Each volume in this series offers analysis and contextual guidelines on ethics in education with contributions from authors from around the world. The series has been conceived to appeal to students and professionals alike, providing a blend of approaching values-based education for life-long learning and concrete examples of the development of ethical standards in universities. There is a particular focus on fostering global citizenship using open education models and distance learning possibilities.

Recent Submissions

  • Money and morality in higher education : seven countries case studies

    Stückelberger, Christoph, 1951-; Andreescu, Marie Renee (Globethics.net, 2021)
  • Leadership with integrity : higher education from vocation to funding

    Galgalo, Joseph; Kobia, Samuel; Stückelberger, Christoph, 1951- (Globethics.netSt. Paul's University, 2021)
    "This is a person with Integrity.” It summarizes the values and virtues such as honesty, credibility, justice and respect. Persons with integrity are needed on all levels, from parents to heads of states, from students to Vice-chancellors, from cleaning to accounting, from student elections to national elections. The book encourages in three parts for integrity in leadership, vocation in the professional life and integrity in elections. The book is the fruit of the partnership between Globethics.net and the Ecumenical St. Paul’s University SPU in Kenya, ranked by UniRank as the best private university in Kenya. Most of the authors are from SPU.
  • Ethics and fake university results

    Lilian, Linda (Globethics.net, 2021)
  • Mainstreaming Ethics in Higher Education. Vol.2, The teacher : between knowledge transmission and human formation

    Mbae, Justus; Onyia, Chidiebere; Makinda, Herbert; Ike, Obiora (Globethics.net, 2021)
    The 18 chapters of this book are a result of a Globethics.net conference in March 2018 at the Catholic University of East Africa (CUEA) in Kenya, focused on the integration of Ethics in Higher Education. The book captures the potential for sharing of knowledge, and triggering interdisciplinary collaboration and research across a wide variety of issues ranging from research practice, religion, entrepreneurship, leadership, fundraising and corruption. While some of the chapters focus on the understanding of ethics and its relationship with the various other aspects of life, others concentrate on the methods and strategies of effectively teaching ethics.
  • Ethics practitioner’s reflections : integrating ethics 
into the university ecosystem : why? how? and who?

    Singh, Divya (2020)
    Si se acepta que la función de la universidad es preparar a los graduados para que se integren y se conviertan en miembros de una sociedad cooperativa, entonces la forma en que los estudiantes se preparen para participar en un medio comunitario dictará, en gran 16 medida, el tipo de sociedad en la que finalmente nos encontremos . Es muy necesario entender la universidad como un microcosmos de la comunidad más grande y el impacto que una universidad puede tener en el progreso y la potenciación ética de la sociedad más amplia. En el presente artículo se expone la experiencia de Universidad de Sudáfrica (Unisa), que aprobó una estrategia que incluía la incorporación de una cultura ética compartida en la universidad y la de STADIO Holdings, una empresa de inversiones involucrada en la enseñanza superior privada en Sudáfrica, cuyo enfoque esta centrado en los estudiantes y en la que se da prioridad a la importancia de integrar la responsabilidad ética y la conciencia social en el plan de estudios de enseñanza y aprendizaje.
  • Professional ethics : challenges and opportunities for Latin America

    von Sinner, Rudolf (2020)
    Meaningful education is, and indeed should be: 1) Transformative, seeking to develop one's own subjectivity, especially that of those who have historically been denied; 2) Inclusive, training for effective participation in society with adequate citizenship; 3) Seeking to capacitate persons to foster reflection and creativity, instead of just giving pre-digested responses; 4) Promoting the commitment of everyone, with everyone and for everyone in the concrete world where 5) not only do we have to formulate the answers again, but new questions arise that must be asked and answered. The article highlights as elements of a professional ethic promoted by higher education institutions: I) Learning is an integral and holistic process in dialogue, speaking with and from the heart, mind and hand - affection, reflection and action; II) Higher education is not just about having a degree - we have to foster true authorship; and; III) Knowledge is provisional, but not arbitrary - we have to give good reasons, to render accounts on a reasonably objective basis; and IV) Science seeks truth, being aware that truth is subject to an interpretation that is sometimes very diverse and, therefore, has to undergo conversation and develop through logically constructed argumentation.
  • Ethics in higher education between engaged reflection and embodied presence styles

    Ekué, Amélé Adamavi-Aho (Globethics.net, 2020)
    The result of ethics in higher education is no more and no less than instilling empowerment, passion, compassion, and a sense of purpose and longevity. Ethics cannot be neutral, but encompasses the entire human commitment to the entire created world and, therefore, the entire plausibility system that guides all decision-making processes. On the one hand, ethics is reflective, since it originates from intellectual stimulation and depends on continuous chains of discourses, and on the other hand, it is oriented towards action, prone to being applied in specific settings. This fundamental understanding allows the challenge and opportunity of ethics in higher education to unfold in conjunction with three main points, each associated with a brief case vignette: Ethics in higher education as a formative and informative task; Ethics in higher education as a promotional task; Ethics in higher education as an invitation task.
  • Ethics in higher education, a transversal dimension : challenges for Latin America=Ética en educación superior, una dimensión transversal : desafíos para América Latina

    Montealegre, Deivit; Barroso, María Eugenia (Globethics.net, 2020)
    This sixth volume on ethics in higher education is the result of an international and interdisciplinary seminar focused on the challenges for Latin America. It was jointly organized by the Universidad Católica Argentina (UCA) and Globethics South America Program, in October 2019. The report features 12 authors from universities, governmental and non-governmental organizations from the region and abroad.
  • Ethics in higher education : international and African challenges and opportunities

    Stückelberger, Christoph, 1951- (2019)
    Higher education globally and also in Africa faces manifold challenges in governance, funding, students' and staff recruitment, exam monitoring, plagiarism, bullying, cybercrime etc. But many opportunities arise for universities which position themselves as values-driven educational institutions. Ethics increase credibility, credibility builds trust, trust brings reputation, reputation increases number of students, improves teachers’ teaching and brings more funding. Education in Higher education means forming future leaders. Ethics in Higher education therefore is leadership ethics. The contribution shows the crisis of trust, reasons for the ethical challenges in higher education, which values and virtues need to be benchmarks and which concrete steps lead to solutions on personal, institutional, political, economic and spiritual level.
  • Higher education in crisis : sustaining quality assurance and innovation in research through applied ethics

    Ani, Ikechukwu J.; Ike, Obiora F., 1956- (Globethics.net, 2019)
    Education in Ethics, if acquired, increases the value chain of any nation because Education founded on values brings values-driven-principles into the heart of humans. We are, however, aware of the gap in values transmission from one generation to the next. This book is a response to that gap. It contains reflections by professionals, teachers, research students and educationists, including policy makers and ethicists, whose thought provoking ideas help the discourse of pushing the agenda that Ethics Matters.
  • Mainstreaming Ethics in Higher Education (Vol.1)

    Ike, Obiora F.; Mbae, Justus; Onyia, Chidiebere (Globethics.net, 2019)
    The 30 chapters of this book form a panorama across various disciplines on five key themes integrating education or research ethics as research ethics and 1) administration, 2) business/finance, 3) education, 4) environment, 5) justice and law. The goals of this book is to gather contributions in various disciplines on contemporary ethics in education and research in the global context and to show by conceptual argumentation how some normative ethical views have a global value and manage to overcome local controversy and disagreement and have an essential relevance for the ethics of research or education.
  • Ethical Concerns In Ghost-Writing

    Makinda, Herbert (Globethics.net, 2019)

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