The Appraisal of Academic Conduct: Are Norms an Adequate Moral Guide?

This paper examines the legitimacy of norms as a means of evaluating academic conduct. Section one provides a general overview of some issues involved. In section two the concept of norms is unpacked and, in section three, some problems with an adequate account of norms are identified. In section four the rationality of norms is examined and in the following section, section five, the concept of deviance is discussed. It is argued that deviance from rational academic norms is usually, but not always, unacceptable. However, it also is suggested that dissenting conduct is required of academics since it is a central professional norm, closely connected to the purposes of a university. The concept of academic freedom, whilst not examined in any detail in this paper, provides a general defence of dissenting–but, in general, not of deviant ‐conduct. Given the difficulties associated with the concept of norms, the importance of character over conduct is emphasised. It is concluded that the moral basis for evaluating academic conduct and, hence, attempts to improve university teaching, is seriously problematic.     

A Method for Investigating College Student Peer Group Holding Power

The interaction of group prestige among groups, dissonance of new member attitudes with those of the established group, and homogeneity of established group attitudes, were dependent variables studied. Groupattrition rate was the independent variable. The data consisted of attitude scores, group prestige ranks, and attrition statistics. Analysis was by the method of partial correlations. College fraternity chapters (N = 19) were the subject groups. It was concluded that no differences exist on the dimensions posited, however, trends of results seemed to support the theoretical notions. The method utilized should be explored further.     

The nature of citizenship education provision: an initial study

While compulsory citizenship education has apparently been accepted and, in some quarters, regarded as overdue, in schools there has been little opportunity to discuss the meaning of ‘citizenship’. This article reports an initial study of four schools, with a focus on one of them. From this study it was evident that teachers and students have different views about what they are offering and being offered. Some implications of the spaces between these differences are aired in the conclusion of the article.     

Book reviews

Takeshita, Masataka. Ibn ^cArabi's Theory of the Perfect Man and Its Place in the History of Islamic Thought. Tokyo: Institute for the Study of Languages and Cultures of Asia and Africa, 1987 (Studia Culturae Islamicae, 32). iii + 182 pp.

Pryor, John. H. Geography, Technology and War : Studies in the Maritime History of the Mediterranean, 649–1571. Cambridge: Cambridge University Press, 1988. xvii +238pp.;£ 22.50 / US$ 39.50.

Baali, Fuad. Society, State and Urbanism : Ibn Khaldun's Sociological Thought. Albany: State University of New York Press, 1988. 175 pp.; paper US$ 12.95, cloth US$ 34.50

Wilkinson, John (editor) with Hill, Joyce and Ryan, W.F., Jerusalem Pilgrimage 1099–1185. London: The Hakluyt Society,1988. xi + 372pp., 24 maps and plans; £ 16.00.

Heine, Peter. Kulinarische Studien: Vntersuchungen zur Kochkunst im arabisch‐islamischen Mittelalter. Wiesbaden: Otto Harrassowitz,1988. 137pp.; DM 68.     

Academic Loyalties and Professional Disobedience

A conflict of duties would be a relation of duties in which one of them would annul the other (wholly or in part). But a conflict of duties and obligations is inconceivable

Immanuel Kant, 1785

In this paper the issue of academic morality is raised in the context of real challenges to academic integrity, such as the application of invalid standard subject evaluations. In particular, five spheres of academic loyalties are postulated. The paper touches on a number of traditional moral positions and assesses them in regard to satisfying the demands of an academic ethics; that is, for their effectiveness in providing an adequate framework for the resolution of conflicts of duty. These positions are found to be wanting in scope or particular applications. The paper concludes by suggesting that the ethical foundations of academic conduct are not obvious and, thus, universities are vulnerable to external social forces which may vitiate their traditional role–the pursuit and promulgation of truth.     

Legal Issues Relating to Higher Education Personnel Handbooks

Courts have frequently interpreted a universitys personnel handbook as a contract that can be violated if the university fails to abide by its terms. Such lawsuits may occur when a university threatens to take adverse action against an employee and often arise in three kinds of circumstances—when situations develop that are not addressed in the handbook, when the university fails to follow handbook procedures for handling a particular personnel matter, or when written expectations for employees are poorly drafted or are subject to differing interpretations. When drafting or reviewing a personnel handbook, university administrators should makes sure the handbook conforms to legal and constitutional requirements. In addition, the handbook should make clear what parts—if any—constitute a contract between the university and the employee and the means whereby the handbook can be amended. In addition, university officials should make sure that the university does not engage in practices that are at variance with the handbook language.