Ethics in Higher Education Collection aims to help students, teachers and higher education administrators to stay well informed on ethical issues affecting university life, and to understand how to advocate for the respective interests of all interested parties, at the institutional, state, regional and international levels.From the empirical point of view the collection on ethics in education includes documents that explain what the newest forms of innovative education are, why didactic method is as important as the delivery of a good curriculum, and this collection could even give concrete insights on how to support by means of institutional efforts students to aspire to and plan for education.The main aim of the collection is to transcend the empirical layer of education in order to provide a careful normative description and ethical incentives for good education. But what does good education mean? Is it mastering of technology, developing disinterested knowledge, apply practical knowledge in context, or self-understanding and virtue? Inspired by the wisdom collected since early Antiquity to the current contexts, Globethics.net Library should help to manifest the highest level of academic integrity and reminds us that simply dealing with others honestly and fairly are universal values.

Recent Submissions

  • Transforming Lives and Systems

    Frawley, Jack; Nguyen, Tran; Sarian, Emma (Springer Nature, 2020)
    This open access book explores the transformative experiences of participants in the University of Sydney’s National Centre for Cultural Competence (NCCC) programs. The establishment of the NCCC was viewed as a critical point of departure for developing an institution-wide agenda of cultural competence. The NCCC’s work since its inception reflects efforts to lay important foundations for cultural change at the University. With the ultimate aim of establishing cultural competence as an agent for transformational change and social justice education, the NCCC has steadily expanded its research and teaching work both within and beyond the University of Sydney. Further, it has developed foundational resources to support and encourage University staff to integrate cultural competence philosophy and pedagogy in their curricula, teaching and research. This includes the ability to engage meaningfully with the cultures, histories and contemporary issues in Aboriginal and Torres Strait Islander communities. The NCCC programs have been designed to encourage participants to learn about who they are and how they can positively impact the transformational change the University has begun. The book presents participants’ reflections on their experiences at the organisational and personal level. Readers will gain insights into a range of topics including cultural competence, communities of practice, policy implementation, and transformative leadership at the interface between higher education and professional lives.
  • Drug education in victorian schools (DEVS): the study protocol for a harm reduction focused school drug education trial

    Midford, R; CAHILL, H; Foxcroft, D; Lester, L; Venning, L; Ramsden, R; Pose, M (BIOMED CENTRAL LTD, 2020-06-10)
    BACKGROUND: This study seeks to extend earlier Australian school drug education research by developing and measuring the effectiveness of a comprehensive, evidence-based, harm reduction focused school drug education program for junior secondary students aged 13 to 15 years. The intervention draws on the recent literature as to the common elements in effective school curriculum. It seeks to incorporate the social influence of parents through home activities. It also emphasises the use of appropriate pedagogy in the delivery of classroom lessons. METHODS/DESIGN: A cluster randomised school drug education trial will be conducted with 1746 junior high school students in 21 Victorian secondary schools over a period of three years. Both the schools and students have actively consented to participate in the study. The education program comprises ten lessons in year eight (13-14 year olds) and eight in year nine (14-15 year olds) that address issues around the use of alcohol, tobacco, cannabis and other illicit drugs. Control students will receive the drug education normally provided in their schools. Students will be tested at baseline, at the end of each intervention year and also at the end of year ten. A self completion questionnaire will be used to collect information on knowledge, patterns and context of use, attitudes and harms experienced in relation to alcohol, tobacco, cannabis and other illicit drug use. Multi-level modelling will be the method of analysis because it can best accommodate hierarchically structured data. All analyses will be conducted on an Intent-to-Treat basis. In addition, focus groups will be conducted with teachers and students in five of the 14 intervention schools, subsequent to delivery of the year eight and nine programs. This will provide qualitative data about the effectiveness of the lessons and the relevance of the materials. DISCUSSION: The benefits of this drug education study derive both from the knowledge gained by trialling an optimum combination of innovative, harm reduction approaches with a large, student sample, and the resultant product. The research will provide better understanding of what benefits can be achieved by harm reduction education. It will also produce an intervention, dealing with both licit and illicit drug use that has been thoroughly evaluated in terms of its efficacy, and informed by teacher and student feedback. This makes available to schools a comprehensive drug education package with prevention characteristics and useability that are well understood. TRIAL REGISTRATION: Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12612000079842.
  • Enhancing Social and Emotional Wellbeing of Aboriginal Boarding Students: Evaluation of a Social and Emotional Learning Pilot Program

    Franck, L; Midford, R; Cahill, H; Buergelt, PT; Robinson, G; Leckning, B; Paton, D (MDPI, 2020-06-10)
    Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal students as they need to negotiate unfamiliar cultural, social and learning environments whilst being separated from family and community support. Accordingly, it is critical for boarding schools to provide programs that enhance the social and emotional skills needed to meet the challenges. This study evaluated a 10-session social and emotional learning (SEL) program for Aboriginal boarders and identified contextual factors influencing its effectiveness. The study combined a pre-post quantitative evaluation using diverse social and emotional wellbeing measures with 28 students between 13-15 years (10 female, 11 male, 7 unidentified) and qualitative post focus groups with 10 students and episodic interviews with four staff delivering the program. Students' social and emotional skills significantly improved. The qualitative findings revealed improvements in students seeking and giving help, working in groups, managing conflict, being assertive and discussing cultural issues. The focus groups and interviews also identified program elements that worked best and that need improvement. Secure relationships with staff delivering the program and participation in single sex groups stood out as critical enablers. The findings lend evidence to the critical importance of collaborative design, provision and evaluation of SEL programs with Aboriginal peoples.
  • Evaluation Champions: A Literature Review

    GULLICKSON, A; Rogers, A (Open Journal Systems, 2020-06-09)
  • Higher education in regional and rural Victoria: Distribution, provision and access

    Chesters, J; Cuervo, H; Romei, K (Youth Research Centre, 2020-06-03)
  • Mujeres: desigualdades presentes en diferentes espacios

    Trejo Magaña, Glenda Yamileth (2019)
    At a worldwide level, different organizations have talked about the need for girls and women to have access to education at all levels, because the fulfillment of this right directly contributes to overcoming different inequalities. This essay aims to make an argumentative outline around the social spaces in which women develop, that are marked beforehand by the cultural and social construction of archetypes; this discussion is necessary to demonstrate that, even though many women have accessed university education and in different spaces, if it is analyzed in detail, manifestations of gender differences arise. This research is classified as being of a basic nature, using bibliographic sources such as reports issued by government institutions, journalistic reports and various authors who have provided data for analysis and argumentation. Among the results, it becomes clear that social hierarchies persist in access to education and different spaces; because beyond the numbers where female enrollment may be seen as being higher than men's; careers and different specialties involve gender and even beyond that, in the imaginary of many girls, there are a few preset options as to what they will do and what their duty should be; those are the archetypes that condition and limit. Having access to education represents more opportunities in different fields of daily reality in the public and private sectors, and a strong State, that recognizes the need to empower women by developing public policies to overcome this historical gender gap, is an indispensable condition.
  • Full-Service Community School Intervention: Case Study of Somali Parent-School Engagement Within a Rural Midwestern School District

    Leland, Anne (Red, 2020-06-26)
    The purpose of this three-stage qualitative phenomenology case study was to characterize Somali refugee parents’ understanding of their role in school-parent relationships and investigate the impact of a research-based parent involvement intervention model adapted for use with this study. Research questions included: 1) What are Somali refugee parents’ understanding, perceptions, and expectations of school parent involvement; and 2) Did the adapted training intervention, designed to enhance school-parent relationships and parent engagement behaviors among Somali refugee parents, succeed? Following an initial interview stage, Epstein’s School-Family-Community Partnership Model (2019) was adapted and used to design a training intervention that was delivered as a component of the district’s Community School model. The pre-training interview identified that none of twelve parents in the study had attended school in their home country or the United States. The Somali refugee parents reported that their lack of English skills caused difficulty for them to understand school policies, their child’s school progress, and teacher expectations. Coded and themed results from post-training interviews revealed the parent involvement training interventions had resulted in both increased parent engagement knowledge and behaviors. The study verified parent engagement barriers for Faribault Public Schools’ Somali parents, and the engagement trainings provided the study sample group with focused, evidenced-based knowledge, skills, and recommended actions. Recommendations for practice include aligning school-parent involvement activities with a comprehensive, structured approach such as the Epstein model and the thorough identification of parent engagement barriers for the targeted subpopulation.
  • Pemberdayaan Masyarakat Berbasis Agropreneur dalam Mengatasi Pengangguran di Desa Gerupuk Kabupaten Lombok Tengah

    Baiq Mariatun; Muhammad Arief Rizka (LPPM Universitas Pendidikan Mandalika, 2019-03-01)
    The aimed of this study was to describe the implementation of an agropreneur-based community empowerment program through training in snapper cultivation in Gerupuk village. The research method used is descriptive method with a qualitative approach. The data sources of this study include program managers, instructors, and citizens of learning. The instrument of this study was the researchers themselves with the help of interview, observation, and documentation guidelines. Analysis of the data in this study used qualitative data analysis techniques with interactive models. The results of this study indicate that implementing an agropreneur-based community empowerment program through entrepreneurship training in snapper fish in Gerupuk village has been well implemented and in accordance with the principle of participatory empowerment. The stages of program management include planning, organizing, implementing, monitoring, and evaluating programs. The results of the program, namely the learning community can apply their knowledge to entrepreneurship in groups which has implications for improving the standard of living.
  • Protestando en Twitter : ciudadanía y empoderamiento desde la educación pública

    Saura Casanova, Geo; Muñoz Moreno, José Luis; Luengo Navas, Julián; Martos, José Manuel (2017)
    Descarregat de WoS per la BCHG
  • 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning

    Suzan Koseoglu; Tugba Ozturk; Hasan UCAR; Engin Karahan; Aras Bozkurt (Ubiquity Press, 2020-05-01)
    Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching 'empowerment' as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) 'ODL and equal opportunity'; (2) 'Feminism and gender-sensitive curriculum design'; and (3) 'Culturally relevant curriculum design'. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
  • L’avenir des dispositifs d’éducation non formelle

    Baba-Moussa, Abdel Rahamane (Centre international d'études pédagogiquesRevue internationale d'éducation de Sèvres, 2020-06-15)
    Chaque pays doit identifier son « réseau d’apprentissage », car le système éducatif ne se réduit pas à la « forme scolaire ». Outre l’éducation formelle, il comprend l’éducation non formelle et informelle. En Afrique francophone tout particulièrement (mais pas seulement), l’éducation non formelle est indispensable, face aux insuffisances du système formel tant en efficacité interne qu’externe. Il s’agit donc de revoir l’architecture du système éducatif, en passant du paradigme de la scolarisation obligatoire au droit à l’apprentissage tout au long de la vie.
  • Écrire-rêver l’expérience des coordonnateurs d’Ulis au collège : monographies de rencontres singulières dans le cadre d’entretiens cliniques de recherche en sciences de l’éducation

    Paris 10; Hatchuel, Françoise; Markakis, Konstantinos (2019-12-11)
    Dans une approche clinique d’orientation psychanalytique en sciences de l’éducation, cette thèse vise à produire des connaissances sur le rapport des coordonnateurs d’Ulis-collège à leur propre activité professionnelle. À partir des entretiens cliniques de recherche avec des coordonnateurs, l’auteur met en place un dispositif d’analyse du matériel et de rédaction de « monographies des rencontres singulières ». Dans la première partie, le processus de la construction de l’objet de recherche est abordé en lien avec le positionnement épistémologique. Dans la deuxième partie, quatre monographies de rencontres singulières sont développées à la lumière des théorisations inspirées de la psychanalyse. Enfin, certaines hypothèses sont reprises et mises en perspective dans la dernière partie.L’auteur interroge, d’une part, l’écriture de monographies et les effets d’une certaine rêverie dans le processus de théorisation. C’est pourquoi il propose le terme « écrire-rêver », inspiré des travaux de T. Ogden. D’autre part, il met en discussion certaines interprétations susceptibles d’éclairer l’expérience professionnelle : le polyglottisme psychique du professionnel et la représentation spatiale de son métier, le holding des sujets accompagnés et la dialectique entre répétition et réparation.
  • Spolupráce učitele 1. stupně se školním speciálním pedagogem

    Krčmářová, Tereza; Horská, Petra; Kubrichtová, Hana (Univerzita Karlova, Pedagogická fakulta, 2020-06-24)
    This Diploma Thesis is work dealing with the cooperation between a primary teacher and a school special education teacher within the inclusive education. The Thesis is divided in two parts: the theoretical part and the practical part - the research. The theoretical part is concerned with the current advisory system in the education field in the Czech Republic from the perspective of inclusive education. It is also focused on the relationships and cooperation of the school special education teacher within the school. The practical part is conceived as the qualitative research dealing with the cooperation between the primary teacher and the school special education teacher works. Moreover, there are the advantages and disadvantages of this cooperation mentioned. The research shows that the cooperation between the primary school teacher and the school special education teacher is beneficial as it helps to integrate pupils with the special educational needs into the standard classroom. Key words School special education teacher, inclusive education, elementary school, primary teacher, school counselling centre, cooperation, qualitative research, interview, pupil with special educational needs
  • Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspective

    Magano, Meahabo Dinah; Mushambi, Charles (2020-06-20)
    This research is about bullying in schools. The aim of the study was to investigate how
 the problem of bullying is understood in schools, its causes, types, effects, general
 patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
 school level.
 Qualitative approach and a case study were used. This qualitative research was
 conducted at three inclusive secondary schools in Johannesburg North District in
 Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
 and Twelve in focus groups. One focus group composed of six learners was conducted
 at each of three participating schools. Nine teachers, three from each of the three
 participating schools were involved in semi- structured interviews to solicit data on how
 they understand bullying, its causes, types, effects, general patterns and ways of
 addressing bullying in schools. Three principals, one from each of the selected schools
 also participated in this study. All the participants participated in this research through
 invitation to voluntary participation after being made aware of the purposes of the study
 by the researcher. Thus, a purposive sample of three principals, nine teachers and
 eighteen learners was used by the researcher. Semi- structured interviews and focus
 group interviews were used as research instruments in this study. Teachers and
 principals were engaged in semi- structured interviews and learners were involved in
 focus group interviews. The bio- ecological theory and the wellness theory were used
 as theoretical frameworks in this research to understand bullying, its causes, types,
 effects and general patterns, so as to come up with strategies to address bullying that
 target the learners’ social contexts rather than the learners themselves as is with the
 case with the psychological model.
 Before conducting this research, the researcher obtained ethics clearance from the
 University of South Africa’s ethics committee, clearance was also obtained from
 Gauteng Department of, clearance from Johannesburg North District as well as
 acceptance letters from participating inclusive secondary schools.
 The researcher also obtained assent from the eighteen Grade eleven and twelve
 learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
 teachers and three principals who participated in this research.
 After conducting focus group discussions and semi- structured interviews with
 teachers and principals, the researcher transcribed data verbatim for the purposes of
 analysing it. After transcribing data, it was colour coded, then categorised and
 categories were further fused into themes which were discussed in chapter five in
 relation to literature reviewed in chapter two.
 Some interesting findings were discovered in this research. Lack of resources,
 violence and violent video games were found to be causes of bullying in schools.
 ‘Gangsterism’ and peer influence were said to be general patterns of bullying in
 schools. Low academic performance and absenteeism were said to be effects of
 bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
 bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
 based bullying and cyber bullying were said to be some types of bullying prevalent in
 schools. Working with various stakeholders in education such as organisations like
 Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
 Centres as well as other professionals like social workers, psychologists and specialist
 teachers was found to be helpful address bullying in schools. Findings also indicated
 that involving parents and community leaders in school activities assist to address
 bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
 bullying installing cameras, bullying awareness campaigns, training staff and having
 bullying lessons in the school timetable were mentioned effective methods of
 eradicating all forms of bullying in all schools.
 However, the study recommends that, teachers and principals be staff developed on
 issues related to how bullying is understood in schools in relation to its causes, types,
 effects, general patterns and strategies to stop it in school.
  • Família e bem-estar: contributos para uma educação inclusiva

    Felizardo, Sara Alexandre; Ribeiro, Esperança do Rosário; Cardoso, Ana Paula; Campos, Sofia (Asociación INFADUniversidad de Extremadura, 2020-06-16)
    Hoy en día, la investigación sobre el bienestar y la calidad de vida ha asumido un papel central en los discursos y prácticas de los profesionales que trabajan en el área de personas con fragilidad psicosocial. La literatura científica enfatiza la inmensidad de esta línea de estudio, que también ha ganado visibilidad en la investigación sobre familias de niños y jóvenes con necesidades educativas especiales (NEE), en particular, la influencia del apoyo social (formal e informal) en dimensiones relacionadas con la salud y el bienestar de los cuidadores. Diener (2009) proporciona una definición del bienestar subjetivo como una respuesta evaluativa de los individuos con respecto a su propia vida, en términos de satisfacción (elemento cognitivo de la evaluación) y en términos de afectividad (elemento emocional estable). Desde un enfoque inclusivo y en línea con las directrices nacionales e internacionales, reconocemos el papel de los padres en la defensa de los intereses de los niños y los tomadores de decisiones educativas que participan en el proceso educativo, por lo que la promoción de la salud y el bienestar son áreas clave en el contexto de la intervención educativa y terapéutica. Este estudio tiene como objetivo realizar un análisis comparativo de los padres de niños con y sin necesidades educativas especiales, con respecto al apoyo social (tamaño de la red social y la satisfacción con el apoyo) y el bienestar de los padres (satisfacción con la vida). La muestra del estudio consta de 152 y 149 cuidadores, respectivamente, padres de niños con y sin NEE. El análisis estadístico revela que los dos grupos de padres presentan diferencias significativas en cuanto al bienestar y, en parte, al apoyo social (satisfacción con el apoyo). Con respecto a los subgrupos de padres de niños con NEE (trastornos cognitivos, motores y del espectro autista) observamos diferencias estadísticas; los padres de niños con autismo mostraron valores significativamente más altos en apoyo social (disponibilidad de apoyo y satisfacción con el apoyo) y satisfacción con la vida.
  • Peut-on concilier qualité et équité dans les réformes en éducation ?

    Bautier, Élisabeth; Marchand, Jacques (Centre international d'études pédagogiquesRevue internationale d'éducation de Sèvres, 2020-06-15)
    Cet article s’appuie sur quatre études de cas présentant des situations d’inégalités devant la scolarisation (Maroc, Catalogne, Nouveau-Brunswick, Côte d’Ivoire) pour distinguer et définir les concepts d’équité et de qualité. Les analyses de ces situations, décrites dans un second temps, amènent à constater que si les politiques et dispositifs en faveur de l’équité ont bien été mis en place dans les cas étudiés, ni les unes ni les autres n’entraînent obligatoirement la qualité de la scolarité et des apprentissages scolaires. Ces analyses permettent également de mettre en évidence, dans un troisième temps, des conditions de mise en œuvre de ces politiques et dispositifs efficaces : importance de la participation des populations concernées et de leur accord, participation des instances locales associatives ou scolaires, qui peuvent aussi relayer un projet national, relations entre chercheurs et acteurs dans certains cas. C’est donc cette relation entre différents acteurs, instances et niveaux d’actions qui peut fonder au moins la volonté d’équité dans la scolarisation, premier pas nécessaire vers la qualité en éducation.
  • Jurnal Kependidikan

    LPPM Universitas Pendidikan MandalikaOJS, 2020-06-24

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