiring to demonstrate their capability to be a police officer, rather than focusing on learning to be a police officer.,The study can provide organisations such as educations, public services and businesses with better understanding on how to enrich learning in their on-the-job training manuals and programmes to evolve ethical professional behaviour. Ethical considerations can help leadership to improve efficiency and performance at the workplace.,How the potentially unethical aspects of workplace learning can influence the profession’s ethical attitude is an understudied topic in studies on learning to become a professional.
TL;DR: A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and to limit the possible development of ethical confusion and moral distress.
Abstract: Background:Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each...
TL;DR: It is shown that an individual-patient-based, beneficence-based deliberative clinical judgment is not an adequate basis for organizational policy in response to a public health emergency and physicians, especially those in leadership positions, must frameshift to population-based clinical ethical judgment.
Abstract: The coronavirus disease 2019 (COVID-19) pandemic has placed great demands on many hospitals to maximize their capacity to care for affected patients. The requirement to reassign space has created challenges for obstetric services. We describe the nature of that challenge for an obstetric service in New York City. This experience raised an ethical challenge: whether it would be consistent with professional integrity to respond to a public health emergency with a plan for obstetric services that would create an increased risk of rare maternal mortality. We answered this question using the conceptual tools of professional ethics in obstetrics, especially the professional virtue of integrity. A public health emergency requires frameshifting from an individual-patient perspective to a population-based perspective. We show that an individual-patient-based, beneficence-based deliberative clinical judgment is not an adequate basis for organizational policy in response to a public health emergency. Instead, physicians, especially those in leadership positions, must frameshift to population-based clinical ethical judgment that focuses on reduction of mortality as much as possible in the entire population of patients served by a healthcare organization.
TL;DR: In this paper, the authors investigate how ethics is incorporated in the qualification process for prospective professional accountants across Australia and New Zealand by examining the structure of these qualification processes and by analysing the learning objectives and summarised content for ethics courses that prospective accountants take either at university or through the post-degree programs provided by CPA Australia and Chartered Accountants Australia/New Zealand.
Abstract: This paper investigates how ethics is incorporated in the qualification process for prospective professional accountants across Australia and New Zealand. It does so by examining the structure of these qualification processes and by analysing the learning objectives and summarised content for ethics courses that prospective accountants take either at university or through the post-degree programs provided by CPA Australia and Chartered Accountants Australia and New Zealand. We do this to understand how the ‘sandwich’ approach to teaching ethics (Armstrong, Journal of Accounting Education 11(1):77–92, 1993) is implemented. This approach advocates a standalone ethics course, followed by ethical cases that are integrated across accounting courses, and subsequently a capstone course that combines ethics and professionalism. We test the extent to which this approach is adopted and examine how its application relates to the components of moral behaviour (Rest, Moral development: Advances in research and theory, Praeger Publishers, New York, 1986). The results provide three significant contributions. The first is that the ‘sandwich’ approach is not in place for most prospective accountants as only a minority of programs include a mandatory course with a substantial ethics component, and this is more likely in undergraduate rather than postgraduate programs. The second contribution is that although moral sensitivity and moral judgement are widely considered, little attention is given to issues of moral motivation and moral character. We suggest that change is unlikely without explicit ethical education requirements from the professional accounting bodies. The paper also makes a final contribution by proposing a more nuanced typology characterising the degree to which ethics is incorporated in particular courses.
TL;DR: In this paper, a qualitative field study is based on interviews with 20 experienced audit partners in France and documents the dialogical dimension of ethical deliberation in auditing, finding that audit partners consult each other when faced with an ethical dilemma at work.
Abstract: This qualitative field study is based on interviews with 20 experienced audit partners in France and documents the dialogical dimension of ethical deliberation in auditing. We ask: do audit partners consult each other when faced with an ethical dilemma at work? Who among their peers do they prefer to consult and why? Our analysis provides evidence that audit partners do not deliberate alone, contrary to what psychological experimental research on audit ethics usually postulates. When faced with an uncertain situation in terms of professional ethics, they seek reassurance by consulting colleagues. Not just any colleagues, however. Whom they consult depends on whether they wish to avoid or take measured ethical risks. Overall, we find that audit partners approach ethics as a personal and collective risk that must be managed in specific ways. This study enriches what we know about auditor ethics by helping to shed light on what is usually inaccessible to researchers: the questions that audit partners ask their peers when faced with uncomfortable ethical issues in client engagements before making a decision they find acceptable.
TL;DR: The Euthanasia Attitude Scale is a reliable and valid instrument to measure the attitudes toward euthanasia in a sample of Spanish nursing students and will be valuable in future studies examining the attitude and implication of nurses.
Abstract: Background:Considering the extensive debate that is currently taking place in Spain regarding euthanasia, it is important to examine the attitude of professionals who perform most of their duties a...
TL;DR: A decision-making process for evaluating the ethicality of behavior under a particular set of circumstances is proposed and the broader professional and legal context of any profession’s ethics code and enforcement activity is discussed.
Abstract: Rosenberg and Schwartz (Behavior Analysis in Practice, 12, 473-482, 2019) criticize a number of aspects of the Behavior Analyst Certification Board's Professional and Ethical Compliance Code for Behavior Analysts and propose, as an alternative, a decision-making process for evaluating the ethicality of behavior under a particular set of circumstances. We respond to the authors' main criticisms and discuss the broader professional and legal context of any profession's ethics code and enforcement activity.
TL;DR: There has been very little change in how human rights have been included within the Canadian nursing codes of ethics, which spans the very first code in Canada to the most recently adopted.
Abstract: Human rights are foundational to the health and well-being of all individuals and have remained a central tenet of nursing's ethical framework throughout history. The purpose of this study is to explore continuity and changes to human rights in nursing codes of ethics in the Canadian context. This study examines nursing codes of ethics between the years 1953 and 2017, which spans the very first code in Canada to the most recently adopted. The historical method is used to compare and contrast human rights language, positioning and descriptions between different code editions. The findings suggest there has been very little change in how human rights have been included within the Canadian nursing codes of ethics. Furthermore, we consider how changes within the nursing profession have influenced the authority of codes of ethics and their ability to support nurses in carrying out ethical obligations specific to human rights. Finally, the impacts and implications of these changes are discussed concerning the protection of human rights in today's healthcare landscape in Canada.
31 Jan 2020
TL;DR: In this paper, the authors reviewed the discussions on conceptual definitions of ethics and professional ethics, to commentate on professional ethical codes in teaching in different countries, to portray the current situation of ethics education, the study employed review method.
Abstract: As a philosophical field of study ethics has a long history. There is a considerable amount of literature in professional ethic and ethical codes, as well. However, the changing status of school and teaching require ethics to be revisited and discussions to be made particularly on teachers’ professional ethics in todays’ context. This study aims to contribute to the discussions needed. Specifically, aiming to review the discussions on conceptual definitions of ethics and professional ethics, to commentate on professional ethical codes in teaching in different countries, to portray the current situation of ethics education, the study employs review method. According to the results of the review, developing ethical codes in teaching profession is of great importance both for the professional status of it and the fact that it is a “moral endeavor” itself and a culture bearer. Ethical codes can be developed either by professional unions, governmental agencies or institutions. Yet, it is a necessity to have discussions on what values these codes are built upon and how they should be updated accordingly. Although developing ethical codes is a fundamental step, it isn’t a guarantee of having teachers demonstrate ethical dispositions, behaviors and make good and right decisions. To fulfill these aspirations, it is widely accepted that teachers should have formal education on ethics. Similar to the worldwide trend, in Turkish faculties of education there is a reluctance and incongruity in including a course on ethics. In the chaotic environment of postmodern era, it is urgently suggested that the discussion on teaching of ethics should be done duly and these discussions should shape teacher training practices.
31 Jan 2020
TL;DR: In this article, the authors meta-analytically pooled and synthesized thirty studies related to ethical compliance and locus of control in the light of auditors' independence and public and professional commitment.
Abstract: This study meta-analytically pooled and synthesized thirty studies related to ethical compliance and locus of control in the light of auditors’ independence and public and professional commitment. This was informed by the increasing corporate and audit failures recorded in the early 2000s despite existing professional ethics. Qualitative information were obtained from synthesized related studies and coded into quantitative data for analysis. The translated data were tested using OLS with the E-view 9 software for correlation and regression analyses. The regression analysis revealed a strong positive relationship between locus of control and ethical compliance, hence, the only hypothesis in the study was rejected, and the conclusion of the study is that, “ethical compliance is a function of an individual accountant or auditor’s locus of control”. Consequently, the study recommends that professional bodies and institutions should consider personality factors in the setting and implementation of professional ethics.