Englehardt / Schrag The Ethical Challenges of Academic Administration

1. Auflage 2009
ISBN: 978-90-481-2841-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 196 Seiten

This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives. Academics are very good at reflecting on the ethical issues in other professions but not so interested in reflecting on those in their own, including those faced by faculty and administrators. Yet it is a topic of great importance. Academic institutions are value-driven; hence virtually every decision made by an academic administrator has an ethical component with implications for students, faculty, the institution, and the broader community. Despite this, they receive little systematic preparation for this aspect of their professional lives when they take up administrative posts, especially when compared to, say, medical or legal training. Surprisingly little has been written about the ethical challenges that academic administrators are likely to face. Most of the literature relating to academic administration focuses on 'leadership' and draws heavily on management and social science theory. The importance of focusing on ethical deliberation and decision-making often goes unrecognized.

Autoren/Hrsg.

Englehardt, Elaine

Schrag, Brian

Inhaltsverzeichnis

1;Contents;5
2;Contributors;7
3;Author Biographies;8
4;Introduction: Ethical Tasks of Academic Administrators;12
4.1; Ethical Tasks of Academic Administrators;14
4.2; Moral Recognition;14
4.3; Taking the Institutional Point of View;14
4.3.1; Exercising Good Ethical Judgment;17
4.3.2; Components of Ethical Judgment;17
4.3.3; Understanding the Culture of the Institution;17
4.3.4; Conflicts of Interest;18
4.3.5; Channels of Communication;18
4.3.6; Moral Considerations in Good Judgment;19
4.4; Ethical Decision Making for Action;19
4.4.1; Individual and Collaborative Decision Making;20
4.4.2; Reactive and Preventive Ethical Decision-Making;20
4.4.3; Ethical Deliberation;21
4.4.4; How Might an Administrator Engage in Ethical Deliberation?;23
5;Ethical Dimensions of Presidential Leadership;25
5.1; Introduction;25
5.2; The Role of the President;26
5.3; Decisions Legal vs. Right;27
5.4; Standards and Practices;28
5.5; Decision Points;28
5.6; Judgment;29
5.7; No Right Decision;31
5.8; Setting a Precedent;31
5.9; Recruitment and Hiring;33
5.10; Summary;34
6;Academic Ethics in Higher Education Administration: The Dimensions of Decisions;36
6.1; Addressing the Moral Concerns;39
6.2; Some Theory;41
6.3; Practical Applications;43
6.4; Cases;43
6.4.1; The New Dean;44
6.4.2; Keep Confidences;44
6.4.3; Sexual Harassment;45
6.4.4; Positive Ethical Decisions;46
6.5;References;47
7;Through the Looking Glass: Ethics and Academic Administration;48
7.1; Introduction;48
7.2; Objective;49
7.3; Shifts in Ethical Reasoning;50
7.3.1; The Shift from the Activity of Moral Critic or Judge to the Activity of Choosing a Morally Justified Course of Action;51
7.3.2; The Shift from an Individual Point of View to an Institutional Point of View;52
7.3.3; The Shift Involving Organizational Position and Administrative Culture;54
7.4; Categories of Ethical Issues;55
7.4.1; Ethical Issues at the Level of Personal Action or Decision Making;55
7.4.2; Dealing with the Ethical or Professional Lapses of Individuals;56
7.5; Institutional Culture Issues;57
8;On the Dark Side: Lessons Learned as Interim Dean;60
8.1; A Helpful Framework;61
8.1.1; Personal Ethics;62
8.1.2; Professional Obligations;64
8.1.3; Leadership Responsibilities;67
8.2; Lessons Learned;70
9;Caught in the Middle: On Chairing a Department;71
9.1; Preparation;71
9.2; The Job;73
9.3; Getting Started;75
9.4; Expectations;76
9.5; In the Trenches;78
9.6; Another Administrative Perspective;82
10;Cardinal Virtues of Academic Administration;85
10.1; Thesis;86
10.2; Aristotle on Moral Virtue and Good Judgment;88
10.3; Integrity;90
10.4; Three Threats to Institutional Integrity;94
10.5; The Foundations of Administrative Judgment;96
10.6; Leadership and Commitment to the Good of the Institution;98
10.7; Concluding Cases;101
10.7.1; The Ineligible Player;101
10.7.2; The Controversial Speaker;103
10.8;References;106
11;Mission and Academic Administration;109
12;Educated Warfare: Adversary Relations in the Groves of Academe;121
12.1; The Two-Culture Hypothesis;122
12.2; Two Models of the University;123
12.2.1; The University as Corporation;124
12.2.2; The University as College;126
12.2.3; Musings from a Parallel Profession;130
12.2.4; The University as Hospital?;133
12.3; Peace;135
13;Collaborative Administration: Academics and Administrators in Higher Education;136
13.1; Conceptions of Ourselves as Academics and Administrators: The Tension Between the Roles of Program Faculty and Academic Administrators;137
13.1.1; Philosophical Conceptions of Autonomy;138
13.1.1.1; Kantian Autonomy;138
13.1.1.2; Feminism and Relational Autonomy;139
13.1.2; Autonomy, Faculty, and Administrators;140
13.1.2.1; Faculty;140
13.1.2.2; Administrators;141
13.2; Administration and Professionalism: Is Professionalism Enough?;142
13.3; Collaboration;144
13.3.1; Collaboration and Consultation;144
13.3.1.1; Collaboration/Consultation and Their Differences;145
13.3.2; Collaboration in Practice;146
13.3.2.1; Stage One;147
13.3.2.2; Stage Two;148
13.3.2.3; Stage Three;149
13.3.2.4; Stage Four;149
13.3.2.5; Stage Five;149
13.4; Possibilities for Collaboration;151
13.5;Bibliography;153
14;How Should the Policy Apply? Trustworthy Decisions in the Administration of Graduate Academic Programs;156
14.1; Introduction;156
14.2; Trustworthy Decisions: Applying Academic Policies;158
14.3; Trustworthy Processes: Committee Meetings;160
14.4; Conclusion;161
14.5;References;162
15;On Telling Faculty the Truth;163
15.1; Introduction;163
15.2; Model Cases;164
15.3; White Lies;165
15.4; Justification;165
15.5; Conclusion;170
16;The Paradox of Prejudicially Applying Valid Academic Standards: A Historical Case Study in the Ethics of Academic Administration;171
16.1; I;173
16.2; II;178
16.3; III;182
16.4; IV;188
16.5; V;191
17;Cases and Commentaries;193
18; One Million Dollar Endowment Matching Grant;193
18.1; Case Analysis;193
19; Polluting Donor;196
19.1; Case Analysis;196
19.1.1;The Question;196
19.1.2;What to do;197
19.1.3;Principles that Govern this Decision;197
19.1.4;Cases Where the Money Must Not Be Accepted;198
20; Conflict of Interest in Hiring;199
21; Fair Practices in Hiring;200
21.1; Case Analyses;200
21.1.1;General Observations;200
21.1.1.1; Assumptions About Searches in Higher Education Administration;201
21.1.2;Conflict of Interest in Hiring: Internal Candidate;201
21.1.3;Fair Practices in Hiring -- Outside Information;203
22; Prevention and Restoration;205
22.1; Case Analysis Prevention and Restoration;207
22.1.1;Background Issues and Context;207
22.1.2;Case Analysis;208
22.1.3;Interference in the Publication Process;208
22.1.4;Testifying at the Public Hearing;209
22.1.5;Industrial Support for the Department;210
22.1.6;Post Crisis Response;211
22.1.7;Conclusion;211
22.2; Case Analysis Academic Freedom and Integrity: The Firestorm Over Salvage Logging at Oregon State;212