Dissertations / Theses on the topic 'Ethical development'
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McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
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Yeung, Kwok Wing Anthony. "Kohlberg and ethical universalism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ34648.pdf.
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Flodin, Frans. "Sustainable ethics in public administration? -Ethical dilemmas in sustainable development policy implementation." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75551.
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This Master´s thesis analyses ethical dilemmas through a theory of three administrative ethics. These three ethics derives from the aspects of sustainable development. The purpose is to combine modern scholars’ requirements of administrative ethics, ideas of how public officials should work and sustainable development as a high ethical goal. Hence the aim is to design an approach and practical understanding of sustainable ethics within public administration. The research applies an empirical and qualitative method, including three elite interviews and a case study. Ethical dilemmas as an ethical phenomenon is used as an analytic tool the can test a practical use of the theory. The interviews are meant to collect experiences from public officials on ethical dilemmas in relation to sustainable development. One case was studied in debt, namely a dilemma situation in Swedish municipality Enköping, where politicians in the Environmental board actively and repeatedly chose not to follow the Environmental Code. A conclusion from the results is that ethical dilemmas in many cases can be illustrate with the theory of sustainable ethics. Moreover, the results show that the interviewees have a restrictive view of how they can and should work as public servants compared with modern scholars’ arguments of more political working public officials. The title of this research ends with a question mark that intend to challenge the reader with a mindset that sustainable ethics requires more than one specific ethic.
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Du, Toit Danielle. "The development of an ethical integrity test." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98098.
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Thesis (MCom)--Stellenbosch University, 2015ENGLISH ABSTRACT : This study investigated the growing phenomenon of counterproductive work behaviour, and how personality and integrity affects this. It was deemed important to establish what contributes to counterproductive work behaviour. The aim of this study was to develop a new ethical integrity test and to investigate existing relationships between constructs that play a significant role in behavioural integrity. These constructs include honesty, conscientiousness, and counterproductive work behaviour. This study was therefore undertaken to develop an ethical integrity test and to determine the initial construct validity of the new test. Based on existing literature, a theoretical model depicting how the different constructs are related to one another was developed and various hypotheses were formulated. Data for the purpose of the quantitative study were collected by means of an electronic web-based questionnaire. A total of 318 completed questionnaires were returned. The final questionnaire comprised the newly developed ethical integrity test, HEXACO Personality Inventory-Revised (HEXACO-PI-R), and the Interpersonal and Organisational Deviance Scale. The postulated relationships and the conceptual model were empirically tested using various statistical methods. Reliability analysis was done on all the measurement scales and satisfactory reliability was found. The content and structure of the measured constructs were investigated by means of confirmatory factor analyses. The content and structure of the newly developed Ethical Integrity Test was also investigated by means of exploratory factor analysis. The results indicated that reasonable good fit was achieved for all the refined measurement models. Subsequently, Structural Equation Modelling (SEM) was used to determine the extent to which the conceptual model fitted the data obtained from the sample and to test the hypothesised relationships between the constructs. The results indicated positive relationships between honesty and ethical integrity; conscientiousness and ethical integrity; and conscientiousness and honesty. Furthermore, the results indicated negative relationships between ethical integrity and counterproductive work behaviour; as well as honesty and counterproductive work behaviour. The present study contributes to existing literature on counterproductive work behaviour by providing insights into the relationships between honesty, conscientiousness, ethical integrity. This study developed an Ethical Integrity Test based on recent ethics literature. Preliminary evidence of reliability and construct validity for the Ethical Integrity Test was found. The limitations and recommendations present additional insights and possibilities that could be explored through future research studies.
AFRIKAANSE OPSOMMING : Hierdie studie ondersoek die groeiende verskynsel van teenproduktiewe gedrag in die werksomgewing en hoe persoonlikheid en integriteit dit beïnvloed. Dit was dus belangrik om vas te stel wat tot teenproduktiewe werksgedrag bydra. Die doel van hierdie studie was om 'n etiese integriteitstoets te ontwikkel en bestaande verwantskappe tussen konstrukte wat 'n beduidende rol in teenproduktiewe werksgedrag speel, te ondersoek. Hierdie konstrukte sluit eerlikheid, konsensieusheid en integriteit in. Hierdie studie is dus uitgevoer om meer duidelikheid oor hierdie aspekte te verkry, sowel as om ‘n etiese integriteitstoets te ontwikkel. ‘n Teoretiese model wat voorstel hoe die verskillende konstrukte aan mekaar verwant is, is op grond van die navorsing oor die bestaande literatuur ontwikkel. Verskeie hipoteses is hiervolgens geformuleer. Data vir die doel van die kwantitatiewe studie is deur middel van ‘n elektroniese web-gebaseerde vraelys ingesamel. ‘n Totaal van 318 voltooide vraelyste is terug ontvang. Die finale vraelys is uit drie subvraelyste saamgestel, naamlik die nuut ontwikkelde etiese integriteitstoets, HEXACO Personality Inventory-Revised (HEXACO-PI-R), en die Interpersonal and Organisational Deviance Scale. Die gepostuleerde verwantskappe en die konseptuele model is empiries met behulp van verskeie statistiese metodes getoets. Betroubaarheidsanalise is op die betrokke meetinstrumente uitgevoer en voldoende betroubaarheid is gevind. Die inhoud en die struktuur van die konstrukte wat deur die instrumente gemeet is, is verder deur middel van verkennende en bevestigende faktorontledings ondersoek. Die resultate het redelike goeie passings vir al die hersiene metingsmodelle getoon. Daarna is struktuurvergelykingsmodellering (SVM), gebruik om te bepaal tot watter mate die konseptuele model die data pas, en om die verwantskappe tussen die verskillende konstrukte te toets. Die resultate het positiewe verwantskappe tussen eerlikheid en etiese integriteit; konsensieusheid en etiese integriteit; asook konsensieusheid en eerlikheid getoon. Die resultate het verder negatiewe verwantskappe tussen etiese integriteit en teenproduktiewe werksgedrag; asook eerlikheid en teenproduktiewe werksgedrag getoon. Hierdie studie dra by tot die bestaande literatuur betreffende teenproduktiewe werksgedrag, deurdat dit insig bied in die aard van die verwantskappe tussen die konstrukte. ‘n Etiese Integriteit Toets is ontwikkel gebasseer op onlangse etiek literatuur. Voorlopige bewyse van betroubaarheid en konstruk geldigheid is bewys in hierdie studie. Die beperkings en aanbevelings van die studie dui op verdere insigte en moontlikhede wat in toekomstige navorsing ondersoek kan word.
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Ferguson, Kimberly M. "Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427997182.
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Ike, Obiora. "DEVELOPMENT IN AFRICA CULTURAL, ETHICAL AND RELIGIOUS CONSIDERATIONS." Bulletin of Ecumenical Theology, 1993. http://digital.library.duq.edu/u?/bet,1648.
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Louw, Alberto Johannes. "Ethical standards : the missing link to business development." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21183.
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Thesis (MBA)--Stellenbosch University, 2007.ENGLISH ABSTRACT: In order to do business is a combination of good skills and knowledge, as well as business sense to make a success. Besides these pOints is there the pressures of moral values and ethical codes with the aim to manage organisations more effectively and honourable. Literature reflects the hard side of business skills, namely strategy, planning, leading, control and monitoring of processes. In addition are there the professional guidelines like the accounting standards to which chartered accountants need to adhere to. There is not too much focus on the soft side of business, like the adherence to values and principles. Organisations like Enron, as example, acted as a starting point to ask questions to the business sector, to ensure that systems need to be developed, to identify and solve any unethical behaviour, directly or indirectly, where possible. Organisations need to follow ethical programmes to address values and principles. Programmes are not sufficient as a higher authority's urules" are necessary to ensure excellent and successful organisations. Business people are experiencing Many Christians experience negative influences in their daily conduct, which are against their principles. This leads to the non-appliance of ethical codes in order to make a success of their businesses. The question remains to what degree is this biblical correct and how does this fit into the organisations business culture. The study project wi ll focus on a process to explain and assist the dilemma of a combination of business and biblical ethical principles. The end result is to give unto both Christian and non-Christian the opportunity to manage their organisations on . principles and not for their own account. To be both ethical and shrewd will also be discussed. Not a[[ people are Christians and it is not expected to only follow biblical principles. This is anyhow not possible, due to the professional codes of Medici, engineers and finance, thus the need for integration. God's "rules" are universal, like gratification, irrespective of the individual's personal perception, and can be applied in any situation. This study also aims to motivate business people to keep focusing on God and to lead people in the workplace to Him.
AFRIKAANSE OPSOMMING: Om besigheid te doen is 'n kombinasie van goeie vaardighede en kennis, asook besigheidsin om sukses te smaak. Suiten hierdie aspekte is daar die druk van morele waardes en etiese kodes, ten doel om organisaises meer effektief en eerbaar te bedryf. Literatuur reflekteer die harde kant van besigheidsvaardighede, SODS strategie, beplanning, leiding, kontrole en monitering van prosesse. Asook, die professionele riglyne so os die rekeningkundige standpunte waaraan geoktroeerde rekenmeesters moet valdoen, word onderrrig. Daar word egter baie min op die sagte kant van besigheid gefokus, soos die handhawing van waardes en beginsels. Organisasies S005 Enron, as voorbeeld, het vrae begin stel aan die besigheidsektor am te verseker dat daar stelsels bestaan of geskep moet word, wat enige onetiese optrede, direk of indirek waar moontlik, te identifiseer en op te los. Organisasies moet poog om etiese programme te volg wat waardes en beginsels aanspreek. Programme is egter nie genoeg nie en 'n hoer gesag se ~reels" is nodig om uitstekende en suksesvolle organisasies daar te stel. Vir enige Christen is daar gedurig negatiewe invloede in die al1edaagse bestaan wat teen hul beginsels is. Dit het die gevolg dat daar probeer word om die etiese kodes te omseil, om 'n sukses te maak van hul besighede. Die vraag is tot watter mate is dit bybels korrek en hoe pas dit in die besigheidskultuur van organisasies. 'n Proses word in die studie projek bespreek wat die kombinasie van die dilemma tussen besigheids en bybelse etise beginsels pro beer verduidelik en te vergemaklik. Die einddoel is om aan beide Christen en nie Christen die geleentheid te gee om besighede op beginsels te bestuur en nie net uit eie gewin nie. Kan individue beide arrogant en nederig wees, word bespreek. Nie aile mense is Christene nie en word nie verwag dat hul op slegs bybelse beginsels moet funksioneer nie. Dis nie moontlik nie, weens professionele kodes vir medisie, ingenieurs en finansies, daarom die behoefte aan integrasie. Wat ookal individue se persoonlike perspektief op beginsels is, God se reels is universeel, soos swaartekrag, en kan in enige situasie aangewend word. Die studie projek dien ook as motivering vir Christen besigheidsmense om hul fokus op God te hou en so dus in die werkplek geleenthede te gebruik om ander mense tot Hom te lei.
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Smith, Robert David Jonathan. "Constructing 'the ethical' in the development of biofuels." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31778/.
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In the past fifty years, a need to address the ethical and social dimensions in the biosciences has become pervasive. To this end, notions of bioethics, and an associated range of methodologies have been institutionalised throughout the UK biosciences; talk of research ethics, public engagement, various forms of technology assessment, and recently notions of responsible innovation in technoscientific worlds is increasingly commonplace. A desire to unpack discourse and action surrounding these practices sits at the heart of this thesis. Of particular interest are the ways that different groups construct the ethical dimensions of biofuel development and deployment and then distribute responsibility for addressing them. To achieve this, I find analytic power by deploying theory from the interpretative social sciences, namely the sociology of bioethics and science and technology studies. Empirically, I use controversy about the development and deployment of biofuels as a means to analyse, primarily through documentary analysis and qualitative interview, how three prominent groups (non-governmental organisations, public research funders and scientists) construct understandings of ethics and then distribute responsibility for addressing those issues. This approach makes it possible to see that the constitution of ethical issues (their ‘form’) and the ways that they are addressed (the ‘task’ of ethics) are both tightly coupled to the situations from which they arise. They are thus fundamentally multiple, locally contingent and often unpredictable. Using a range of discursive strategies and actions, actors are able to negotiate, blurring in and out of focus, what counts as an appropriate issue of concern, who should be addressing it and how. Dominant traditions of theory and practice have a tendency to standardise the form and task of ethics, such as in terms of issue types (e.g. ‘Playing God’) and the methods for addressing them (e.g. public engagement). I argue that ethical dimensions’ situated nature should be acknowledged rather than ignored and is fundamental to making research more ‘socially robust’. However, this tension between dominant institutionalised forms and lived experiences is not easily resolved because it forces an engagement with the roles of those who are tasked with steering knowledge production. Hope is, however, offered by new approaches that have explicitly sought to deal with such tensions in new forms of knowledge production and new models of collaboration.
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Milliken, Aimee. "The Development and Psychometric Validation of the Ethical Awareness Scale." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107493.
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Thesis advisor: Pamela J. GraceBackground: As established in professional codes of ethics, critical care nurses must be equipped to provide good (ethical) patient care. This requires ethical awareness, which involves recognizing the ethical implications of all nursing actions (ranging from the mundane to the dilemmatic). Ethical awareness is imperative in successfully addressing patient needs, however, evidence suggests that the ethical import of everyday issues may often go unnoticed by nurses in practice. Assessing nurses’ ethical awareness is a necessary first step in preparing nurses to identify and manage ethical issues in the highly dynamic critical care environment. Purpose: To use Rasch principles to develop a psychometrically sound instrument to assess the nature and extent of critical care nurses’ ethical awareness in the context of everyday nursing practice, and to assess the success of scale development using a Rasch model. Method: An item bank representing nursing actions was developed (33 items). Content validity testing with nursing ethics experts (n = 5) was performed (CVI-I = 1). Eighteen items were selected for face validity testing with graduate nursing students (n = 7). After revisions, two full-scale pilot administrations were performed to run item analyses. Sample: Critical care nurses (n = 116) at a large academic teaching hospital in New England. Results: Pilot test analyses suggest sufficient item invariance across samples and sufficient construct validity. Final analyses demonstrate a progression of items uniformly along a hierarchical continuum; items that match respondent ability levels; response categories that are sufficiently used; a Principle Components Analysis demonstrating randomness of residuals, and adequate internal consistency (Cronbach’s α = 0.83). Mean ethical awareness scores were in the low/moderate range (M = 34.9/54; logit = -0.21). Conclusion: The results of this study suggest the Ethical Awareness Scale (EAS) is a psychometrically sound, reliable, and valid measure of ethical awareness in critical care nurses
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Carter, Matt. "T. H. Green and the development of ethical socialism /." Exeter [u.a.] : Imprint Academic, 2003. http://www.loc.gov/catdir/toc/fy0611/2002102735.html.
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Mokori, Abel Sentle. "Ethical perspectives on the environmental impact of property development." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/63186.
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Three perspectives that can be found in ethical decision-making are explored to
suggest guidelines for ethical property development: the instrumental, the intrinsic
and the pluralist perspective. Given the limitations of the instrumental and the
intrinsic perspectives, it is suggested that the appropriate perspective to be adopted
by ethical property developers is that of pragmatism, as being a system of moral
pluralism. This perspective can be utilized as a flexible toolbox which unites both
traditional ethical values and the diversity of environmental ethics, as well as
allowing new values to emerge without adhering to relativism.Dissertation (MSc)--University of Pretoria, 2016.
Construction Economics
MSc
Unrestricted
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Hughes, Laura Martinez. "Georgia elementary principals' perceptions of their ethical philosophy, formal leadership preparation in ethics, and actions related to the development and maintenance of an ethical school." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/laura_m_hughes/hughes_laura_m_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 144-161) and appendices.
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Larsson, Göran. "Integrating Ethical Considerations in Computerized Information Systems." Thesis, University of Skövde, Department of Computer Science, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-401.
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This work concerns ethics applied to computer technology, emphasizing the use of this technology within organizations. Computer technology has created the possibility to do things not possible before, for good and bad. Ethical reasoning can be used as a tool to provide guidance, in order to create Computerized Information Systems (CIS) that are sustainable with respect to the ethical demands that can be put upon them.
If one wants to integrate ethical considerations into a CIS, it is reasonable that ethical issues should be taken account of in systems development. As a general methodology for developing a CIS, the Systems Development Life Cycle (SDLC) will be examined. The SDLC is the place and moment when it is possible to integrate ethical considerations into a CIS.
This work will focus on, and try to explain, what characteristics are necessary in order to be able to apply ethical considerations to a methodology. This is done by examining five methodologies adopting the SDLC. It will also be examined how the three major ethical theories utilitarianism, deontologism and rights ethics will affect the SDLC, and thus eventually a CIS being implemented.
The outcome of this work are that there are limited possibilities of integrating ethical considerations into methodologies adopting a hard system approach, compared to those adopting a soft one. The ethical standards of a CIS must be established early on in the SDLC. Integration of ethical issues requires a system approach to be applied in the SDLC. Participation becomes an important feature of systems development in order to adopt ethical reasoning. The different ethical theories will put different emphasis on the group or the individual in systems development.
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McMahon, Molly. "Ethical consumption among Cape Town students: a qualitative study." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20937.
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Much of current research on ethical consumption biases the North - South relationship of Northern consumers being considered ethical based on their purchasing of items from Southern producers. This establishes the dominant perspective of ethics needing to be expressed toward the distant other and to be based in a specific object, often typified by Fair Trade. These conditions of ethics have led to the assumption that Southern consumers lack ethics in their consumption. Thus this research seeks to expand the current understanding of ethical consumption to include ethics at home and ethics of care, as well as expand the demographic of ethical consumption studies to include Southern consumers. The aim of this research is to add to the developing understanding of Southern ethical consumption through the exploration of ethics in grocery shopping among students. Students from various universities in the Cape Town area were observed while grocery shopping and interviewed about their shopping habits and their thoughts on ethics and values, particularly in terms of consumption and food. Twenty - eight students were interviewed, and of those, 23 were also observed shopping. At the conclusion of this study, it is evident that students, as Southern consumers, do express ethical consideration in their consumption habits. This is based on both perspectives of ethical goods and ethical practices. However, they are more apt to act on the ethics of care at home than on the ethics of care at a distance. The strongest trends among students are thrift, care at home and care for self, as well as a significant draw toward s shopping local and supporting local producers based in their communities and nationally. The implications of this research are that it adds to the literature through its theorization within the Global South, its focus on ethical consumption as a practice instead of solely object - based and the discussion of students as a research demographic. Overall, this study demonstrates how Southern consumers do express ethics in their shopping choices particularly through care at home.
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Bwalya, Musonda. "A Theological-ethical framework for economic development the case of Zambia /." Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-09262005-235003.
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Dodd, Sean. "The role and value of ethical frameworks in software development." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/5305.
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Software development is notorious for failure, typically defined as over budget, late delivery and/or poor quality of new information systems (IS) on project completion. The consequences of such failure can be enormous, particularly financially. As such, there is consensus by practitioners and academics alike that this practice is unacceptable. Yet with a variety of accepted development methods and tools available for use by software developers and project managers, there is still no significant reduction in the size or frequency of failure reported. In an attempt to understand the conflicts which arise in the development environment in which developers and project managers must operate, the research area is the role and value of ethics in the development of managed software projects. A definition of ethics in this context was provided by the IEEE/ACM Code of Ethics. Research was additionally conducted to understand how other professions and business areas define and enforce ethics in their respective working environments. These were (UK) Law, Finance, Retail and, law practice in the European Union. Interpretive research was then conducted to enable software development practices to be understood from the view of developers and project managers in industry. Unethical practices were then identified in a large IT company based in west London via a single, six month in-depth case study, with the data collected analysed via a series of repertory grids. Analysis and triangulation of the data collected via interviews, document analysis and observations led to an improved understanding of the causes of the unethical practices found. Conclusions and recommendations are then provided relating to implications for (a) the company participating in the research, (b) the application of the IEEE/ACM Code in industry (c) theory for ethicists.
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Francis, Sarah. "Aristotle on the role of nature in human ethical development." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435631.
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Plint, Mary. "Using narrative to support pupils' development of ethical self-determination." Thesis, University of Gloucestershire, 2007. http://eprints.glos.ac.uk/4594/.
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Rashid, George J. "Counselor educator ego development and ethical decision-making post graduation." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2262.
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Counselor Educators are interested in assessing and promoting the professional and personal development of those in the counseling profession, including their ego and ethical development. While there has been much research concerning such development, there is insufficient research concerning the level of personal development of Counselor Educators themselves, and how such development progresses over the course of their tenure as professors. Thus, this dissertation assessed the ethical decision-making and ego development of Counselor Educators who earned their doctorates from institutions accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and who are currently working as Counselor Educators at a CACREP-accredited program. In particular, the following questions had sought to be answered: (a) What is the level of ego development of Counselor Educators and how do they develop over their tenure as professors? (b) What is the ethical decision-making level of Counselor Educators and how do they develop over their tenure as professors? (c) What is the relationship between ego development and ethical decision-making as Counselor Educators develop both of these over their tenure? and (d) How do the varying environments, qualities, and responsibilities of Counselor Educators relate to ego development and level of ethical decision-making?
Essentially, the Researcher categorized Counselor Educators into two groups, according to their level of tenure: untenured (assistant professors) and tenured (associate professors and full professors). The Researcher then measured ego development, using the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996), and ethical decision-making, using the Ethical Decision-Making Scale—Revised (EDMS-R; Dufrene, 2000). The Researcher then compared WUSCT stages and EDMS-R P indexes for each of the two group-mean scores through a one-way analysis of variance ANOVA), in order to ascertain if there were developmental differences between the two groups. It was anticipated that tenured professors, on the whole, would be more developed than untenured professors.
The results from the present study tentatively indicate that Counselor Educators are well-developed, in terms of ego development and ethical decision-making. Of the four research questions, there was one finding of significance: participants who stated that they were not very challenged by their department had higher EDMS-R P indexes than those who were challenged.
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Esler, Marian Therese, and res cand@acu edu au. "‘What Should I do?’: a study of social work ethics, supervision and the ethical development of social workers." Australian Catholic University. School of Social Work, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp152.29052008.
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This thesis explores the ethical development of social workers and the role of supervision in that development. It begins with an examination of the social work context for the study, including the early history of social work and the ways in which it was influenced by the major social and cultural movements of the late 20th century, concluding with a discussion of both the threats posed and the possibilities emerging for social work in the 21st century. It then considers the ethical context for the study. It investigates the ethical theories and traditions that have contributed to the development of social work ethics and the role of professional ethics (including codes of ethics). It then proposes that a pluralist approach to social work ethics is the most appropriate way forward. This is followed by an examination of ethical development and the importance of reflection. Various models of ethical decision-making are compared and an inclusive, reflective model is found to be the most appropriate for social work in terms of both particular dilemmas faced and the overall development of workers as ethical decision-makers. The focus of the thesis then moves to supervision, exploring its history, its central place in social work and some of the problems that can arise for both supervisors and the social workers they supervise. It is argued that the reflection required to develop as ethical decision-makers is most logically located within the relationship and processes of supervision and that supervisors have an important role in guiding that reflection and development. The next part of the thesis describes the qualitative and action research strategies employed and examines the results emerging from the data. Participants in the focus groups were social workers who supervise other social workers, and they each met for two sessions, six months apart. Between the two sessions, they were asked to trial in supervision a framework for reflection on practice. The data emerging from the groups reflected the theoretical development begun in the early chapters, including the importance of reflection and the role of supervision in assisting the ethical development of workers, particularly in terms of deconstructing dilemmas and being able to articulate the reasons for decisions made. The thesis concludes that no one ethical theory is sufficient to support the ethical decision-making required for the practice of social work. Rather, a pluralist approach that allows a dilemma to be considered from a number of theoretical perspectives is more appropriate. Alongside this, an inclusive, reflective model of ethical decision-making reflects that pluralist approach and supports the ethical development of the individual worker. Supervision is vital in guiding the reflection required to make justifiable ethical decisions and to develop as ethical decision-makers.
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Mays, III Larkey. "Perceptions of Business School Students About Character Development and Ethical Reasoning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2219.
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Character development in higher education is essential for enhancing ethical awareness and moral reasoning. However, inconsistent perspectives exist concerning the impact of ethics education on students' ethical awareness and moral reasoning. This phenomenological study examined the perceptions of senior-level undergraduate business students on their own ethical belief systems and changes in ethical awareness. Astin's student development theory on the environmental effects on learning formed the conceptual framework. The research questions explored how the 4-year undergraduate business school experience changed the students' ability to recognize and evaluate ethical concerns in relation to the ethical aspects of coursework. Thirteen undergraduate seniors pursuing a business degree from a Catholic college were purposively selected. In-depth interviews were used to obtain data about ethical self-awareness, recognition of ethical issues, understanding ethical concepts, and assessing core values. The study followed Moustakas' recommendation for phenomenological analysis, a modification of the Stevick-Colaizzi-Keen method. Emergent themes included the meaning of moral character development, the perception of the college business curriculum in relation to students' core values, and the approaches used to affect ethical situations. The findings suggest that the business curriculum increase the students' exposure to ethical situations and introduce decision tools that could be useful in ethical dilemmas. Recommendations involve considering a pretest and posttest design and Astin's entire inputs-environment-outcomes model as the theoretical framework. The implications for positive social change include the development of character education toward moral competencies and ethical decision-making skills of future business leaders.
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Esler, Marian Therese. "'What should I do?': A study of social work ethics, supervision and the ethical development of social workers." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/01847b657efb0652f03b72aed027abe9c1c96c98b1d818a9add3cb5c40aaeaeb/966895/64860_downloaded_stream_85.pdf.
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This thesis explores the ethical development of social workers and the role of supervision in that development. It begins with an examination of the social work context for the study, including the early history of social work and the ways in which it was influenced by the major social and cultural movements of the late 20th century, concluding with a discussion of both the threats posed and the possibilities emerging for social work in the 21st century.
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Casali, Gian Luca. "Ethical decision making and health care managers : developing managerial profiles based on ethical frameworks and other influencing factors." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/47003/1/Gian_Casali_Thesis.pdf.
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Whether the community is looking for “scapegoats” to blame, or seeking more radical and deeper causes, health care managers are in the firing line whenever there are woes in the health care sector. The public has a right to question whether ethics have much influence on the everyday decision making of health care managers. This thesis explores, through a series of published papers, the influence of ethics and other factors on the decision making of health care managers in Australia. Critical review of over 40 years of research on ethical decision making has revealed a large number of influencing factors, but there is a demonstrable lack of a multidimensional approach that measures the combined influences of these factors on managers. This thesis has developed an instrument, the Managerial Ethical Profile (MEP) scale, based on a multidimensional model combining a large number of influencing factors. The MEP scale measures the range of influences on individual managers, and describes the major tendencies by developing a number of empirical profiles derived from a hierarchical cluster analysis. The instrument was developed and refined through a process of pilot studies on academics and students (n=41) and small-business managers (n=41), and then was administered to the larger sample of health care managers (n=441). Results from this study indicate that Australian health care managers draw on a range of ethical frameworks in their everyday decision making, forming the basis of five MEPs (Knights, Guardian Angels, Duty Followers, Defenders, and Chameleons). Results from the study also indicate that the range of individual, organisational, and external factors that influence decision making can be grouped into three major clusters or functions. Cross referencing these functions and other demographic data to the MEPs provides analytical insight into the characteristics of the MEPs. These five profiles summarise existing strengths and weaknesses in managerial ethical decision making. Therefore identifying these profiles not only can contribute to increasing organisational knowledge and self-awareness, but also has clear implications for the design and implementation of ethics education and training in large scale organisations in the health care industry.
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Davids, Rochelle Nicolette. "The viability of the South African National Development Plan and Amartya Sen's theory of ethical development." University of the Western Cape, 2016. http://hdl.handle.net/11394/5473.
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Philosophiae Doctor - PhD (Ethics)"Development" has emerged as a key word indicating the level of participation in and integration into the global economy of previously "under-developed" or marginalized countries, especially from the so-called "Third World". Even though decolonial theory contests the validity of what is seen as a particular arrogant Western assessment of the norms at work in such classification of nation-states, it is widely accepted that there is a direct equation between growth and equality: The lower the level of inequality in any country, the faster and the more sustainable the growth in the economy is expected to be. South Africa's dilemma is that it portrays the extreme negative aspect of this fundamental socio-economic formula. The country has a high level of inequality and seems to be stuck in low economic growth! In essence, the current high level of inequality in South Africa results in slow and unsustainable growth in the economy. A healthy development path for South Africa would mean that both economic growth and equality should be sustainably sought. Colonial and apartheid periods elicited processes of planning and development which may have been well-managed and controlled but were fundamentally unjust, being based on stark inequalities, and thus strongly and justifiably opposed. The central focus of this study is to ethically assess the rationale and implementation of the South African National Development Plan (NDP), developed on the basis of the country‘s model new Constitution in order to ensure good quality of life and dignity for all its citizens. The goal of this study is to determine to which extent the NDP is viable in this sense, and can be supported on the basis of a responsible ethical development paradigm, such as Amartya Sen's comprehensive theory of "development as freedom". The relevance of this thesis is that it aims at contributing towards a trustworthy assessment framework for testing all aspects of the NDP, especially its ethical viability.To test the viability of the NDP the study zoomed in on detailed assessments of the following frameworks: 1) Critical historical studies of South Africa's international political and economic development, 2) Constitutional and human rights studies into the constitutional framework of the NDP and its socio-ethical perspectives, 3) Studies on development Theory to identify gaps or suspect aspects of the NDP, 4) Studies on globalization and a global ethic to specifically understand the positive and negative sides of globalization as relevant factors in development discourse in South Africa, and 5) A particular study of Sen's comprehensive development framework to use a theory acknowledged for its comprehensiveness and ethical sharpness to thoroughly assess the strengths and weaknesses of the NDP. Some preliminary findings drawn from this study suggest that the (utilitarian or consequentialist) goals and objectives of the NDP are generally seen as positive and pointing in the right direction. However, the deeper ethical analysis of the NDP, linked to the emergence of responsibility theory, a global ethic (a deontological social ethic for the world), a particular African virtue ethic (Ubuntu), and specifically to Amartya Sen's ethical analysis of the kind of agency and freedom needed by the actors in the drama of development – together - expose various shortcomings in the NDP, some of its goals, its implementation, sustainability, and the new ethos it embodies. The concluding remarks of this study thus provide a number of critical points, ethically spoken, on crucial details of the NDP. Such aspects of the NDP are, for instance, its "utility" (according to the theory which holds that actions are right if they lead to optimum happiness for the greatest number of people); its "morality" (good outcomes or results produced by right actions, consequences which generally outweigh all other considerations); its "virtue" (which focuses on individual agency, morality and duties), but also in typical African fashion, the quality of its "Ubuntu" (the being together of people defining each member of the clan‘s humanity and dignity). Sen's accent on the inner freedom, the agency, of individuals and people, organized in civil society - to support each other, to be open, ready and engaged in their own development - seems to provide some of the missing ingredients for the NDP and its path. Such ingredients cannot be guaranteed or "produced" by human rights, constitutions, rule of law, or even a bill of rights. In the face of state capture, corrupt leadership, personal greed, lack of personal integrity or virtue, disregard for divine commands or human rights, this one factor seems to be the only medicine that works: deep-seated personal agency (of the individual and of civil society), generating strong determination, joint action and a belief of a future commonwealth that does honour the original dream of the Freedom Charter. Hopefully the critical questions emerging from the multi-level ethical assessment of the NDP, may stimulate new debates and set out new research agendas for a just and peaceful future for the "Rainbow Nation".
The National Institute for the Humanities and Social Sciences (NIHSS)
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Dams, Zoe Ann. "The relationship between level of nursing education and intellectual and ethical development." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29705.
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Pursuit of university education for nurses has been a controversial and poorly understood ideal. It has been difficult to clearly demonstrate and articulate the benefits of higher education for nurses and nursing. In this research the mission of undergraduate education in general, and the Canadian Nurses Association position paper on baccalaureate education served as the basis of inquiry into aspects of university education for nurses and nursing. From these sources and review of the literature it was ascertained that a primary value of education is seen as helping individuals develop intellectual and ethical maturity which allows them to make judgments and commitments in a relativistic world.
This theorectical orientation was operationalized through Perry's theory of intellectual and ethical development (1970). The Measure of Epistemological Reflection (MER), a tool based on this theory, was developed to measure a person's level of intellectual and ethical maturity. In this study the MER was administered to diploma and baccalaureate nursing graduates to determine if this construct could be used to differentiate the effects of the two levels of education.
The findings indicated that there was no difference between diploma and baccalaureate groups of nurses on their scores on the MER. There was no correlation between scores on the MER and age or experience. There was, however, a significant difference between a group of nurses who participated in university education in addition to their basic nursing program, and a group who had no other university credit outside of their basic nursing program. These findings, and their implications for nursing practice, education, and research are discussed.Applied Science, Faculty of
Nursing, School of
Graduate
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Kwiatkowski, Richard. "The contribution of ethical concepts to the development of professional applied psychology." Thesis, Cranfield University, 2009. http://dspace.lib.cranfield.ac.uk/handle/1826/6975.
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In this PhD by publication, the author’s work concerning what it is to be a
psychologist operating - sometimes simultaneously - within different ethical domains
will be examined using conference papers, journal publications and book chapters.
This material, which spans a period of 20 years, demonstrates a fundamental
concern with the normative ethical question of “what we ought to do” as
psychologists in complex situations; it will be argued that this work has contributed
to the academic debate and influenced policy and thus practice.
In order to position the body of work, and to introduce Codes of Ethics (which seek
to operationalise ethics within prescribed domains), the thesis begins by introducing
normative ethics. It is argued that psychology’s stance is essentially deontological,
whilst organisations are utilitarian in orientation. This implicit tension is addressed
in the author’s contributions, which are examined within their (historic) academic
context using a comparison of the British Psychological Society’s 1985 and the
significantly revised 2006 Code of Ethics. These codes, rather than the more usual
positioning within one specific literature, are used to provide a coherent narrative
concerning the development of the author’s thinking in this domain, though,
necessarily, different overlapping academic literatures are accessed depending on
context.
The cumulative academic contribution of the published work has been to advance
ethical ideas in some areas of professional applied psychology. For example, in the
1985 code, the complexity of operating within organisational contexts was barely
acknowledged; this has now significantly changed. The body of work examined here
has emphasised how psychologists must consciously and deliberately coexist and act
The contribution of ethical concepts to the development of professional applied psychology
within overlapping, and sometimes competing, professional and organisational
ethical contexts, domains and philosophical positions.
In this synoptic piece, after the presentation, positioning, and examination of the
contribution of extant published material, possible future directions for research and
practice are indicated. For instance, preliminary material will be presented
suggesting that, in occupational psychology, where complex differing ethical
perspectives are present, public ethical debate appears to be relatively neglected;
some hypothesis are presented.
More theoretically, areas for development include the extension of recent
philosophical ethical ideas to these particular domains of applied psychology,
including thinking that suggests that ethical considerations precede other kinds of
social obligation.
Finally, and linking the academic more firmly to practice and policy, a brief
theoretical examination of the possible impact of statutory registration on different
branches of psychology is briefly attempted, and potential practical and
philosophical ethical consequences for UK psychologists and psychology are briefly
outlined.
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Newton, Tess. "Reducing miscarriages of justice : police training and the development of 'ethical' interviewing." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364644.
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Che, Nee Foy Caroline. "The Influence of Role Models in the Development of Ethical Leadership Behaviors." Thesis, Grand Canyon University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806314.
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The purpose of this qualitative exploratory multi-site case study was to explore how principals perceived the influence of role models in the development of ethical leadership behaviors in principals in a school district in Maryland and to elaborate on teachers and staff description of the ethical leadership behaviors modeled by principals. Research directed the need to know how principals perceived the influence of role models in the development of ethical leadership behaviors in principals, as well as teachers and staff description of the ethical leadership behaviors modeled by principals. The sample consisted of four principals and seventeen teachers from four Title 1 middle schools in a school district in Maryland. The data collection instruments used were the in-depth interview on principals and teachers; open-ended questionnaire, and focus group discussions with teachers. The qualitative exploratory multi-site case study was used to explore the research questions, and the data were analyzed, and coded using the MAXQDA software into themes and sub-themes. The findings from this study confirmed that principals’ ethical leadership behaviors were acquired from childhood through adulthood and career life. Ethical leadership behaviors modeled by principals included behaviors like supportiveness, integrity, honesty, fairness, respectfulness, utilizing rewards, open communication, accountability, trustworthiness, cooperativeness, committed to high professional standards, motivational, and modeling expectations. The findings showed some variations in the principals’ demonstration of ethical leadership behaviors as some of the principals were considered to be more ethical than others.
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Kanakulya, Dickson. "Governance and Development of the East African Community : The Ethical Sustainability Framework." Licentiate thesis, Linköpings universitet, Centrum för tillämpad etik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123119.
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The pursuit of sustainability of governance and development has become a major challenge in contemporary times because of increasing realization that: various ecological and social systems are interconnected; and the complexity of our natural and constructed environs requires holistic approaches to avoid catastrophic fissures in the systems on which humans depend. As regional governments such as the East African Community (EAC) become important in Africa (and other regions), they present opportunities to generate cross-national approaches to achieving sustainability albeit success in that direction is limited and sporadic. In order to mitigate the underlying causes of that situation, we need to reconceptualize and reconstruct sustainability thinking and policy. From an applied ethics perspective, the study set out to explicate the value of and constructively generate a more viable conceptualization of sustainability in relation to the EAC. The study used qualitative methodology; designed as an atypical regionalization case-study and an analytical-constructive research; compatible research tools were employed in interrogating and analyzing secondary sources relating to member states of the EAC and the research was executed between 2011 and 2014. The research found a divergence between the two main conceptual approaches to sustainability in Africa, namely, the ‘Market inspired sustainability’ (MIS) logic and the ‘Traditional African sustainability’ (TAS) logic. The study also uncovered colonial Social Darwinism as a major underlying governance philosophy that motivated the EAC’s former colonial rulers; which became a key ingredient in the application of a colonial-functionalist approach to the region’s earlier integration project (EAC-1).This was traced as a major premise on which the unsustainabilities within the contemporary regionalization project (EAC-2) were crafted. The research also found some acceptable levels of competence in regional governance within the individual EAC member countries in terms of: i) hierarchical, ii) network, and iii) market styles of metagovernance. However, closer analysis revealed: i) an inverse relationship between transfer of capabilities from colonizers to natives (TCCN) and the sustainability of postindependence states (SPIS); and ii)a directly proportional relationship between colonial governance style (CGS) and the economic performance of post-colonial (EPPC) East African countries. It also revealed an ambitious but inadequately grounded drive to expand the EAC project without due attention being given to existing faultlines of possible disintegration such as: perpetuation of colonially-initiated injustices, citizens’ incapacity to partake of the benefits of the integration, and low levels of integrity, among others. The EAC faces a risk of turning into colonial victimization and villainization writ large; which is unsustainable due to the social laws of victim-disaffection (ViD) and villain-encumbrance (ViE). Further analysis showed that these faultlines of disintegration could be exasperated internally by the governance styles and stances taken by the ruling regimes of the core member states: Kenya’s Jubilee Alliance Party (JAP) has to balance between the forces of ethnically inspired devolution and multicultural capitalism; Tanzania’s Chama Cha Mapimduzi (CCM) still has to overcome a socialist single-party hangover and manage the political marriage between the mainland and the island; and Uganda’s National Resistance Movement (NRM) has chosen a governance philosophy of hybrid Marxism. From a justice point of view, the study advocates for establishing a Regional Basic Structure (RBS) that uses a ‘one-step original position’ as a mitigation measure. The RBS should befounded on universal egalitarianism so as to minimize misrepresentation and diminish the political elitist culture of betrayal of the electorate at all levels of representative leadership. In a reconstructive fashion, the research amplified the classical philosophical position that ethical values within society (the ethical fabric) provide the foundation on which other dimensions of sustainability are built. On the basis of that premise, the study generated and proposes the Comprehensive Ethical Sustainability (CES) frameworkas a scheme of axiomized ethical principles designed to be used towards the realization of the sustainability of systems and processes. The CES scheme is a principlistic recasting of selected intuitively valuable dominant approaches to development; designed to be convertible into a comprehensive program of action (or sets of regional policies) towards the attainment of governance and development sustainability in an integrated EAC. The CES framework is fashioned as a reorganized, multi-dimensional cocktail of i) compound, ii) compatible and iii) complimentary principles of: i) Justice, ii) Capabilities, iii) Ubuntu and iv) Integrity, whose application would make the regional bloc sustainable. These principles are considered and proposed as pillars in the: i) theorization of sustainability; and ii) policy formulation, structural arrangements and individual action aimed at sustainability.
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Alasuutari, H. (Hanna). "Towards more ethical engagements in North–South education sector partnerships." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526210568.
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Abstract This study focuses on practices of engagement and representation in North–South international partnerships, and in global and development education in Finland. The first objective was approached through a qualitative methodology involving document analyses, and interviews with northern and southern partners engaged in education sector partnerships in Zambia from 2003 to 2007. The second objective discusses challenges and possibilities for more ethical North–South partnerships in global and development education policies in Finland. This doctoral study report consists of four articles and a thesis summary. This study draws on three fields of scholarship: postcolonial studies, development studies and global and development education studies. Postcolonial theory is used selectively as a ‘tool for thinking’ that connects critical examinations of North–South engagements and representations with educational possibilities. The methodological framework consists of a combination of different qualitative methods including ethnography and content analysis of three sets of data: 1) 19 semi-structured theme interviews, 2) five open-ended narrative interviews and 3) selected Finnish global and development education policy documents. In the analysis of structures, narratives and relationships in educational partnerships in Zambia, this study outlines tensions and paradoxes that point to the need for more ethical practices that can move beyond hegemonic, ethnocentric and paternalistic patterns of representation and engagement in international development work. The study concludes that ethical engagements in North–South education sector partnerships require an approach that goes beyond individual skills, knowledge and competencies. The importance of systemic analyses of power and knowledge production, of acknowledging the historical and cultural referents that frame possibilities of understanding, and of acknowledging the complexities that are present in North–South engagements are emphasized. Furthermore, the importance of self-reflexivity is suggested as a starting point for understanding the limits of universalised forms of knowing to support ethical engagementsTiivistelmä Tässä tutkimuksessa tutkitaan pohjoinen–etelä -yhteistyötä Sambian opetussektorilla ja siihen liittyvää tematiikkaa globaali- ja kehityskasvatuksessa Suomessa. Tämä kvalitatiivinen tutkimus analysoi Sambiassa vuosina 2003–2007 koulutussektorin kumppanuusohjelmiin osallistuneiden sambialaisten ja eurooppalaisten kehitysyhteistyöntekijöiden haastatteluja sekä kehitysyhteistyöhön, globaali- ja kehityskasvatukseen liittyviä asiakirjoja. Tutkimus käsittelee haasteita ja mahdollisuuksia pyrittäessä eettisempiin pohjoisen ja etelän välisiin kumppanuuksiin koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksen alueella Suomessa. Väitöskirjatutkimus koostuu tiivistelmästä ja neljästä artikkelista. Tutkimus hyodyntää kolmea tutkimusalaa: postkolonialistista tutkimusta, kehitystutkimusta sekä gloobaali- ja kehityskasvatusta. Tutkimuksen teoreettinen viitekehys perustuu postkolonialistiseen teoriaan, joka tarkastelee krittisesti pohjoisen ja etelän välisiä kumppanuuksia ja niissä ilmeneviä koulutuksellisia mahdollisuuksia.Tutkimuksessa käytetään postkolonialistisia käsitteitä ja näkemyksiä ’ajattelun työkaluina’. Tämän tutkimuksen metodologinen viitekehys yhdistää useita kvalitatiivisia menetelmiä, kuten etnografiaa, sisällönanalyysia ja narratiivisuutta. Etnografian avulla pyritään ymmärtämään tutkimuksen tärkeintä kontekstia, Sambian koulutussektoria. Tämän tutkimuksen ensimmäinen primääri aineisto kerättiin puolistrukturoiduilla teemahaastatteluilla (19). Toinen käytetty tutkimusaineisto sisältää avoimia haastatteluita (5), joissa hyödynnettiin narratiivista aineistonkeruumenetelmää. Kolmas tutkimusaineisto sisältää suomalaisia globaali- ja kehityskasvatuksen asiakirjoja. Näitä kolmea tutkimusaineistoryhmää analysoidaan kvalitatiivisen sisällönanalyysin keinoin. Sambian koulutussektorin kumppanuuksien rakenteiden, narratiivien ja suhteiden analyysi paljastaa jännitteitä sekä paradokseja. Tutkimusanalyysi osoittaa, miten tarkeää on tiedostaa historiallisia ja kulttuurisia seikkoja, jotka ulottuvat yksilöiden taitoja, osaamista sekä pätevyyksiä syvemmälle tasolle. Tutkimus esittää, että refleksiivisyys (self-reflexivity) on hyvä lähtökohta tiedon, taitojen ja osaamisen suhteellisuuden ymmärtämiseen eettisempien pohjoisen ja etelän välisten kumppanuuksien tukemisessa koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksessa Suomessa
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Mohamed, Saat Maisarah. "An investigation of the effects of a moral education program on the ethical development of Malaysian future accountants." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1267.
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This longitudinal study investigates the ethical development of Malaysian accounting students after completion of a moral education program (MEP) that includes an ethics course and subsequent practical training. Emphasis is placed on the examination of two moral cognitive processes, ethical sensitivity and ethical judgement making ability. The study involves three phases of data collection, prior to an ethics course, after an ethics course and after practical training. It also determines whether there are differences in the ethical development at the post ethics course between religious affiliation, faith maturity, type of institution (public or private), and academic performance. The study also examines whether the content and teaching process of an ethics course influences students’ sensitivity and reasoning abilities.The data collection involves distribution of questionnaires to students over the three phases of the study and one to ethics lecturers. The student questionnaires consist of vignettes developed by Longenecker et al. (1989) to measure ethical sensitivity while Rest’s (1986) Defining Issues Test (DIT) was used to gauge students’ ethical judgement making ability. Information related to the way an ethics course is taught in different universities were collected from the questionnaire to the ethics lecturers and by examining the ethics syllabi. In the final sample, data from six universities was collected and analysed; two public and two private which provide an ethics course (experiment group), and two universities who do not provide a course (control group). Statistical analyses such as paired tests, factor analysis, regression and correlation were used. General Linear Model Repeated Measures was run to determine the effect of the MEP on the improvement of ethical sensitivity and judgement making ability involving the three phases of data.Results show that students’ ethical sensitivity and judgement making ability significantly improved after attending an ethics course. Muslim students, students from public universities and students with good and average academic performance were found to improve significantly in ethical sensitivity upon completing the course. Students from ‘Other’ religions, students from private universities and students with excellent academic performance show significant improvement in judgement making ability. Analyses also show that certain characteristics of course objectives, content and expertise produced varying degrees of improvement in ethical sensitivity and judgement making ability. Findings from the third phase data demonstrated that students who undertake practical training did not improve in their ethical sensitivity but improved significantly in their ethical judgement making ability. Students who were assigned various types of tasks improved significantly in their reasoning ability compared to students who focused on a single task. Importantly, results indicate that a MEP significantly improved students’ ethical sensitivity and judgement making ability.This thesis has made an original contribution to Malaysian accounting research by identifying the benefits of an ethics course, practical training and a MEP on ethical sensitivity and ethical judgement making ability and confirming the theory that education and a socialization process influences ethical development. The implication for Malaysian universities and policy makers in particular is that the results strongly recommend that an ethics course should be introduced in all Malaysian universities offering accounting degrees. Among suggestions to improve the teaching of an ethics course is the inclusion of experiential methods and emphasis on a balance of rule based concepts and theoretical and philosophical issues. As social interaction related to wider non-focused tasks during practical training has a more significant influence than focused training, the study recommends that practical training should be conducted in an unfocused task manner where students are exposed to a variety of tasks and potentially a broader circle of socialisation structures and ethical situations.
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Hajdin, Mane. "Agents, patients, and moral discourse." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75751.
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Assuming that moral discourse is prescriptive, what distinguishes it from other types of prescriptive discourse? To say, as Hare does, that it is its overridingness, is subject both to criticisms that assume that overridingness could, in principle, be used to distinguish one type of prescriptive discourse from another, and then show that it is doubtful that moral discourse is overriding, and to the criticisms that claim that it is in principle impossible to use overridingness to distinguish one type of prescriptive discourse from another, because all of them are bound to be on a par in respect of overridingness.It is also impossible to distinguish moral discourse from other types of prescriptive discourse by saying that in it we use arguments based on imaginatively putting oneself in the shoes of others, because such arguments are used in prudential discourse as well. However, we can account for the distinction, if we realize that such arguments can be performed only on certain designated argument-places, and that in moral claims argument-places of two different types are designated for the purpose: those for moral agents and those for moral patients; while in prudential claims argument-places of only one type are designated: those for prudential agents.
If this account is accepted, this raises a number of further questions. Examination of these questions leads to a form of relativism about membership in the sets of moral agents and moral patients. This form of relativism, however, leaves considerable room for rational discussion of membership in these sets and is compatible with the rejection of relativism about the content of moral rules.
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Landau, Nancy B. "The computer as a tool in the ethical development of primary school children /." Online version of thesis, 1987. http://hdl.handle.net/1850/10428.
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Batchelor, Carole E. M. "Ethical development in veterinary undergraduates : investigating the value of a novel reflective exercise." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/5239/.
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As veterinary graduates will take up an ethically challenging role, initiatives fostering reflective thinking and moral development are being increasingly promoted in the veterinary curriculum. The aim of this study was to develop and validate a structured, reflective learning tool to promote ethical awareness in pre-clinical veterinary students. The Animal Welfare Associated Reflective Exercise (AWARE) focused on the ethical content of animal welfare related issues witnessed by pre-clinical students during extra mural study (EMS) placements. The AWARE had five sections: demographic information, animal welfare related event, personal reflection, ethical reflection and round up. Students were invited to identify, and give details of, a relevant incident that had an animal welfare impact. The AWARE guided students to reflect on their emotional reaction to the event, and its ethical basis, with reference to three well established ethical frameworks. A computer based teaching package was created to accompany the AWARE. The AWARE was piloted with 25 first year veterinary undergraduate students. Most students reflected on an experience on a lambing placement and feedback from the pilot study was positive with the majority of students self-reporting that their awareness of animal welfare and ethical issues had improved. Validation of the AWARE was then completed with a full cohort of first year veterinary students using a mixed-methods approach. Qualitative analysis revealed that students exhibited higher levels of reflection in the AWAREs than they did in the unstructured reflections previously completed by students following EMS placements. Ethically relevant text was also significantly increased in the AWAREs than in the unstructured reflections. However, completion of the AWARE did not improve scores on standardised measures of ethical sensitivity or moral reasoning, two components of moral development. Following validation, the AWARE was adapted for use in clinical EMS contexts. Fourth year veterinary students completed either the AWARE using a clinical situation which impacted animal welfare or a modified version of the AWARE, the Reflection on Professional Ethics (ROPE) which focused on a professional ethical dilemma. Three different frameworks were utilised in the ROPE – RCVS’s ten guiding principles, the bioethical principles and virtue ethics. Engagement with the AWARE was similar in clinical and pre-clinical students but fewer clinical students left responses blank and more considered their future actions. Findings from analyses of the ROPEs indicated that veterinary surgeons struggled to meet all of their ethical obligations in difficult situations, that respect for client autonomy was met in the majority of cases, and that virtue ethics was poorly understood by students completing the exercise. Investigations into moral reasoning abilities of vet students at various points in the curriculum were also carried out, using a well-established measure, the Defining Issues Test (DIT). First year students were found to have a wide range of moral reasoning abilities but their mean scores were similar to that expected for students of their age and stage. The moral reasoning scores of clinical stage veterinary students were no higher than those of first year veterinary students. Application of the DIT to qualified veterinary surgeons also revealed a wide range of moral reasoning ability, with practising veterinarians scoring no higher than members of the public and over a quarter relying primarily on a basic form of moral reasoning, normally reserved for pre-adolescent children. These findings raise important questions regarding the impact of veterinary education on moral reasoning and concern for animal welfare and veterinary well-being. Ethical development is an area where both undergraduates and qualified veterinarians could benefit from improved training of ethical skills. Collectively, the findings show that the AWARE reliably elicits ethically relevant content, is viewed positively by students and has several learning benefits including improved ability to recognise and reflect on animal welfare and ethical issues. The AWARE now forms part of the veterinary curriculum at the University of Glasgow and is available to other UK vet schools.
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McMahon, Joan. "The Effects of Cognitive Moral Development and Reinforcement Contingencies on Ethical Decision Making." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32898.
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A number of theories attempt to explain the elements of the decision making process when one is faced with an ethical dilemma. Trevino's model (1986)posited a main effect of cognitive moral development (CMD) on ethical behavior, moderated by reinforcement contingencies. Past research has failed to examine the full spectrum of reinforcement contingencies: rewarding ethical behavior (RE), punishing unethical behavior (PU), rewarding unethical behavior (RU), and punishing ethical behavior (PE). It was hypothesized that RE and PU would encourage ethical behavior, while RU and PE would encourage unethical behavior. An additional hypothesis that has not been examined is that reinforcement contingencies would cause individuals who are at the conventional level of CMD to regress to earlier stages of moral reasoning. Support for these hypotheses was not found. Possible explanations for the results are discussed, including the nature of the task itself.Master of Science
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Rutt, Louise. "New practices of giving : ethics, governmentality, and the development of consumer-oriented charity fundraising." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3168.
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This thesis emerges in the context of recent developments in the field of charity fundraising. In particular, in order to increase, or simply maintain, fundraising levels charities have had to develop innovative devices which both take charity giving into the spaces in which individuals carry out their daily activities, and provide mechanisms through which they are able to give to charity in their daily lives. This thesis focuses on one such attempt. The purpose of this thesis is to investigate both the practices of constructing alternative giving and the materials which result from this, and the practices of giving and receiving an alternative gift. Alternative giving refers to a fundraising device which is built around a range of gift cards or certificates produced by the charity, each of which represent one particular item or service provided by the charity to its beneficiaries. The cards or certificates are then sold at a price which is designed to mirror the actual cost of providing the item or service represented and are intended to be used by the purchaser as a gift for a friend or relative. As such, alternative giving, as a form of fundraising used by international development charities, raises a number of questions, particularly in terms of how it affects the relationships between individuals and charities, and individuals and the specific beneficiary. Therefore, this thesis draws on literatures around ethics, governmentality, consumption and gift theory to examine the implications of alternative giving for these relationships. Having drawn these literatures into conversations with empirical research based around interviews with charities and those engaging in alternative giving, and a range of textual materials surrounding this, the thesis argues that practices of alternative giving are carried out by ethical subjects who are situated within broad sets of social relations, and which matter to how connections in the charitable act are manifest.
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Doromal, Quintin S. "An evaluation of selected psychometric characteristics of the ethical judgment scale." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50008.
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The purpose of this study was to evaluate selected psychometric characteristics of the Ethical Judgment Scale (EJS). Specifically, to determine (a) content validity, (b) internal consistency reliability, (c) correlations of the Likert-type, stage 5, and panel scoring methods; and, assess (d) the relationship of certain demographic factors of community college counselors and EJS scores. A survey research design, employing the EJS with modified instructions, requested an actual and ideal response for each of 25 hypothetical incidents that represented various ethical dilemmas in the counseling field. Ninety-one community college counselors in the state of Virginia participated in the final study. A nonrespondent survey also was completed.
The results suggested that content validity of the EJS was supported by expert ratings of the hypothetical incidents; however, an evaluation of the response choices indicated that 20 of the incidents had at least two inappropriate response options. An examination of internal consistency reliability of the EJS, using Cronbach’s alpha and KR-20 statistical procedures, indicated unsatisfactory to lower than desirable correlations for the three scoring methods employed in this study. Similarly poor correlations were obtained for the relationships of the scoring methods. Scale discrepancies and the unreliable scoring methods prevented firm conclusions regarding the association of EJS scores and selected demographic characteristics of the study sample.
Findings of the study suggested that a lack of confidence with the measurement instrument may be justified. Suggestions for further research were offered and included the further evaluation and possible revision of the scale.Ed. D.
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Mudau, Humbulani Alfred. "Governance and ethical principles in Local Economic Developments :a case study of the Greater Thohoyandou Municipality." Thesis, University of Limpopo, 2002. http://hdl.handle.net/10386/2081.
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Gray, John Max. "Virtue Ethics: Examining Influences on the Ethical Commitment of Information System Workers in Trusted Positions." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/364.
Full textAbstract:
Despite an abundance of research on the problem of insider threats, only limited success has been achieved in preventing trusted insiders from committing security violations. Virtue ethics may be an approach that can be utilized to address this issue. Human factors such as moral considerations impact Information System (IS) design, use, and security; consequently they affect the security posture and culture of an organization. Virtue ethics based concepts have the potential to influence and align the moral values and behavior of information systems workers with those of an organization in order to provide increased protection of IS assets. An individual’s character strengths have been linked to positive personal development, but there has been very little research into how the positive characteristics of virtue ethics, exhibited through the character development of information systems workers, can contribute to improving system security. This research aimed to address this gap by examining factors that affect and shape the ethical perspectives of individuals entrusted with privileged access to information.
This study builds upon prior research and theoretical frameworks on institutionalizing ethics into organizations and Information Ethics to propose a new theoretical model which demonstrates the influences on Information Systems Security (ISS) trusted worker ethical behavior within an organization. Components of the research model include ISS virtue ethics based constructs, organizational based internal influences, societal based external influences, and trusted worker ethical behavior. This study used data collected from 395 professionals in an ISS organization to empirically assess the model. Partial Least Squares Structural Equation Modeling was employed to analyze the indicators, constructs, and path relationships. Various statistical tests determined validity and reliability, with mixed but adequate results. All of the relationships between constructs were positive, although some were stronger and more significant.
The expectation of the researcher in this study was to better understand the character of individuals who pose an insider threat by validating the proposed model, thereby providing a conceptual analysis of the character traits which influence the ethical behavior of trusted workers and ultimately information system security.
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McCormick, Sean Eli. "Transcendence: An Ethical Analysis of Enhancement Technologies." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464233924.
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Grisbrooke, Jani. "A study of Occupational Therapists' ethical development as individuals and within communities of practice." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/340974/.
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Occupational Therapists (OTs) who recommend housing adaptations for people with disabilities, funded through public finance, must satisfy professional codes of practice and the employing local authority requirement to allocate finite resources effectively and fairly. At the same time they must also meet service user expectations. Ethical reasoning will be required to balance these demands whilst practising to a personally acceptable professional standard. This study investigates how OTs understand themselves to develop a sense of fairness and how they use their community of practice in developing professional ethical practice. This was a 2 part methodology. Firstly, OTs from 2 community services were invited to participate in small discussion groups. 3 group sessions, of different sizes ranging from 2-6 participants and duration of 2-3 hours, were recorded in which OTs discussed cases which posed ethical challenges with respect to fairness. All participants were female. Secondly, 4 individual interviews with volunteers from the groups were recorded to collect OT narratives of personal ethical development. Transcripts were analysed using a literary-critical approach focussing for transcripts of group sessions on dialogue in community of practice and ethical approaches used; focussing for interview transcripts on the process of ethical development. OTs were shown developing professional practice dialogically within their own community of practice groups. This finding confirms the importance for professional development of encouraging opportunities for dialogical interaction between OTs. Practical reasoning about justice as theorised by Sen (2009) better characterised OT ethical reasoning practices than biomedical-ethical approach applying universal, abstract ethical principles. OT narratives of ethical development fitted the Aristotelian model of growth in virtue as a whole, across both professional and personal aspects of life. Empathy was tentatively categorised as a virtue rather than a technical skill in this context. Empathy contributed to OT clinical reasoning processes as well as ethical reasoning.
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Botham, Sho. "Ethical issues in the training and development of dance teachers in the private sector." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/b3568b7e-c59b-49bc-a421-a5a8c8bd1cf4.
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One leading researcher into the training of dancers and safe dance practice accurately characterised traditional, authoritarian, dance teaching methods as `teaching by terror’. This project considered evidence for the widely-voiced claim that dance teaching, and particularly the private dance teaching sector, has rejected these methods and moved towards more ethical teaching practices.
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Fraile, Angel Romo. "Ethical implications of information and communication technologies in the context of development : a theological evaluation of current development strategies." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2474.
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Thesis advisor: Thomas MassaroThis thesis does not intend to diminish the incontestable contribution of technology in combating poverty and underdevelopment. On the contrary, this thesis is an expression of optimism when it comes to the use of technology in bringing some measure of welfare to those deprived of adequate conditions of life. At the same time, this thesis is a reflection on the meaning of those bold words: technology, welfare and condition of life. We tend to put them together very easily and cavalierly, but the link may be less than fully evident, especially if we do not have a clear idea of what conditions of life we are promoting and pursuing
Thesis (STL) — Boston College, 2011
Submitted to: Boston College. School of Theology and Ministry
Discipline: Sacred Theology
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Mercader, Victor. "Study of the ethical values of college students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001545.
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Krauss, Kirstin Ellard Max. "Ethical ICT research practice for community engagement in rural South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/39923.
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The research reported here evolved from the researcher’s ethnographic immersion in an ICT for
Development (ICT4D) project in a deep rural part of South Africa. During ethnographic immersion,
three key issues emerged from fieldwork. Firstly, the researcher realised his limited understanding of
the worldview of research participants. Secondly, he realised his inability to appropriately and
ethically do community entry and implement the ICT4D artefact (e.g. ICT4D training and policy),
especially because of his limited understanding of the cultural context, underlying values,
emancipatory concepts and interests, as well as incomplete insight into the oppressive
circumstances that the people in the research setting find themselves in. The third issue relates to an
inability to interpret and explain the collisions and conflicts that emerged from introducing, aligning,
and implementing the ICT4D artefact. Through critical ethnographic methods and a critical
orientation to knowledge, the researcher shows how these inabilities, collisions, and false
consciousnesses emerged to be the result of cultural entrapment and ethnocentricity that he and
the research participants suffered from.
A key argument throughout this thesis is that the emancipation of the researcher is a precursor for
the emancipation of the researched. The researcher thus asks: In what ways should ICT4D
researchers and practitioners achieve self-emancipation, in order to ensure the ongoing
emancipation and empowerment of the deep rural developing community in South Africa? The
study subsequently argues the link between the topic of this thesis, namely the issue of ethical
research practice, and the primary research question. A unique perspective on these problems is presented as the study looks at emancipatory ICT4D research and practice in context of a deep rural
Zulu community in South Africa, and specifically the journey of social transformation that the
researcher himself embarked on.
The study retrospectively applies Bourdieu’s critical lineage to reflect on the research contribution
and how the researcher was eventually able to construct adequate knowledge of the ICT4D social
situation. Building onto the idea of critical reflexivity, the researcher argues that critical
introspection should also be part of critical ICT4D research in South African contexts. Through
confessional writing, the researcher describes experiential knowledge of the worldview collisions
that emerged from ICT4D research and practice. In particular, manifestations of the collisions
between the typical task-orientated or performance-orientated value system of Western-minded
societies and the traditional loyalty-based value system or people-orientated culture of the Zulu
people are described.
The research contributes by challenging dominant ICT4D discourses and by arguing for an end to a
line of ICT4D research and practice where outsiders with a Western task-orientated worldview, like
the researcher himself, make unqualified and inadequate assumptions about their own position in
ICT4D practice, and about their own understanding of how to “develop” traditional communities in
South Africa through ICTs. Following Bourdieu, the researcher argues that one can only build an
adequate understanding of the social situation through critical reflexivity, by making the necessary
knowledge breaks, and by allowing oneself to be carried away by the game of ICT4D practice.Thesis (PhD)--University of Pretoria, 2013.
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Haynes, Linda Carol. "Borrowing or Stealing: The Language and Moral Development of Criminals and Noncriminals." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331861/.
Full textAbstract:
The present study was undertaken (1) to compare the connotative meanings criminals attach to a sampling of concepts with those meanings attached by noncriminals, and (2) to examine the possible relationship between moral development and criminal behavior. One hundred thirty four male subjects completed the Wide Range Achievement Test- Revised (Reading Section); a personal data sheet; the Ammons Quick Test-Form I; the Criminal Semantic Inventory; the Test for Criminal Cognitions; and the Sociomoral Reflection Questionnaire. Subjects were divided into four groups (Noncriminals, Against Person Group, Against Property Group, and Against Statute Group) on the basis of history of criminal conviction. A one-way MANOVA was conducted on each of the 16 concepts under investigation. Significant differences were found for five concepts. In addition, criminals were found to differ significantly from noncriminals on level of moral development.
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Cole, Dennis. "An investigation into the effect of cognitive moral development on ethical judgments, intentions, and behavior." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-155707/.
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Kemp, Frederick Willem. "Ethical codes for training staff in South African collieries : a case study / F.W. Kemp." Thesis, North-West University, 2009. http://hdl.handle.net/10394/6393.
Full textAbstract:
The title of the research is "Ethical codes for training staff in South African Collieries -a case study". The research was conducted in coal mining training centres in the Free State,
Gauteng and the Mpumulanga provinces of South Africa.
The objective of the research was to examine ethical codes currently in place internationally and locally. Based on this research the research was then focused on its contribution to the human resource development arena. South African coal mining training centres staff were interviewed regarding how they perceived ethical codes and ethical conduct and the importance of these concepts to their daily work lives.
It was found that training staff were aware of ethical behaviour and conduct. Factors such as age, the type of professional association a person belongs to were found to be significant.
Recommendations were made regarding further research on ethical conduct in other mining products, companies a for human resource development practises.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
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Woodward, Marie-Therese. "The ethical dimension to the financial investment decision : the development and testing of a theoretical model." Thesis, University of the West of England, Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322495.
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Benadé, Leon Woeke. "From technicians to teachers : the New Zealand curriculum and the development of ethical teacher professionality." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/9662.
Full textAbstract:
The New Zealand Curriculum mandated in 2010, requires on-going school-based curriculum development and significant shifts to teachers' practice. Will the implementation of this curriculum policy encourage the development of ethical teacher professionality? The dominant critical position in New Zealand education theory is that teaching has been 'deprofessionalised' by the reforms of the education system since 1989, while dominant 'official' discourse postulates 'reprofessionalisation' through 'effective pedagogy'. This thesis suggests that The New Zealand Curriculum breaks with the pattern of neoliberal reform, because of the influence of Third Way ideology on its formulation. The self-contradictory elements of the Curriculum provide opportunities for critical and creative implementation that enable teachers to take ethical control of their work. This thesis will elucidate this contention. Renewed attention must be drawn to an ideal of teachers' work in the context of post-1989 education reform, its key elements, and how these could be operationalised by teachers. This ideal is centred on a calling or vocation to 'ethical professionality' that is under constant renewal. This claim for ethical teacher professionality is considered in relation to the underlying ideological drivers of the reform project, and placed in the context of the concept of profession and various conceptions of teachers' work. Its operational elements are established before considering the reform context that has encouraged the deprofessionalisation of teachers' work. The question of whether The New Zealand Curriculum represents a break in the pattern of neoliberal reform is considered. As a policy, the Curriculum is subjected to critical policy analysis, permitting an exploration of the notion of 'spaces' in The New Zealand Curriculum. The Curriculum does challenge the development of ethical teacher professionality, and three aspects in particular are considered. A critical and creative approach to implementation that will encourage ethical professionality is driven by the vision of building a knowledge democracy for a critical education community. In such a community, teachers form a community of critical professional enquiry. This approach is contrasted with the vision in The New Zealand Curriculum of reprofessionalised teachers' work proposed by 'effective pedagogy', in particular 'teaching as inquiry'.