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Decision-Making Report Assignment
Kamariah I. White
EDUC759-B01
Liberty University
September 24, 2023
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Abstract
Ethical decision-making in higher education institutions is extremely important,
influencing not just the moral foundations of academic institutions, but also their efficacy and
societal influence. This study project dives into the complex web of beliefs surrounding ethical
decision-making in higher education while addressing the numerous issues and impediments that
must be addressed for these institutions to maintain their integrity and credibility. The prevalent
perception emphasizes the essential and non-negotiable significance of ethical decision-making
in higher education's aim. It is the foundation for the quest of knowledge and intellectual growth.
This viewpoint is generally shared by a wide range of stakeholders, including students, faculty,
administrators, and the public, underlining the consensus that ethics must be respected to protect
higher education institutions' validity and standing. This point of view emphasizes the fact that
these institutions are not just disseminators of knowledge, but also defenders of society’s ethical
standards.
Furthermore, higher education ethics is acknowledged as critical in developing and
maintaining trust. Students and their families must have faith in the educational process, grading
systems, and entrance procedures. Maintaining ethical standards strengthens this trust, increasing
the institution's appeal and legitimacy. Ethical decision-making is regarded as a necessary
characteristic for universities and colleges, which are expected to serve as ethical role models, a
notion held by a wide range of stakeholders. Underneath these assumptions, however, is a
complicated collection of challenges and issues confronting higher education institutions.
Plagiarism, cheating, and academic dishonesty undermine the educational process and lower the
value of degrees, making academic integrity a key concern. Institutions struggle with enforcing
strict standards of behavior and cultivating an academic atmosphere.
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Ethical quandaries abound in the area of research, involving topics such as research
misconduct, data fabrication, and plagiarism. Failure to address these issues can sully an
institution's reputation and diminish public trust. As a result, organizations must devote large
resources to educating researchers about ethical behavior and establishing mechanisms for
supervision and accountability. The admissions process has become an ethical minefield,
sparking discussions over affirmative action, legacy admissions, and standardized testing.
Finding a happy medium between cultivating diversity and guaranteeing fairness is a constant
issue. Institutions must reconcile financial viability with ethical considerations in areas such as
tuition pricing and student loans, which introduces ethical quandaries. Tuition rises, particularly
when they result in rising student debt, are sometimes considered as unethical.
Promoting diversity and inclusion is a moral necessity, but it necessitates a cultural
transformation in order to provide a welcome and bias-free atmosphere for all students. As
ethical decision-making at the administrative level influences the institution's ethical culture,
ethical leadership appears as a critical aspect. In order to ensure students' well-being, particularly
their mental health, institutions must provide proper support systems and resources. Furthermore,
while contending with resource allocation and purpose alignment, higher education institutions
are increasingly expected to address broader societal concerns such as environmental
sustainability and social justice.
In higher education, perceptions of ethical decision-making stress its essential
significance in upholding the academic mission and fostering trust. Academic integrity, research
ethics, admissions fairness, financial management, diversity and inclusion, governance, student
well-being, and societal duty are all difficult ethical challenges in this setting. Addressing these
concerns is critical for institutions to maintain their credibility and moral responsibility as
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guardians of knowledge and ethical standards in modern society. Building an ethical culture,
setting strong ethical principles, and constantly adjusting rules are all effective techniques for
navigating the ever-changing terrain of ethical decision-making in academia.
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Decision-Making Report Assignment
Ethical decision-making in higher education is of vital importance since it determines not
just the moral fiber of academic institutions but also their effectiveness and impact on society.
Perceptions of this topic are complex, highlighting the critical role ethics plays in the academic
world. At the same time, several obstacles and issues must be addressed to sustain higher
education institutions' integrity and reliability. One widely held belief is that ethical decision-
making is an inherent and non-negotiable component of the goal of higher education. It is
regarded as the foundation for the quest of knowledge and intellectual growth. Across the board
of stakeholders – students, faculty, administrators, and the general public – there is a widespread
understanding that ethics must be respected to protect these institutions' legitimacy and
reputation. This perception emphasizes the notion that institutions of higher learning are not only
conduits of knowledge, but also defenders of societal ethical standards.
Furthermore, ethics in higher education is frequently regarded as an important aspect in
establishing and retaining trust. Trust in the educational process, grading systems, and
admissions procedures is critical for students and their families. When ethical norms are
respected, this trust is strengthened, increasing the institution's appeal and credibility. Alumni,
funders, and the public see ethical decision-making as an indication of institutional
dependability. The concept that universities and colleges should act as moral exemplars is
generally held, and ethical behavior is regarded as a cornerstone for building trust among these
varied stakeholders.
While these beliefs emphasize the necessity of ethical decision-making, the reality poses
a number of complex concerns and challenges. Academic integrity is one of the most pressing
challenges. Plagiarism, cheating, and other types of academic dishonesty devalue degrees and
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degrade the entire spirit of higher education. Institutions struggle with implementing strong
codes of behavior and fostering an academic honesty culture. Ethical considerations loom
significantly in the domain of research. Misconduct in research, such as data fabrication and
plagiarism, can degrade an institution's reputation and erode public trust. Institutions must invest
large resources in training researchers about appropriate conduct and putting in place procedures
for oversight and responsibility.
Another ethical quagmire is the admissions process. Affirmative action, legacy
admissions, and standardized examinations all spark discussions about fairness and equity.
Finding a happy medium between fostering diversity and guaranteeing fairness can be difficult.
Financial issues also generate ethical concerns. Setting tuition rates, managing student loans, and
managing endowments all necessitate organizations balancing financial viability with ethical
issues. Tuition increases are frequently viewed as unethical by students and their families,
especially when they result in growing student debt loads. Promoting diversity and inclusion is a
moral necessity, but it is fraught with difficulties. It is a constant challenge to provide a welcome
and bias-free atmosphere for all students, regardless of their background. It necessitates both
policy changes and a shift in institutional culture.
The importance of ethical leadership cannot be overstated. To avoid ethical failures at the
administrative level, governance systems must be open, and conflicts of interest must be
rigorously addressed. Leaders' decisions can have a significant impact on an institution's ethical
culture. Furthermore, students' well-being, including their mental health, is an ethical concern.
Institutions must provide enough support structures and resources to assist students in navigating
the demands of academic life while being emotionally and psychologically healthy. Higher
education institutions are increasingly being asked to address societal challenges such as
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environmental sustainability and social justice. While these efforts are admirable, they raise
concerns regarding resource allocation and the possibility of mission drift.
Finally, perspectives of ethical decision-making in higher education emphasize its critical
role in preserving the academic mission and establishing trust. Academic integrity, research
ethics, admissions fairness, financial management, diversity and inclusion, governance, student
well-being, and society duty are all complicated ethical challenges. Addressing these concerns is
critical for institutions to preserve their credibility and fulfill their moral responsibilities in
modern society as stewards of knowledge and guardians of ethical standards. To tackle these
challenges, higher education institutions must build an ethical culture, establish strong ethical
rules, and constantly analyze and change their policies in order to traverse the changing terrain of
ethical decision-making in academia.
In the study Ethical Behavior in Higher Educational Institutions: The Role of the Code of
Conduct, conducted by Zabihollah Rezaee, Robert C. Elmore, and Joseph Z. Szendi, the
Treadway Commission report suggests that all public companies should establish effective
written codes of conduct in promoting honorable behavior by corporations. Existing research
supports the necessity for written "codes of conduct" for businesses. There is, however,
insufficient evidence to warrant the adoption of collegiate codes of conduct. Academic
dishonesty has become a big problem in higher education. In colleges and universities, conduct
rules can also serve as a framework for ethical behavior. Survey respondents overwhelmingly
endorsed the concept of ethical norms in colleges and universities. According to the study's
findings, college codes of behavior employ a "low road" tactic. The findings also indicate that
the following changes to college and university standards of conduct are required: (1) a greater
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emphasis on preventing financial, scientific, and academic fraud; (2) increased faculty
involvement in the process; and (3) the development of an appropriate code implementation
process.
The National Association of College and University Business Officers (NACUBO, 1997)
randomly chose 1000 financial administrators (vice presidents of finance) from the 1996
membership rolls for this study. The questionnaire could be sent to financial administrators (vice
presidents of finance) or deans, vice presidents of academic affairs, and vice presidents of
research. The questionnaires were addressed to vice presidents of finance for the simple reason
that they would be familiar with their institutions' ethical guidelines. Furthermore, Frederickson
(1993) stated that C&U codes of conduct tend to focus on financial transgressions. A two-page
questionnaire was created, pretested, amended, and mailed to participants. The following
sections were included in the questionnaire: (1) the existence of a code of conduct (ethical
policy) at colleges and universities; (2) the guidelines included in the ethical policies; (3) the
person(s) responsible for preparing the university code of conduct; (4) the procedures followed
in implementing and monitoring the university code of conduct; (5) the need for adoption of a
code of conduct; and (6) general demographic data. Respondents were asked for demographic
and background information, which was then used to classify them. More than 60% of those who
responded were private schools, with the remaining being state-supported universities. The
majority of universities (54.3 percent) were predominantly non-commuting. Ninety-nine percent
of the universities surveyed had been in operation for more than 20 years.
More than half of them have been in operation for more than a century. In general, public
colleges are larger in all dimensions, including students, faculty, and budget. As a result, the most
important explanatory variable of the demographic data was classified as public vs. private.
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Table I shows the student, teacher, and budget size characteristics. Many respondents also stated
that they had two to five colleges or schools. More than 32% of responding universities have an
annual budget of 21 to 50 million dollars, about 38% have a total budget of more than 50 million
dollars, and almost 30% have an annual operational budget of less than 20 million dollars.
Over 70% of respondents (71.4%) stated that their institutions have codes of conduct
(ethical policies). Respondents who had codes of behavior were then asked what their codes of
conduct comprised. The standards most mentioned in the ethics policy are conflict of interest
(69%) and conformity with university policies (61%). Compliance with applicable external rules
and regulations, including athletics (47 percent); faculty grievances (46 percent); administrators,
faculty, and staff performance (45 percent); confidentiality of proprietary information (41
percent); tenure and promotion policies and procedures (40 percent); financial fraud (40 percent);
and allegation of fraudulent conduct in research or scholarly activities (39 percent) were
indicated by less than half of the respondents.
The majority of survey respondents preferred the introduction of an ethical conduct code.
This is a widespread practice in corporate contexts, since ethical rules are typically focused on
legal issues. The most often included ethics principles in these codes addressed topics such as
conflicts of interest and conformity to university policies. These findings are consistent with the
"low road approach" idea introduced by Rohr in 1989. According to this approach, respondents
preferred a code of conduct that stresses legal and administrative control over ethical issues. It is
worth noting that within academic institutions, an alternative "high road approach" may exist in
which behavioral expectations are communicated through means other than a formal code, such
as faculty handbooks, quality programs, seminars, performance evaluations, membership in
professional organizations, and promotion or tenure policies. However, as emphasized by Blake
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et al. (1998) and Loverd (1989), the presence of legalistic codes of ethics may unwittingly
eclipse high-road efforts by insinuating that as long as activities are within the confines of the
law, they are considered ethical.
The majority of the time, the university president or the vice-president of academic
affairs was involved in the formulation of the code of conduct, with minimal faculty
involvement. While the majority of respondents provided copies of the code to administrators,
professors, and staff, less than half indicated faculty senate agreement. These findings point to a
lack of engagement and, possibly, a lack of consensus among those affected in the development
of these rules of conduct. As Loeb (1971) and Brenner and Molander (1974) point out, achieving
consensus among participants is critical for ensuring the success of any code of conduct.
However, the findings of this survey show minimal indication of compliance interest, with just
19% of respondents reporting investigations and corrective actions for noncompliance.
Furthermore, only 7% of institutions required a certificate of compliance with the code of
conduct, indicating a need for a more comprehensive indirect approach, similar to addressing the
absence of standards for assessing corporate code effectiveness, as Molander (1987), Montoya
and Richards (1994), and Stevens (1994) noted.
Higher education institutions must foster a climate of academic integrity in order to
increase public faith in their ethical standards and efficacy. This dedication should be seen in all
kinds of communication, both written and spoken, as well as in the practical application of
ethical values. The institution's leadership must prioritize integrity as well. Faculty members, as
Callahan (1980) and Vincent and Monville (1993) note, play a critical role in providing ethical
examples. Despite the majority of schools communicating their codes of conduct to
administrators and faculty, there is limited faculty involvement and follow-up regarding these
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codes. Faculty members are often isolated from institutional policies and procedures, either by
choice or due to administrative reluctance to engage them. This is unfortunate, as faculty
members are in a prime position to enforce standards and ensure their effectiveness, as pointed
out by Kibler (1994).
Finally, the study found that university ethics regulations are less likely to address
financial fraud or dishonest behaviors in research or academic undertakings. Based on faculty
survey results, these should be major areas of concern (Engle and Smith, 1990; Lewellyn, 1996).
This means that procedures governing promotion and tenure may not sufficiently combat fraud in
research and academic activity. Financial fraud is often the focus of governmental codes of
ethics, despite the fact that most ethical infractions, according to Frederickson (1993), are
political rather than financial. Apart from conflicts of interest, it appears that these policies pay
little attention to other types of financial malfeasance.
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References
Engle T. and J. Smith: 1990, ‘The Ethical Standards of Accounting Academics’, Issues in
Accounting Education 5 (Spring), 7–28.
Frederickson, H. G.: 1993, ‘Ethics and Public Administration: Some Assertions’, in H. George
Frederickson (ed.), Ethics and Public Administration (M.E. Sharpe, New York), pp. 243–259.
Kibler, W. L.: 1994, ‘Addressing Academic Dishonesty: What are Institutions of Higher
Education Doing and Not Doing’, NASPA Journal 31 (Winter), 92–101.
National Committee of Fraudulent Financial Reporting (Treadway Commission): 1987, Report
on the National Commission on Fraudulent Financial Reporting (Treadway Commission,
Washington, DC).
Stevens, B.: 1994, ‘An Analysis of Corporate Ethical Code Studies: Where Do We Go from
Here?’, Journal of Business Ethics 13 (January), 63–70.
Vincent, V. C. and W. D. Monville: 1993, ‘Ethical Considerations for Streaming Business
Publications’, Journal of Business Ethics 12 (January), 37–43.
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