Ethical leadership and ethical decision making: A meta-analysis of research related to ethics education

Ethical leadership and ethical decision making in organizations have been the focus of many concerns related to ethics, especially in light of high-profile corporate scandals. The importance of educational preparation for ethical leadership has been highlighted in the general literature and the library and information science literature. This article is based on a meta-analysis of research related to ethics education in business. The meta-analysis considers issues of research design, methodologies used, populations studied and other data analyzed, the nature of the researchers, and the dissemination of the research in the journal literature. It is intended to inform the study of ethics and ethics education in general and in other professional disciplines, such as library and information science. The research results indicate the limited number of research methodologies that have been used in the study of ethics education. Past research has largely focused on undergraduates, particularly in relation to the impact of ethics curricula on their learning/cognitive development and on measures of perceptions and changes in perceptions of ethical issues.     

Resistance to Schooling and Educational Outcomes: questions of structure and agency

Resistance theory approaches questions of structure and agency as a divide. Resistance crosses boundaries of class, race and gender, but does not point to actions likely to lead to change in present social relations. There is a need to move beyond limited resistance perspectives to focus on individuals and groups as creative agents able to effect change in social structures. A more dynamic theory of individual, social and cultural change is needed to enable an understanding of how educational settings–including curriculum, pedagogy, and assessment practices–can help bring about just social outcomes for all students. This article draws, in particular, on the work of Willis, Walker, Giddens, and Bernstein to address questions of agency and structure in accounting for educational and social change.     

The distributional effects of higher education subsidies

This article provides a review of the inconclusive debate between Hansen-Weisbrod and Pechman on the distributional effects of subsidies to public higher education in California, with particular reference to its significance for other American states and for European countries. The cross-sectional effects are distinguished from the longitudinal, lifetime effects, and an effort is made to state the necessary and sufficient conditions to infer lifetime redistributive effects from observations of current data. Some general conclusions are drawn for the case of the United Kingdom.     

Neither Public Nor Private: The Hybridization of Museums

This paper takes a preliminary look at the hybridization of museums – the creation of a variety of mixed forms of governance incorporating both public and private governing authorities. Using data from three national surveys of American museums, the analysis documents the mix of types of governing authority and demonstrates how this mix varies across location, over time, and by museum type. The paper then estimates the extent of hybridization using several different indicators and speculates about its implications. The United States offers a particularly informative case because the general view is that American museums are (1) either public or private and (2) predominately private. While the second part of this view may still be a useful characterization of American museums, the first is no longer a particularly helpful way of understanding American museums, or, by extension, other cultural institutions, American or not. It is increasingly necessary to view cultural institutions through the lens of hybridization rather than privatization in order to improve our ability to document and predict their institutional behavior.     

Charging mechanisms for digitised texts

This article is an edited and condensed version of the report of a study carried out under the auspices of the Joint Information Systems Committee (JISC) and the Publishers Association (PA). It develops the conclusions of an earlier analysis (Bide, Oppenheim & Ramsden, 1997) and builds upon discussions between representatives of JISC and the PA held in the summer of 1997. The full report is available on the UKOLN server at www.ukoln.ac.uk/services/elib/papers/pa/charging/     

Three Misunderstandings of Plato's Theory of Moral Education

In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher‐kings can attain true knowledge of virtue and it is they who should govern society; the third is that he affirms the realm of the Forms as a literal metaphysical reality and believes that for individuals to attain virtue they must access this realm through contemplation. The goal of this essay is to correct these misconceptions. The rehabilitation of Plato's reputation may enable future researchers in moral education to discover in his philosophy new avenues for exploring how best to cultivate virtues in students.     

University teacher approaches to design and teaching and concepts of learning technologies

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.     

FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty

Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants.