Teaching with Integrity: The Ethics of Higher Education Practice
This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities.
It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints.
Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach.
Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.
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academic freedom academic staff approach argued assessment assignment basis Brian Stevens challenges Chapter Claire Stevens classroom colleagues collegiality commitment concerned context critical culture curriculum Dave Andrews deadline Dearing report debate decision demands departmental DFES dilemmas Dilip discussion Dr Brunton Dr Greening dyslexia Economics educational development emotional emotional intelligence encourage ensure environment Environmental Economics essay ethical issues example experience fairness focus Head of Department important individual students innovation institutions integrity intellectual judgement justice learners Lesley's massification means ment module moral virtues needs part-time pedagogic peer plagiarism principles problems procedures profes programmes psychological contract reflective practice relation relationship respect respondents result retributive justice role rules seeking sensitivity social staff-student student evaluation student learning student numbers suggested teaching and learning teaching in higher teaching observation tion tutorial university lecturers University of Broadlands university teachers values vignette virtue ethics widening participation