Tertiary education for social justice in an age of uncertainty

This thesis is concerned with tertiary teachers in a range of disciplines who focus on social justice. It found that current conditions of tertiary education are challenging for teachers and suggested that a "capabilities" approach can provide the basis for attending to professional and ethical issues for tertiary teachers.

Micro-blogging in the workplace

Micro-blogging services such as Twitter, Yammer, Plurk and Google Buzz have generated substantial interest among members of the business community in recent years. Many CEOs, managers and front-line employees have embraced micro-blogs as a tool for interacting with colleagues, employees, customers, suppliers and investors. Micro-blogs are considered a more informal channel than emails and official websites, and thus present a different set of challenges to businesses. As a positional paper, this paper uses a case study of a bogus Twitter account to emphasise security and ethical issues relating to (i) Trust, Accuracy and Authenticity of Information, (ii) Privacy and Confidentiality, and (iii) Scams and Frauds, when micro-blogs are used in the workplace. It also highlights the potential risks businesses are exposed to if employees use micro-blogs irresponsibly. The paper contributes to practice by providing suggestions on managing security and ethical risks associated with micro-blogging in the workplace. It contributes to research by building on existing research in trust and data privacy in electronic communication.

Outsourcing of core business functions : focus on the accounting profession

This study found that a majority of Australian accounting firms either currently oursource accounting services or are considering outsourcing, and identified the significance of outsourcing contracts. It established that most firms outsource their core services. The study provided important information regarding ethical issues and the relinquishment of professional status.

How a Deweyan science education further enables ethics education

This paper questions the perceived divide between ‘science’ subject matter and ‘moral’ or ‘ethical’ subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be ‘special treatment’ given to certain issues which are of an ethical or moral nature and which are ‘brought into’ the science class. The case is made in this article that dealing with ethical issues in the science class should not call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the educative development of learners is both scientific and moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students.

The ethics of care and treatment of sex offenders

The ethics of care acknowledges the importance of establishing and maintaining practices that help people to meet their needs, develop and protect basic capabilities for problem solving, emotional functioning, and social interaction, and avoid pain and suffering. In this article, we explore the contribution an ethics of care perspective can make to work with sex offenders. First, we briefly describe five classes of ethical problems evident in work with sex offenders. Second, the concept of care is defined and a justification for a version of care theory provided. Third, we apply the care ethical theory to ethical issues with sex offenders and demonstrate its value in responding to the five classes of problems outlined earlier.

A model of organizational ethics education

Purpose – This paper aims to propose a model of ethics education for corporate organizations framed as an holistic approach to the problem of how to teach ethics.

Design/methodology/approach – As a conceptual/viewpoint piece, this paper recognizes that for ethics education to be successful, individuals and corporations must have an appreciation of their role in the society at large. In addition, there needs to be preparedness on the part of the corporation to engage in an ethical manner with the marketplace with which it interacts.

Findings – Ethics education should not exist in a vacuum, that is just within the organization, but it should reflect the values of the organization as they impact upon and are impacted upon by society in general.

Research/limitations/implications – This model is predicated on a belief that organizations must craft their ethics education program with as much care and enthusiasm as they craft their strategic plan. The employees are the organization's representatives and they need to be made as clear as one can make them as to the ethical philosophy of the company and what is expected of them. Adults have a capacity for greater reasoning and reflection on their life experiences than children and thus the concept of “andragogy” provides a more satisfactory method to fashion education programs for adults than some more traditional methods that focus on training and not education.

Practical implications – When considering the ethics education of its employees, corporations need to place that education in context as it relates to the organization and the wider society as a whole. It is suggested that an ethics education program needs to provide a framework for understanding the concepts of ethics and moral development. Using this framework as the basis for the education offered, the education program is then expanded into an examination of a range of ethical issues presented in a variety of ways.

Originality/value – This paper proposes an integrated way to approach ethics education that ensures that the antecedents of the program are considered in the context of the ethics of individuals, the society and in turn the organization, hence the holistic approach.

Public opinion and ethics

The article reports on the complicated relationship between public opinion and ethics and discusses how large a role, if any, public opinion should play in issues related to health care, such as euthanasia. In the article the author offers her opinions on democracy and on the role that public opinion plays in solving ethical issues related to health care.

Ethics, entrepreneurship and the adoption of e-book devices

Electronic books (e-books) are rapidly gaining popularity as a technological innovation that will change the way people read books. A social cognitive perspective to understand how a person adopts an e-book device is utilised in this paper to empirically test the results of a survey. A portion of the conceptual model is supported by the results of the survey that demonstrates the importance of an individual's ethics and entrepreneurial orientation to the adoption behaviour they have about e-book devices. This paper highlights for practitioners the importance of focusing on marketing the ethical and innovativeness of e-book devices.

Developing an ethics education framework for accounting

The purpose of this paper is to propose a framework of ethics education that promotes the structured learning of ethics in the accounting discipline. The Ethics Education Framework (EEF) is based on three key inter-related components that include: Rest’s (1986) Four-Component Model of ethical decision-making and behaviour; the key cognitive and behavioural objectives of ethics education; and the discrete and pervasive approaches to delivering content. The EEF provides university students and professional accountants a structure to learn to identify, analyse and resolve ethical issues, to the point of action. The EEF is a four-stage learning continuum represented as a set of building blocks which introduces ethical concepts and then reinforces and develops new levels of understanding with progressive stages. This paper describes the EEF, and includes a discussion of how it compares with other ethics education models, and an analysis of the support through responses by professional organisations (based on an Exposure Draft issued by the International Federation of Accountants (IFAC), as the initial International Education Practice Statement). The IFAC has now revised its International Education Standard (IES 4) in relation to ethics, with a commentary period till July 2011.

Migrant mothers: family photographs and the intra-active fashioning of a visual-material ethics

Migrant mothers play crucial roles within the social landscape of schools, particularly in providing care, education and a transition between home and school for their children. My research considers the relevance of theories of space, place, temporality and mobility in Iranian migrant mothers’ production of subjectivity for themselves and their children in and through their family photograph collections. Gillian Rose’s anthropological approach to visual objects is put to use in an exploration of the co-constitution of migrant women and their photographs. In this paper, I trace the shaping of a visual-material ethics within the research context and appropriate to the sensibilities and needs of the participant women who each moved from Iran to Australia with their children. Karen Barad’s notion of a posthumanist ‘ethics of mattering’ is drawn upon in conceptualising a visual-material ethics as fashioned in the intra-actions of people and visual objects. Specific ethical issues considered include the collaborative process of producing a family photograph, and the shaping and reshaping of images from photograph to line drawing to hybridised photograph-line drawing. A research ethics committee’s application of a liberal individualist, utilitarian and positivist biomedical paradigm in considering the research project is discussed as not only inadequate but also incompatible with the fashioning of a visual-material ethics in concert with the participant women and their photographs.

Genetic research in Aboriginal and Torres Strait Islander communities : continuing the conversation

Genetics is at the forefront of medical research, but it is rarely used in Indigenous health research projects. This discussion paper is the outcome of the first ever national discussion of the conduct of genetic research in Indigenous communities in Australia convened by the Lowitja Institute in 2010. It reviews the ethical issues relevant to genetic research in an Australian Indigenous context; existing guidelines for genetic research in indigenous communities internationally; and literature on genetic literacy in Indigenous contexts. Finally, the discussion paper presents a summary of the productive and challenging conversations at the round table.

Ethics of teaching with social media

This paper goes beyond the commonly held concerns of Internet safety, such as cyberbullying. Instead, it explores the ethical dilemmas we face as teachers when using social media, in particular social networks, in the classroom. We believe old ideas of respect and culture of care for children and young people need to be reconstructed around new media. This paper draws on the authors’ experience in teaching with, and researching students’ use of, social media in the classroom. In this paper we explore the ethical issues of consent, traceability, and public/private boundaries. We tackle the complex issue of the rights around virtual identities of the students followed by a discussion on the ethics of engaging students in public performance of curriculum and their lives. Finally we discuss the ethical dilemma involved in recognising and responding to illicit activity. While we reflect on our own response to these dilemmas and propose a dialogic process as the way forward, we also return to the argument that the e ethical choices are dilemmas in which most, if not all, options are unpalatable or impracticable.