The Development of the Personal and Professional Values-Integrated Framework as an Aid to Ethical Decision Making

Hua Hui Tseng^1,

¹Music Department, Tainan University of Technology, Taiwan

Cite this paper:
Hua Hui Tseng. The Development of the Personal and Professional Values-Integrated Framework as an Aid to Ethical Decision Making. American Journal of Educational Research. 2015; 3(9):1163-1167. doi: 10.12691/education-3-9-16

Abstract

The process of developing a new framework, such as the personal and professional values-integrated framework, helps to explain the dynamics of the ethical decision making required of adaptive leaders for appreciating divergent perspectives. Ethical analysis frameworks can help to identify the ethical dimensions in academic disciplines and provide a method for justifying ethical decisions. Published frameworks, however, have some limitations to easy, practical use. The purpose of this paper is to use the five sources of ethical standards identified by the Markkula Center for Applied Ethics [21] to describe and explore consequentialist and deontologist forms of ethical reasoning for deciding matters of morality in education. A literature search identified published frameworks that define the components of ethical decision making. On this basis, a new framework, called the personal and professional values-integrated framework, is constructed. Consideration is given to areas and practices in the guidelines or rules for the process of forming ethical reasons and variations that are less easily accommodated by these ethical frameworks. The idea of Will as described by Chinese philosopher Mencius (371-289 BC) is used to gain insight into some of the implications of ethical decisions. It is demonstrated that leadership rules in education are realized by acknowledging the reasons for an action, and ethical decision making is defined as conforming to the criteria pertaining to these considerations as well as the professional conduct expected.

Keywords:
ethical decision making behavior values

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Ametrano, I. M. (2014). Teaching ethical decision making: Helping students reconcile personal and professional values. Journal of Counseling & Development, 92(2), 154-161.
[2]	Beabout, G. R. (2012). Management as a domain-relative practice that requires and develops practical wisdom. Business Ethics Quarterly, ,22(2), 405-432.
[3]	Beckner, W. (2004). Ethics for educational leaders. Boston, MA: Pearson Education.
[4]	Biggs, D. A., Schomberg, S. F., & Brown, J. (1997). Moral judgement development of freshmen and their precollege experiences. Research in Higher Education, 7(4), 329-339.
[5]	Brickhouse, T. C., & Smith, N. D. (2010). Socratic moral psychology. Cambridge: Cambridge University Press.
[6]	Encyclopedia Britannica. (2006). Consequentialism. Retrieved from http://www.answers.com/topic/consequentialisml.
[7]	Chapfika, B. (2008). The role of integrity in higher education. International Journal for Educational Integrity, 4(1), 43-49.
[8]	Craft, J. (2013). A review of the empirical ethical decision-making literature: 2004-2011. Journal of Business Ethics, 117(2), 221-259.
[9]	Crossan, M., Mazutis, D., & Seijts, G. (2013). In search of virtue: The role of virtues, values and character strengths in ethical decision making. Journal of Business Ethics, 113, 567-581.
[10]	Dzuranin, A. C., Shortridge, R. T., Smith, P. A. (2013). Building ethical leaders: A way to integrate and assess ethics education. Journal of Business Ethics, 115, 101-114.
[11]	Field, D. (1996). Introduction to Christian ethics—Non-Christian ethical frameworks. Retrieved from http://davidpfield.com/oak-hill-notes/Ethics-011.htm.
[12]	Grayson, M. A. (2007). The means to an end. Trustee, 60(10), 2-2.
[13]	Griener, G. G. (2005). Public health ethics. Retrieved from www.phs.ualberta.ca/documents/PHS505ethics.ppt.
[14]	Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2005). Training ethical psychologists: An acculturation model. Professional Psychology: Research and Practice, 36, 59-65.
[15]	Im, M. (2002). Action, emotion, and inference in Mencius. Journal of Chinese Philosophy, 29(2), 227-249.
[16]	Jiwani, G. (2011). Uncovering the unknown of government policy decision-making process at senior levels. International Journal of Science in Society, 2(3), 309-322.
[17]	Joy, P. A. (2007). Brady and jailhouse informants: Responding to injustice. Case Western Reserve Law Review, 57(3), 619-650.
[18]	Keith, K. T. (2005). Consequentialist ethics. Retrieved from http://sufficientscruples.com/blog/?page_id=56.
[19]	Kohlberg, L. (1969). Stage and sequence: The cognitive development approach to socialization. In D. A. Goslin (Ed.). Handbook of socialization theory (pp. 347-480). Chicago, IL, Rand McNally.
[20]	Legge, J. (2013). Life and works of Mencius (Book II, pp. 164-165). London, UK: Forgotten Books. (Original work published 1875).
[21]	Markkula Center for Applied Ethics. (2009). A framework for thinking ethically. Retrieved from http://www.scu.edu/ethics/practicing/decision/framework.html.
[22]	Marquardt, N. (2010). Implicit mental processes in ethical management behavior. Ethics and Behavior, 20(2), 128-148.
[23]	Marquardt, N., & Hoeger, R. (2009). The effect of implicit moral attitudes on managerial decision-making: An implicit social cognition approach. Journal of Business Ethics, 85, 157-171.
[24]	Neukrug, E. S., Lovell C., & Parker, R. J. (1996). Employing ethical codes and decision-making models: A developmental process. Counseling and Values, 40, 98-106.
[25]	Nyberg, D. (2007). The morality of everyday activities: Not the right,but the good thing to do. Journal of Business Ethics, 81(3), 587-598.
[26]	O’Fallon, M. J., & Butterfield, K. D. (2005). A review of the empirical ethical decision-making literature: 1996-2003. Journal of Business Ethics, 59, 375-413.
[27]	Olberding, G. (2015). Ethics in early China: An anthology. Journal of Chinese Philosophy, 41(1-2), 210-213. Advance online publication.
[28]	Piaget, J. (1932). The moral judgment of the child. New York, NY: Free Press.
[29]	Reshotko, N. (2006). Socratic virtue: Making the best of the neither-good-nor-bad. Cambridge: Cambridge University Press.
[30]	Rest, J. R. (1986). Moral development: Advances in research and theory. New York, NY: Praeger.
[31]	Rowe, C. (2012). .Socrates on reason, appetite and passion: A response to Thomas C. Brickhouse and Nicholas D. Smith, Socratic moral psychology. Journal of Ethics, 16(3), 305-324.
[32]	Smart, J., & Williams, B. (1973). Utilitarianism for and against. Cambridge, England: Cambridge University Press.
[33]	Smith, A. (2010). On the epistemic incentives to deliberate publicly. Journal of Social Philosophy. 41(4), 454-469.
[34]	Stephens, B., & Smith, D. (2009). Accounting ethics and educational interventions: A combination of both the discrete and pervasive method. Journal of the Academy of Business Education, 10 (proceedings).
[35]	Terravecchia, G. P. (2001). Deontologism. Retrieved from http://www.swif.it/foldop/dizionario.php?find=deontologism.
[36]	Walker, K. D., & Donlevy, J. K. (2009). The four ethical commitments in educational administration. Journal of Educational Thought, 43(2), 109-131.
[37]	Watson, G. W., Berkley, R. A., & Papamarcos, S. D. (2009). Ambiguous allure: The value-pragmatics model of ethical decision making. Business and Society Review, 114(1), 1-29.