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  1. Appropriate supervisor--graduate student relationships.Lynne E. Sullivan & James R. P. Ogloff - 1998 - Ethics and Behavior 8 (3):229 – 248.
    Given that university faculty members and supervisors practicing in the community have been involved in at least one research supervisor-graduate student relationship, it is surprising that so little attention has been paid to the ethical issues involved in such relationships. Indeed, as a student and her or his graduate research supervisor may be involved in a close working relationship for many years, it is understandable that several opportunities can arise that could be considered dual or multiple relationships. Examples of such (...)
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  • Multiple relationships between graduate assistants and students: Ethical and practical considerations.Sarah E. Oberlander & Jeffrey E. Barnett - 2005 - Ethics and Behavior 15 (1):49 – 63.
    Most, if not all, psychologists have served as teaching or research assistants during graduate school, been instructed by teaching assistants, or both. As both faculty and students themselves, graduate assistants are faced with several dilemmas for which they typically have little preparation or guidance. These issues are explored in the context of the existing literature on multiple relationships in academic settings. Recommendations are made for graduate assistants, their faculty supervisors or mentors, and administrators to proactively address and confront these challenges (...)
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  • Professional and institutional morality: building ethics programmes on the dual loyalty of academic professionals.Andre Nijhof, Celeste Wilderom & Marlies Oost - 2012 - Ethics and Education 7 (1):91 - 109.
    Most professionals have the arduous task of managing their own dual loyalty: in one contextual relationship, they are members of a profession while simultaneously they are employed as members of a locally established organisation. This sense of a dual loyalty has to be taken into account when professional bureaucracies develop ethics programmes. This article focuses on universities. Accounting for the dual loyalty of academic professionals, it is the objective of the study to contribute to the most appropriate ethics programmes in (...)
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  • Why Professors Ignore Cheating: Opinions of a National Sample of Psychology Instructors.Patricia Keith-Spiegel, Barbara G. Tabachnick, Bernard E. Whitley Jr & Jennifer Washburn - 1998 - Ethics and Behavior 8 (3):215-227.
    To understand better why evidence of student cheating is often ignored, a national sample of psychology instructors was sampled for their opinions. The 127 respondents overwhelmingly agreed that dealing with instances of academic dishonesty was among the most onerous aspects of their profession. Respondents cited insufficient evidence that cheating has occurred as the most frequent reason for overlooking student behavior or writing that might be dishonest. A factor analysis revealed 4 other clusters of reasons as to why cheating may be (...)
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  • Animals in Psychology Education and Student Choice.Paul Cunningham - 2000 - Society and Animals 8 (2):191-212.
    This article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals in (...)
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  • Too Close for Comfort? Faculty–Student Multiple Relationships and Their Impact on Student Classroom Conduct.Rebecca M. Chory & Evan H. Offstein - 2018 - Ethics and Behavior 28 (1):23-44.
    Professors are increasingly encouraged to adopt multiple role relationships with their students. Regardless of professor intent, these relationships carry risks. Left unexamined is whether student–faculty social multiple relationships impact student in-class behaviors. Provocatively, our exploratory study provides empirical support suggesting that when undergraduate students perceive that their professors engage in the multiple faculty–student relationships of friendships, drinking (alcohol) relationships, and sexual partnerships, students report they are more likely to engage in uncivil behaviors in the professor’s classroom. Accordingly, our study provides (...)
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  • Outside the Classroom Walls: Perceptions of Professor Inappropriate Out-of-Class Conduct and Student Classroom Incivility among American Business Students.Rebecca M. Chory & Evan H. Offstein - 2017 - Journal of Academic Ethics 15 (3):197-214.
    Under higher education’s contemporary consumer model, students are treated as customers and professors are encouraged to increase student engagement through more personal out-of-class interactions, often in social settings. In the course of this more personal student-faculty involvement, students inevitably encounter or learn of their professors’ occasional inappropriate or unethical behavior. In the present study, we investigated the impact of 145 American undergraduate Business students’ perceptions of their professors’ inappropriate out-of-class behavior on student beliefs and in-class behavior. Results indicate that student (...)
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  • College Students' Perceptions of Student-Instructor Relationships.Anne Bowen & Sue Ei - 2002 - Ethics and Behavior 12 (2):177-190.
    Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate students attending (...)
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