Dealing with Dave's Dilemmas: exploring the ethics of pedagogic practice
Dealing with Dave's Dilemmas: exploring the ethics of pedagogic practice
Dealing with ethical dilemmas is part of the real, everyday life of a university lecturer. However, the literature on ethics in higher education largely focuses on the broad social agenda, academic freedom and issues connected with research. Using an auto-ethnographic case study about a 'day in the life' of a new university lecturer as a basis for discussion, the paper reports the reactions of two focus groups, representing newly appointed and more experienced academic staff, respectively. Applying Forsyth's taxonomy of ethical ideology, it is suggested that there are marked differences in approach between staff in dealing with ethical dilemmas. Experienced staff, accustomed to higher levels of professional autonomy, were more inclined to argue for a 'situationist' position, while inexperienced staff, inculcated into a more rule-bound culture, tended to adopt an 'absolutist' or 'exceptionist' stance
167-178
MacFarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
25 August 2002
MacFarlane, Bruce
3e2b9eb0-1772-4642-bb51-ab49cc5b748c
MacFarlane, Bruce
(2002)
Dealing with Dave's Dilemmas: exploring the ethics of pedagogic practice.
Teaching in Higher Education, 7 (2), .
(doi:10.1080/13562510220124222).
Abstract
Dealing with ethical dilemmas is part of the real, everyday life of a university lecturer. However, the literature on ethics in higher education largely focuses on the broad social agenda, academic freedom and issues connected with research. Using an auto-ethnographic case study about a 'day in the life' of a new university lecturer as a basis for discussion, the paper reports the reactions of two focus groups, representing newly appointed and more experienced academic staff, respectively. Applying Forsyth's taxonomy of ethical ideology, it is suggested that there are marked differences in approach between staff in dealing with ethical dilemmas. Experienced staff, accustomed to higher levels of professional autonomy, were more inclined to argue for a 'situationist' position, while inexperienced staff, inculcated into a more rule-bound culture, tended to adopt an 'absolutist' or 'exceptionist' stance
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Published date: 25 August 2002
Organisations:
Southampton Education School
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Local EPrints ID: 374029
URI: http://eprints.soton.ac.uk/id/eprint/374029
ISSN: 1356-2517
PURE UUID: bbf016d5-9d55-4600-8408-9e4f443817ee
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Date deposited: 02 Feb 2015 11:48
Last modified: 14 Mar 2024 19:00
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Author:
Bruce MacFarlane
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