Teaching with Integrity : The Ethics of Higher Education Practice book cover
1st Edition

Teaching with Integrity
The Ethics of Higher Education Practice

ISBN 9780415335096
Published December 9, 2003 by Routledge
196 Pages

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Book Description

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities.
It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints.
Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach.
Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.


'Overall, this is an enjoyable book written in a lucid style with clear guidelines, supported by case studies ... Put forward as fresh thought on the processes and contexts of higher education teaching, the book provides practical guidance on professional and ethical aspects of university teaching and is a reminder to senior university management of the intrinsically valuable and difficult task of teaching in a mass higher education context.' - William Scarff, University of Wolverhampton Business School, UK

Reviewed in the Times Higher Education Supplement 'Ethics means a degree of trust' - '[Bruce Macfarlane] argues that in order for learners to think critically and challenge conventional wisdom, the lecturer's first ethical consideration must be to protect and foster student academic freedom.'