Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 39
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Another area of concern regarding ethics in research is the
handling of proprietary and classified research. Where more
work is being done to protect public safety and human subjects,
other issues exist for those studies in which the harmful
elements are not apparent. Steneck (1990) reported four
criticisms on how universities have focused on openness (means-
oriented policy) rather than taking responsibility in limiting
the type of research conducted (ends-oriented policy). The
criticisms of the universities which have focused on means-
oriented policies are: 1) they compromise academic freedom for
reasons that may not be justified; 2) they assume, without
reflecting on past experience, that institutional judgments
should take precedence over individual judgments; 3) they fail
to explore other, less burdensome approaches to maintaining
openness; and 4) they reflect a very conservative approach to
institutional responsibility. On the other hand, too much
secrecy on campuses can be problematic. These criticisms
represent yet another dilemma for ethics among college faculty.
Beliefs, Intentions and Behaviors. The ethics of a teacher
are the most fundamental rules by which the person operates
(Pastin, 1986). Ethics is not just beliefs and intentions, but
actions taken and the impact on others. Ajzen and Fishbein's
(1980) Theory of Reasoned Action (TORA) better explains the
relationship of intention on behavior. TORA has extensively
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Scales, Renay Ford. Ethics of Teaching: Beliefs and Behaviors of Community College Faculty, dissertation, August 2002; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3212/m1/45/: accessed May 26, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .