Ethics and responsibility Toolkit

Why develop students' ethical behaviour and social responsibility?

There is more debate over the extent to which universities can develop students' ethical behaviour and social responsibility than any other graduate skills or attributes. They are not really "skills." Rather, they are "attributes" or "qualities," yet there is no doubt they can be learned and developed in a university context. Most universities have a policy on Academic Misconduct, in which ethical behaviour and social responsibility are discussed. At Griffith University, for instance, the policy states:

"An understanding of ethics, social responsibility and cultural diversity provides students with the ability to consider the impact of their conduct and actions. At University, students are required to behave ethically and responsibly in relation to: cheating in examinations or assessment items; acknowledging the intellectual property rights of others; falsifying or improperly obtaining research data; and assisting other students to cheat. Students are also expected to: treat University staff with courtesy at all times; contribute to a culture of respect and tolerance between students; and demonstrate respect for difference."

Griffith University. Policy on Academic Misconduct.
Retrieved from the World Wide Web on 24 October, 2006.
http://www62.gu.edu.au/policylibrary.nsf/mainsearch/352f26aa1a1011e64a256bbb0062fd5f?opendocument.

Students need to become aware of the values and attitudes that underpin human behaviour. By learning to think critically, question assumptions, make informed decisions, and use reason, students can develop the abilities necessary to function as ethical and socially responsible citizens.

"It's not the university's role to tell students what to do in relation to ethical behaviour and social responsibility. The university's role is to help students make their own decisions by stimulating discussion. Universities are charged with the task of helping people to develop to the fullest potential and be the best they can personally be. It is not the university's role to do that for its students but to help the students do that for themselves. A university education should enable graduates to make a positive contribution to their communities."

Goldman, J. (2000). "Path" program pushes students to think ethically. Hilliard Northwest News. April 12.
Retrieved from the World Wide Web on 28 November, 2004.
http://www.ohiou.edu/president/programs/pathnews.htm - mess

"As university graduates progress in their careers it is highly likely that they will attain a role of organizational and moral authority. Therefore graduates should understand the various approaches to ethical dilemmas and they should have the ability to:

• Recognise ethical issues;
• Develop critical thinking and self-confrontation skills;
• Cultivate tolerance towards disagreement and the inevitable ambiguities in dealing with ethical problems; and
• Elicit a sense of moral obligation and develop a personal code of ethics."

Center for the Study of Ethics, Utah Valley State College.
Retrieved from the World Wide Web on 10 December 2004.
http://www.ohiou.edu/ohiotoday/spring97/ethics.htm

Some relevant material is available at:

The Online Ethics Center for Engineering and Science at Case Western Reserve
University - Natural Sciences.
Retrieved from the World Wide Web on 24 October, 2006.
http://onlineethics.org/sci/index.html