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  1. Developing a code of ethics for academics: Commentary on ‘ethics for all: Differences across scientific society codes’.Celia B. Fisher - 2003 - Science and Engineering Ethics 9 (2):171-179.
    This article discusses the possibilities and pitfalls of constructing a code of ethics for university professors. Professional, educational, legal, and policy questions regarding the goals, format, and content of an academic ethics code are raised and a series of aspirational principles and enforceable standards that might be included in such a document are presented for discussion and debate.
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  • Mentors, advisors and supervisors: Their role in teaching responsible research conduct.Stephanie J. Bird - 2001 - Science and Engineering Ethics 7 (4):455-468.
    Although the terms mentor and thesis advisor (or research supervisor) are often used interchangeably, the responsibilities associated with these roles are distinct, even when they overlap. Neither are role models necessarily mentors, though mentors are role models: good examples are necessary but not sufficient. Mentorship is both a personal and a professional relationship. It has the potential for raising a number of ethical concerns, including issues of accuracy and reliability of the information conveyed, access, stereotyping and tracking of advisees, and (...)
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  • Ethics and the funding of research and development at universities.Raymond E. Spier - 1998 - Science and Engineering Ethics 4 (3):375-384.
    As a result of a gradual shifting of the resourcing of universities from the public to the private sector, the academic institution has been required to acquire some of its additional funding from industry via partnerships based on research and development. This paper examines this new condition and asks whether the different mission statements or modi operandi of the university vis à vis industry throws up additional ethical issues. While there are conditions where the interactions between industry and the university (...)
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