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  1. Scientific misconduct from the perspective of research coordinators: a national survey.E. R. Pryor, B. Habermann & M. E. Broome - 2007 - Journal of Medical Ethics 33 (6):365-369.
    Objective: To report results from a national survey of coordinators and managers of clinical research studies in the US on their perceptions of and experiences with scientific misconduct.Methods: Data were collected using the Scientific Misconduct Questionnaire-Revised. Eligible responses were received from 1645 of 5302 surveys sent to members of the Association of Clinical Research Professionals and to subscribers of Research Practitioner, published by the Center for Clinical Research Practice, between February 2004 and January 2005.Findings: Overall, the perceived frequency of misconduct (...)
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  • Academic ethics: problems and materials on professional conduct and shared governance.Neil W. Hamilton - 2002 - Westport, Conn.: Praeger.
    This book suggests that the umbrella academic organizations step forward and draft a model code of ethics for the profession of higher education.
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  • Academic Integrity as an Institutional Issue.Patricia Keith-Spiegel & Bernard E. Whitley - 2001 - Ethics and Behavior 11 (3):325-342.
    Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a campus-wide ethos that encourages integrity.
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  • Academic Integrity as an Institutional Issue.Bernard E. Whitley - 2001 - Ethics and Behavior 11 (3):325-342.
    Academic dishonesty among students is not confined to the dynamics of the classrooms in which it occurs. The institution has a major role in fostering academic integrity. Ways that institutions can have a significant impact on attitudes toward and knowledge about academic integrity as well as reducing the incidence of academic dishonesty are described. These include the content of an effective academic honesty policy, campus-wide programs designed to foster integrity, and the development of a campus-wide ethos that encourages integrity.
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  • We Scholars. Changing the Culture of the University.David Damrosch - 1996 - British Journal of Educational Studies 44 (1):124-126.
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  • Faculty misconduct in collegiate teaching.John M. Braxton - 1999 - Baltimore, Md.: Johns Hopkins University Press. Edited by Alan E. Bayer.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And what (...)
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  • Perceptions of ethical behaviour among business faculty in canada.Chet Robie & Lisa M. Keeping - 2004 - Journal of Academic Ethics 2 (3):221-247.
    Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American (...)
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  • The good professor.J. Angelo Corlett - 2005 - Journal of Academic Ethics 3 (1):27-54.
    This paper seeks to provide a philosophical analysis of the features of an excellent professor, but a well-balanced one, professionally speaking. What makes for excellence in research, teaching and service is explored in some detail, with attention paid to the contexts of four-year colleges and comprehensive universities in the united states.
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  • The Leadership Compass: Values and Ethics in Higher Education.John R. Wilcox & Susan L. Ebbs - 1992 - Jossey-Bass.
    Analyzes the varied discourse on values and ethics. Addresses the need for self-scrutiny and explores leadership, the professoriate, and campus culture. Also examines academic integrity, freedom of speech, and the conflict between individual rights and the needs of the academic community.
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  • Integrating Ethics All the Way Through: The Issue of Moral Agency Reconsidered.Rogene A. Buchholz & Sandra B. Rosenthal - 2006 - Journal of Business Ethics 66 (2-3):233-239.
    Integrating "ethics all the way through" an organization suggests that the issue of moral agency and the corporation be reconsidered. Is the corporation a moral agent in some sense or is it no more than the people who are a part of the organization? Views which stress the role of the individual lose sight of the whole corporate entity, and views which think of the corporation as a collective lose sight of the individual. A view which rejects both these alternatives (...)
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  • Perspectives on Scholarly Misconduct in the Sciences.J. M. Braxton (ed.) - 1999 - Ohio State University Press.
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  • Collegial professionalism: the academy, individualism, and the common good.John Beecher Bennett - 1998 - Phoenix, Ariz.: Oryx Press.
    Throughout the book, Bennett offers a variety of thoughtful suggestions on recovering and strengthening the collegium. He also describes the key intellectual and moral virtues that lie at the heart of the academy's mission to advance learning. Specific strategies for implementing this relational model within the academy are provided, with special attention to the constructive role that chairpersons and deans can play.
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