Developing and Documenting a Code of Ethics for
the Professionals in the field of Education

By

Dr. Kumuda Tripathy
M.A., Ph.D.
Faculty Member
ICFAI Business School
Pune, Aundh-411 007

Mrs. Smita Chavan
M.Sc. M.C.M.

Mrs. Rupali Jain
M.Sc. MBA
 

Introduction :

Ethics is concerned with the norms of human social behavior. It is that study of human behaviour which propounds the supreme good of human life and which formulates the judgements of right and wrong and good and evil. The Brthadaranyaka Upanishad sums up a whole ethical philosophy in three words: Daammyat, datta and dayadhvam - self-control, charity and compassion. (These are the three Ds which T.S. Eliot uses in his poem 'The Wasteland' as the message from the ancient world to the conflict-ridden modern world.)

Both the Vedic writings and Platonism viewed ethics as somehow inherent in the very structure of the universe. They were a code of conduct that could be learned as a sort of knowledge by the wise. In both cases ethical philosophy recommended codes and duties as being the basis for right living and right action.

Ethics in Education :

The education sector - by including teaching / learning of ethical values and behaviors in the b-school curricula- is regarded today as a major component of strategies to fight corruption. It is therefore, of vital importance to ensure integrity and limit unethical behaviours within the education sector itself. Otherwise, in a 'corrupt environment' education cannot successfully promote ethical values and behaviors. A large number of factors contribute to the lack of transparency in the management of the education sector. When looking at various areas in management, it is possible to identify for each, potentially corrupt practices, and their impact on the education system.

Several countries have tried to address the challenge of improving teachers' behavior and enforcing codes of conduct. (i)teachers are neglecting their mainstream duties in favor of tutorial work; (ii)public facilities are being used for private interest; (iii)pressures are being exerted on parents to pay for private tutoring;(iv)distortions are occurring in the way the curriculum is taught to encourage private tutoring; and (v) pupils are penalized when not attending private sessions. The case of Hong Kong is regarded as very convincing: it involves both a transparent approach in the preparation of the codes; wide dissemination; training of teachers; establishment of a council for monitoring the implementation and adoption of handling procedures. (Giacalone, 2003)

Ethics in Profession :

In defining a profession's practical ideal, it is important to operate within the parameters of three basic axiological principles: First, one should consider human beings within the democratic context of their lives. Second, the concrete social and cultural values within which one practices the profession must be considered. Finally, three, one must define the essence and the goal of the profession.  (Kasher Asa , 2003)

Can Ethics be Taught ?

In a recent editorial, the Wall Street Journal ( Kasher Asa , 2003) announced that ethics courses are useless because ethics can't be taught. The issue raised by the newspaper is a serious one: Can ethics be taught? The issue is an old one. Almost 2500 years ago, the philosopher Socrates debated the question with his fellow Athenians. Socrates' position was clear: Ethics consists of knowing what we ought to do, and such knowledge can be taught. Most psychologists today would agree with Socrates. In an overview of contemporary research in the field of moral development, psychologist James Rest summarized the major findings as follows:

• Dramatic changes occur in young adults in their 20s and 30s in terms of the basic problem-solving strategies they use to deal with ethical issues.
• The extent to which change occurs is associated with the number of years of formal education (college or professional school).
• Deliberate educational attempts (formal curriculum) to influence awareness of moral problems and to influence the reasoning or judgment process have been demonstrated to be effective.

Can ethics be taught? If you look at the hard evidence psychologists have amassed, the answer is yes.( ethics@scu.edu )

Framework for ethical decision making:

Ethics or morality decides the standards of action and character traits. The following steps help ethical decision making.

Step1: -Recognize the moral issue:

Is there something wrong or a damaging conflict?
Is the issue institutional /legal /global /human race?

Step2: - Get the facts

The next step in analyzing moral issues is obvious but not always easy.

• What are the relevant facts of the issue?
• What are the stakes?
• What are the options?

Facts by themselves only tell us what is; they do not tell us what ought to be. In addition to getting the facts, resolving an ethical issue also requires an appeal to values.

Step3: - Evaluate the alternative actions from various moral perspectives

We ask who will be affected by each action and what benefits or harms will be derived from each.

Which option would produce most good and do the least damage? Which option respects the right and dignity of all stake holders? Which option would promote common good and help all participate more fully? Which option would enable development of virtues and character traits?

Step4: - Make a Decision:

Considering these perspectives, which of the options is the right thing to do?

• The ethical action is the one that provides the greatest good for the greatest number.

Step5: - Act, then reflect on the decision latter

• What was the outcome? What are the lessons learnt?
• How would you change future decision making?

Universe/population: College teachers of  Pune
Sample unit: College teachers
Sample size: 50
Sampling method: Purposive sampling
Field survey: Administering of questionnaire
Survey tool: Structured questionnaire

Contact method: Personal contact

Flowchart of Methodology - Action Steps
 

Analysis and Interpretation of Data

Q.1 Late coming					Weighted	Average
	rank1	rank2	rank3	rank4	Total	Rank
1. Ignore, if not affecting the class schedule	6	10	12	8	86	3
2. Strictly monitor with late muster	6	6	12	14	80	4
3.Flexible time table	10	12	8	4	96	2
4.Teacher must have inner urge to come on time	28	4	2	4	132	1

Q.2 Lack of  preparation					Weighted	Average
	rank1	rank2	rank3	rank4	Total	Rank
1.Allocate the subject according to one's interest and proficiency, provide necessary training	20	6	12	2	124	3
2. Monitor the classes by preplanned schedule from each teacher	6	10	12	10	88	4
3.Motivate by rewarding for good performance	20	12	8	2	134	1
4.Every teacher must have internal urge to acquire new knowledge	18	14	4	4	126	2

Q.3 Taking leave without prior adjustment				Weighted	Average
	op1	op2	op3	Total	Rank
1.It's ok!Let students enjoy the off period	2	8	20	42	3
2.Take disciplinary action without exception in all such cases	16	12	8	80	1
3.It is not possible to do adjustments due to heavy load of others	10	16	4	66	2

Q.4 Cracking substandard jokes in the class				Weighted	Average
	op1	op2	op3	Total	Rank
1. Teacher must realize that it affects teacher's image	20	8	10	86	2
2.Management should have proper feedback system for control	16	16	8	88	1
3.Management should take appropriate action	10	18	8	74	3

Q.5 Giving important questions for reducing  Teaching					Weighted	Average
	op1	op2	op3	op4	Total	Rank
1.It's ok! At least students prepare that much	0	2	12	20	50	4
2. Get question papers set from outsiders	4	10	10	12	78	3
3. Teacher should give importance to learning	26	8	2	0	132	2
4. Have creative ways of evaluating students	22	14	0	4	134	1

Q.6 Partiality in assessment of answer sheets , evaluation, internal marks				Weighted	Average
	op1	op2	op3	Total	Rank
1.Conduct objective computerized test	10	14	4	62	2
2.Do assessment by outsiders/visiting faculty	8	10	10	54	3
3.Teacher should evaluate according to actual performance	30	0	6	96	1

Q.7 Considering teaching as secondary activity				Weighted	Average
	op1	op2	op3	Total	Rank
1. Give increment in salary according to performance	22	10	2	88	2
2. Load teachers to remain busy	2	6	22	40	3
3.Engage teachers in research/consultancy work	24	16	0	104	1

Q.8 Less devotion, less involvement in college work				Weighted		Average
	op1	op2	op3	Total		Rank
1.Give responsibilities with proper authority	26	8	4	98		1
2.Allocate work according to one's interest	18	10	4	78		2
3. Offer motivational incentives	14	6	12	66		3
Q.9 Downgrading or talking loosely about other teachers in the class				Weighted	Average
	op1	op2	op3	Total	Rank
1.Reduce rivalry and unhealthy competition amongst teachers	10	10	12	62	3
2.Upgrade organizational culture	24	8	2	90	2
3.Improve teacher's own value system	28	8	2	102	1

Q.10 Acting as informer or grapevine to higher authorities				Weighted	Average
	op1	op2	op3	Total	Rank
1.Authorities should have transparancy on their dealings	26	4	4	90	2
2.Authorities to give equal treatment to all	22	12	6	96	1
3.Create official channels of commnication	12	18	4	76	3

Design and Implementation of Training Session to Teach Ethics:

In this study we describe an exercise in which participants required to create an ethics training session and accompanying manual for a particular industry / profession. Participants are directed to form group of 5 to 7 members and they work together to develop an ethics training program and accompanying manual i.e. focus on a specific industry / profession. Participants may choose industry/profession like advertising, banking, telecommunication, automobiles, layers, doctors, etc. The issues they must contemplate include the following what are the ethical issues in the industry/profession? What would trainees need to know about ethical issues specific to the industry/ profession? What are the common causes of these ethical dilemmas? What techniques and information would help trainees prevent ethical problems before they arise, prepare them to solve the ethical problems and empower them to feel confident and comfortable with their decisions. Participants are instructed that the focus of the training session is to help trainees improve their recognition and resolution of ethical issues and their subsequent ethical decision making process (Knouse and Giacalone, 1992). They are advised that the focus of the training should clearly be "how to" rather than descriptive. Participants should cover as many relevant issues as possible within the time constraint of a semester. At the end of the semester every group will present it in the class with all details to create live effect. This approach affords variety as well as an ability to focus on how common ethical issues manifest themselves within an industry profession.

The exercise has been done for teaching profession as an example. It could be replicated, with changes, for other industries / profession.

Manual of code of conduct for college teacher:

Ethical Issues / Norms	Recommended conduct
1.Less devotion, less involvement in     college work	Give responsibilities with proper authority
2.Lack of preparation (not updating     knowledge, skills)	Motivate by rewarding for good performance
3.Considering teaching as secondary activity , engaging oneself in other activities	Engage teachers in research work / consultancy     on fee-sharing basis
4.Partiality in assessment of answer sheets ,    evaluation, internal marks,etc	As a teacher one should evaluate according to     actual performance of student.
5.Taking leave without prior adjustment	Take disciplinary action without exception, in    all such cases
6. Giving important questions for reducing      teaching	Have  creative ways of judging students (Mock tests, surprise tests, open book tests etc)
7. Downgrading or talking loosely about     other teachers in the class	Upgrade/Improve Teacher's own value system
8.Acting as informer or grapevine to higher  authorities for receiving favours,   concessions, etc.	Authorities to give equal treatment to all
9. Cracking substandard jokes in the class    (for popularity )	Management should have proper feedback    system through which it can be controlled
10. Late coming	Teacher must have inner urge to come on time

References:

1. Activities Report (1999); Heinz-Horst Deichmann Chair of Business Ethics.

2. Knouse S. B.and Giacalone R. A., (1992) "Ethical decision making in business: Behavioral issues and concerns." Journal of Business Ethics 11, 369, 377

3. Knouse S. B., Giacalone R. A. and Jurkiewics C. A. (2003) "A Capstone Project in Business Ethics: Building an Ethics Program." Journal of Management Education Vol 27 No. 5

4. Kasher A. (2003); "Professional Ethics and its Social Significance" Laura     

Schwarz-Kipp Chair of Professional Ethics of Philosophy of Practice, Tel-Aviv University.

5. Shivramkrishnan V. (Asso. Editor Bhavan's Journal); "The Cultural Heritage of India."

6. Tamari M. (2003); Center for Business Ethics and Social Responsibility; Jerusalem College of Technology.

www.paricenter.com/conferences/ethics/index.php
 

Dr. Kumuda Tripathy
M.A., Ph.D.
Faculty Member
ICFAI Business School
Pune, Aundh-411 007

Mrs. Smita Chavan
M.Sc. M.C.M.

Mrs. Rupali Jain
M.Sc. MBA
 

Source: E-mail June 21, 2006

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