Insights from First Amendment considerations and from developmental psychology are utilized in suggesting that whatever value codes of ethics may hold for the mass media, they represent serious difficulties in inculcating substantial ethical values in individual journalists and in the profession as a whole. Evidence from developmental psychology suggests that codes are probably of some limited value to the neophyte working in the media. Codes also help assure non?journalists that the industry really is concerned about ethics. However, codes probably should (...) be relegated to a framed wall hanging for any journalists who have advanced beyond their internships. Confusion reigns because codes are often founded on moralistic rather than moral?philosophical bases, and there is a blurring between general precepts and specific practices covered in codes. As individual professionals mature intellectually and ethically, they should transcend socially?approved conventions codified by ?regulators,?; and begin to become social catalysts in their own rights, according to this essay. (shrink)

This study gathered preliminary baseline data on the moral development of journalists using the Defining Issues Test, an instrument based on Kohlberg's 6 stages. Results show that a sample of journalists scored 4th highest among professionals tested using the DIT. The journalists ranked behind seminarians/philosophers, medical students, and physicians but above dental students, nurses, graduate students, undergraduate college students, veterinary students, and adults in general. No significant differences were found between various groups of journalists, including men and women, and broadcast (...) and print journalists. The journalists in the study scored significantly higher on the 3 journalism-specific dilemmas than on 3 nonjournalism dilemmas. (shrink)

Student news interns with major United States newspapers are surveyed for their ethical judgments and to determine how much ethical instruction they have received. The instrument used is a modification of the American Society of Newspaper Editors (ASNE) audit questionnaire. Students seemed to reflect the values of the profession, perceived a futility in written codes, and recognized conflicts between professional and private ethics.

This study assesses the disconnect between television news directors' and journalism students' perceptions of issues in media ethics. Responses from 60 news directors and 166 students enrolled in ethics courses at three universities offer insight into what issues practitioners actually face, what issues students think they will face, and how serious each group perceives potential ethical dilemmas to be. Both groups agree that ethics is best learned on the job.

As the worlds of economics, politics, culture, and communications face a growing wave of globalization that will likely continue, ethical challenges for journalists have also gone global. I propose a clear division between ethics codes for media owners, the public, and professional journalists and present a set of considerations and specific rules applicable only to the last group. In this article I advocate a universal code of journalistic ethics but point out problems and warn against dangers that have made the (...) application of such codes difficult in the past. A universal code should consider the voluntary nature of such an endeavor, the cultural and economic differences in various journalistic traditions, and the problem of producing solutions acceptable to all involved. (shrink)

The field of journalism has experienced recent upheavals caused in part by shifts in technology, economic challenges, and questions about the concept of truth telling. This study compares the new version of the Society of Professional Journalists’ Code of Ethics with its 1996 version in an effort to determine how journalists who embrace the ethos of a profession have responded to these challenges, as reflected in the standards and practices outlined in their code. A framework for systematically reading codes is (...) offered. The changes are examined in light of relevant moral theories. (shrink)

On e recent change in the Society of Professional journalists Code of Ethics emphasizes that journalists should consider minimizing harm to society. This emphnsis follows more than a decade of thinking by educators who have called for teaching journalism students moral philosophy and moral reasoning decision making models-models that generally examine potential harm that surrounds newsroom decisions. This study, a quasi-experiment, examines pretest and posttest results of 210 students in 9 sections of n mass media ethics class taught over 6 (...) different semesters. After taking the course, which emphasized moral reasoning, students were more likely to make decisions that minimized harm, while gaining certainty in their answers. Diflerences between news-editorial and public relntions students are noted. Essays written by the students support the finding that education in moral reasoning can be effective in the development ofstudent journalists and their sense ofresponsibility to society. (shrink)

This study attempts to refine and test a theory of social influences on ethical decisions of journalists. The theoretical model proposes that several social factors influence any given decision, and that a hierarchy of influences assigns relative value to each: individual, small group, organization, competition, occupation, extramedia, and law. Print and broadcast journalists reacted to 3 hypothetical scenarios that raised ethical problems. The journalists then rated the salience of various reasoning statements, each representing 1 of the 7 social influences. No (...) single source of ethical guidance appeared; in many cases different influences emerge as powerful under different circumstances. But of the 7 proposed influences, 5 showed consistent strength in predicting the decision the journalist makes. The individual influence was the weakest of the 7, despite its prominent strength in the literature. The organizational and small-group strength suggests company-level strategies for media policy-makers who wish to increase journalists'ethical awareness. Overall, the study seems to challenge a traditional assumption that in ethical dilemmas journalists are autonomous moral agents, acting on the basis of their own values alone. The data support the notion of a far more dynamic and complex pattern of social influences. (shrink)

In this project, we assessed 242 codes of media ethics from 94 countries across the globe, focusing on their treatment of moonlighting. The analysis included whether the codes dealt with moonlighting, whether geopolitical and geoeconomic characteristics affected the treatment of the issue, and whether the type of media organization was significant. Only about half the codes addressed moonlighting; Eastern European countries paid the greatest attention to moonlighting, and newspapers and chains were more likely than other media organizations to deal with (...) the issue. Overall, it appears that codes of ethics do not provide clear, strict, or consistent guidelines. (shrink)

This article discusses a serious problem in the way ethics is taught in journalism and mass communication programs. The study is based, in part, on a survey of 359 students who have had varied exposure to university journalism programs. The survey consisted of 87 questions that provided information on the demographics of the participants as well as an opportunity to respond to a series of 25 hypothetical ethical dilemmas. Results indicate that although respondents found most of the hypothetical situations to (...) be ethics violations, they often did not recognize the seriousness of the violations and did not know what to do when faced with those violations. (shrink)

This article reports findings of a survey of college students in 3 educational settings regarding student perceptions of mass media ethics pedagogy, including course objectives, value systems examined, the use of civil law and/or ethics codes as standards of media ethics, and teaching techniques used in media ethics instruction. Of particular interest was how closely student expectations correlate with previous research findings indicating instructor techniques and goals. The results revealed several areas in which instructor goals and the student rankings were (...) not in accordance, including marked discrepancies between professor and student views on ethical standards employed, values systems examined, and teaching techniques preferred. The study concluded that most students would respond well to a stand-alone media ethics course employing a variety of teaching methods. Respondents felt the course should not emphasize universal ethics, but should respect pluralistic principles and examine various cultural interpretations of media ethics. (shrink)