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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.

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  • 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)
  • Inclusive Education and Epistemic Value in the Praxis of Ethical Change

    Haaz, Ignace (Globethics.net, 2019-07)
    IIn many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being.
  • Ethics in Higher Education

    Ike, Obiora; Onyia, Chidiebere (Globethics.net, 2018)
    This second of two book volumes on ethics in higher education is the result of an international conference organised by Globethics.net with the leadership of the University of Nigeria Nsukka in 2016 on managing and teaching ethics within higher education institutions. The focus on traditions and religions as vehicles for collaboration and co-existence in plural societies has gained great attention both in Africa and elsewhere. The book features 14 authors from the University of Nigeria and other Nigerian institutions, including the Tansian University, Abia State University and Bayero University among others.
  • Ethics in Higher Education

    Ike, Obiora; Onyia, Chidiebere (Globethics.net, 2018)
    The international conference of the University of Nigeria, held in 2016, made it clear that education must assist and lead students to learn to be free, responsible, innovative and creative. The teacher has the duty to guide students to know how to acquire knowledge that is not mere information but knowledge that is reflected, offering essential insights needed for effective living—such knowledge bears the ingredients of ethics. This first of two book volumes serves as a guide providing insights gained through experience from 29 authors, including teachers, administrators and policy makers and researchers, all brought together to focus on how Ethics in Higher Education can be integrated into concrete contexts.
  • Ethics in Higher Education : Values-driven Leaders for the Future

    Stückelberger, Christoph, 1951-; Singh, Divya (Globethics.net, 2017)
    The values and virtues practised in universities heavily influence the leaders of the future, but outside the limelight of excelling education institutions there is a concerning violation of good practises and rise in unethical behaviour. This book offers diverse insights from 19 different authors, writing from eight countries in five continents, providing explanations and recommendations for the ethical crisis present around the world which can be mitigated by suitable education in ethics, particularly in higher education institutions.