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As ethical dilemmas arise in community colleges, administrators make decisions that require sensitivity to the organizational, political, and environmental factors surrounding their particular institutional climates and locales. The moral reasoning and ethical decision-making of community college administrators were examined in this study. In addition, the study evaluated these factors to provide an understanding, or lack thereof, of [potential] ethical challenges that may exist within a specific organization. Research questions for this study encompassed two perspectives: (a) moral reasoning and (b) ethical decision making. Moral reasoning was examined through participants’ perspectives of moral, professional, and organizational values. Ethical decision making was examined through participants’ assessments of ethical dilemmas using vignettes. Using descriptive statistics (frequencies, percentages, mean scores, and standard deviations), the results of this research study suggested that community college administrators in Mississippi have varying perceptions for moral, professional, and organizational values and ethical decision-making (behaviors). The findings of the study suggested that the most important moral values for community college administrators in Mississippi are truth, fairness, and responsibility and that members of their families would choose these same values compared to other groups within their communities. In addition, they suggested that communities will not provide the same solutions for ethical dilemmas in which they provided and community colleges should assist students by developing their (students) values and teaching them about ethics. In conjunction with leadership, the majority of community college leaders in Mississippi suggested that they are transformational leaders, which is indicative of their abilities to adapt their organization to fit its mission for their faculty, staff, community affiliates, and constituents.

Volume I not received and not available. Trying to get a contact email for a replacement copy. I've added Volume II and also put a note on the library catalogue. - sm 08/01/2018 / Volume I is not currently available online.

The present research in ethical decision-making draws from the fields of moral philosophy, social psychology, and organizational theory with the intention of establishing links among social/organizational influences, individual cognitive elements of moral behavior, individual difference characteristics, and the intention to act ethically. Ethical decision-making, by investigating the moral judgment (evaluation) and moral intent components of an ethical decision-making model, was examined. This augments existing research concerning inconsistencies between the ethical behavior of an individual and the individual's level of moral development, which in the workplace are hypothesized to be related to organizational factors. Research questions developed from this groundwork, as well as research on moral ideology and organizational justice, were formulated to examine how moral ideology, moral evaluation, and organizational justice work together to explain moral intent. Moral evaluation explained 55% of the variance in moral intent after controlling for moral ideology and organizational justice. For a subset of the data, three organizational justice variables explained a very modest proportion of the variance in moral evaluation after controlling for two moral ideology variables. Implications for future research and considerations for practice are presented. / Ph. D.

A number of theories attempt to explain the elements of the decision making process when one is faced with an ethical dilemma. Trevino's model (1986)posited a main effect of cognitive moral development (CMD) on ethical behavior, moderated by reinforcement contingencies. Past research has failed to examine the full spectrum of reinforcement contingencies: rewarding ethical behavior (RE), punishing unethical behavior (PU), rewarding unethical behavior (RU), and punishing ethical behavior (PE). It was hypothesized that RE and PU would encourage ethical behavior, while RU and PE would encourage unethical behavior. An additional hypothesis that has not been examined is that reinforcement contingencies would cause individuals who are at the conventional level of CMD to regress to earlier stages of moral reasoning. Support for these hypotheses was not found. Possible explanations for the results are discussed, including the nature of the task itself. / Master of Science

Although there is extensive literature on supervision in the human services, there is limited research specific to the stories from supervisors in child welfare, in particular in Canada. This inquiry sought to understand how child welfare supervisors navigated through ethical dilemmas in their practice and how their approach influenced decision making. In addition, specific attention was paid on whether these practitioners used critical reflection in their approach to decision making. Findings indicated that these child welfare supervisors relied primarily on their personal moral framework. They encountered frequent dilemmas in highly complex work environments. Further, they endured ethical tensions as a result of not being able to enact their ethics amid work place barriers. These ongoing tensions often resulted in leaving these supervisors depleted emotionally and physically. Critical reflection in action was used in some cases when examining the context of the family in the process of ethical decision making. As with recent studies, this inquiry found that child welfare supervisors often stepped away from reflection in action for self-preservation and relied more heavily on reflection on action. Implications for future studies and recommendations for child welfare practice are discussed. / Graduate

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Counselor Educators are interested in assessing and promoting the professional and personal development of those in the counseling profession, including their ego and ethical development. While there has been much research concerning such development, there is insufficient research concerning the level of personal development of Counselor Educators themselves, and how such development progresses over the course of their tenure as professors. Thus, this dissertation assessed the ethical decision-making and ego development of Counselor Educators who earned their doctorates from institutions accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and who are currently working as Counselor Educators at a CACREP-accredited program. In particular, the following questions had sought to be answered: (a) What is the level of ego development of Counselor Educators and how do they develop over their tenure as professors? (b) What is the ethical decision-making level of Counselor Educators and how do they develop over their tenure as professors? (c) What is the relationship between ego development and ethical decision-making as Counselor Educators develop both of these over their tenure? and (d) How do the varying environments, qualities, and responsibilities of Counselor Educators relate to ego development and level of ethical decision-making? Essentially, the Researcher categorized Counselor Educators into two groups, according to their level of tenure: untenured (assistant professors) and tenured (associate professors and full professors). The Researcher then measured ego development, using the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996), and ethical decision-making, using the Ethical Decision-Making Scale—Revised (EDMS-R; Dufrene, 2000). The Researcher then compared WUSCT stages and EDMS-R P indexes for each of the two group-mean scores through a one-way analysis of variance ANOVA), in order to ascertain if there were developmental differences between the two groups. It was anticipated that tenured professors, on the whole, would be more developed than untenured professors. The results from the present study tentatively indicate that Counselor Educators are well-developed, in terms of ego development and ethical decision-making. Of the four research questions, there was one finding of significance: participants who stated that they were not very challenged by their department had higher EDMS-R P indexes than those who were challenged.

The aim of this thesis is to propose and defend a maxim to serve as a foundation and guideline for professional ethics in nursing. The thesis is informed by philosophical ethics and by first-hand knowledge of professional nursing practice.

Negotiation is applied to many fields, which are included in politics, business and even in daily life. An outstanding negotiator is not congenital, but it can be trained to be an excellent one. The type of negotiator what the person will be is affected by his personality. Negotiation is affected by many factors, and we will discuss the personality in this research. We focus on Machiavellianism and self-monitoring which are the two major variables in this research. And we use Ethical Decision Making Model to establish the hypothesis in this research. The questionnaire survey is the main method to collect the data, and we investigate the relationship among negotiator¡¦s p personality, attitude toward negotiation tactics and negotiation intention by descriptive statistics, T-test, Analysis of Variance and Regression Analysis. The results are follows: (1) Different backgrounds significantly influence the ethical attitude toward negotiation tactics, for example, the negotiator¡¦s sex and level of education. (2) Machiavellianism significantly influence s the ethical attitude toward negotiation tactics, for example, the negotiators have higher level of Machiavellianism and their ethic attitudes are weaker in ¡§salami-tactics¡¨ , ¡§shock them with your opening offer¡¨ and ¡§advance man¡¨. (3) The degree of self-monitoring of the negotiators significantly influences the relationship between ethical attitude toward negotiation and negotiation intention. Keywords: Negotiation tactic, ethical decision making, Machiavellianism, self-monitoring.