Ethical
Decision Making in Academic Advising
Kate
Fisher
Kansas
State University
graduate student in the Adult & Continuing
Education
Ethics
is a concept that runs deep in the collective consciousness of modern
society. Most believe that choosing the moral "high road," standing
up for one's principles, and doing the right thing should form the
foundation for the actions and decisions of today's leaders. Yet
headlines depict graft, corruption and moral decay that cast shadows
beyond government and business to the heart of college campuses.
Scandals such as plagiarism, sexual misconduct and academic dishonesty
serve as reminders of what happens when ethics are considered an
option of convenience.
How
do we define ethics? When do ethics apply? Do they really matter
in the larger scheme of things? As academic advisors who strive
to assist students along pathways of self-discovery, we know that
ethics are essential.
Ethical
behavior and decision-making are expected from those in a position
of trust. The creditability of coaches, faculty members and academic
advisors is closely tied to the ethical principles we demonstrate
in our day-to-day interactions. While most would agree that these
educational professionals should be models of ethical behavior,
we struggle to agree on exactly what form this behavior should take.
Before we can reach a consensus, we need to gain a better understanding
of the concept of ethics.
Framing
an Ethical Decision
Frank
(2000) points to ethics as "the process of determining what one
considers right and wrong" (p. 45). This may sound easy, but in
reality it's a complicated task. Right and wrong are subjective
concepts that vary according to culture, moral climate, and individual
circumstance. What may be the right action in a particular instance
may be absolutely wrong in another. To help navigate through this
ambiguity, we need some guidelines for decision-making and action.
The
first of these guidelines involves trying to see an issue through
the eyes of the community. In practice this translates into understanding
local principles which are valued and respected, such as religious
tenets and established customs. Issues of moral choice need to be
weighed in light of their social context. Even as we grasp the community's
larger beliefs, we need to recognize that there are smaller segments
of the community which may hold different beliefs and attitudes,
based upon its citizenry. For example, officials at a private, religiously
affiliated college may view a hazing incident very differently from
their counterparts at a military academy, even though both groups
live in the same community.
Regardless
of these variances, our goal is to consider the matter based on
what the community believes is right. Often there is no clear-cut
"right" choice; instead there are dozens of viable options. We must
weigh these options in light of their possible consequences and
decide which option appears to cause the least amount of harm to
all involved (Frank, 2000).
When
the concept of ethics is applied to the educational community, it
becomes clear that academic advisors often find themselves in the
thick of such discussions. Buck, Moore, Schwartz, and Supon (2001)
point out, "there is no ethically neutral place from which to advise."
In short, advisors are often faced with ethical decisions that would
bring even a "Superman" to his knees! As such, it's essential that
we develop a strong set of resources to guide us. A good starting
point is through examining the basics - truth, justice and the American
Way.
Return
to the Basics
Webster's
(1996) defines truth
as "the real state of affairs: fact" (p. 723) .
Advisors can make sound decisions only if we have good information
and know the facts. We have to understand what programs are available,
how policies are enforced, and where resources can be found. In
short, we need to know how things really work if we're going to
help guide students toward legitimate pathways. Advisors need to
be forthcoming in disclosing the information a student needs, while
being careful not to share unconfirmed assumptions (Buck, et al.,
2001). Truth can be a subjective character: one man's truth may
be different from another's but vital to both. Start with the truth.
Justice
is about what's fair. Advisors must balance the needs of the institution
against student needs and make decisions on the basis of what is
fundamentally fair. Treating students, with their unique and diverse
needs, equitably is part of this challenge. Although this may require
different tools and very different skills, we must tackle each student's
challenges with the same degree of energy, dedication, and enthusiasm.
The
'American Way' encompasses an equal opportunity to pursue lifelong
dreams that include personal, academic and religious freedom. All
of these seem like good philosophies to add to the advisor's toolkit.
When those murky questions of right and wrong arise, revisiting
these fundamental aspirations will help guide us to thoughtful decisions.
Our culture respects the right of every individual to pursue their
dreams and goals using their particular talents. The advisor acts
as both a guide to light the students' paths along this journey
and also as an anchor to remind them of the boundaries within which
they must steer.
Applying
the Concepts
Once
we grasp the underlying concepts of making ethical decisions, we
need to know how to apply them. This involves trying to achieve
emotional objectivity that will help us avoid swaying a decision
based upon our personal beliefs. When this sense of objectivity
is in place, the next step is to define the problem. What is at
the heart of the matter? What rules apply to this situation? Are
there institutional policies that address it? Are there state or
federal laws that come into play? As we gather information, we may
want to consult with other colleagues whose opinion we value to
lend clarity to a situation.
After
laying out facts and opinions, it's time to consider possible solutions.
As with other matters of human interaction, there's usually no "one
right option" but instead a range of possibilities. Weighing the
consequences of each option helps guide the decision. In the final
analysis, we must make a choice based upon which option appears
to offer the best outcome with the least harm done to anyone.
Considering
Possible Conflicts
Additional
elements shape the process of ethical decision making. One of these
is the conflict that may exist between an advisor's personal values
and those of the educational institution. As advisors, we are institutional
representatives and as such, must demonstrate loyalty and support
for institutional policies. Yet some of these policies may come
into conflict with our personal beliefs. A thorough understanding
of the institution's mission is useful in clarifying issues. Discussion
with colleagues and developmental workshops can help advisors decide
how to act in good conscience given a disparity of values.
A
similar conflict may arise between an advisor's preferred solution
and the student's choice. We may feel torn between the desire to
help a student avoid what is perceived as a bad decision, and our
respect for student's right to choose. This balance is delicate
and often requires soul -searching to arrive at the best action.
While each situation is unique, there are some common threads that
run through each that can provide guidance.
Another
area ripe for conflict lies in issues between the institution and
the student. NACADA Core Values of Academic Advising point out that
advisors often play the role of mediator. "When the needs of students
and the institution are in conflict, advisors seek a resolution
that is in the best interest of both parties" (NACADA, 2005). This,
too, requires us to demonstrate a high degree of professionalism
while walking a thin line.
Practice
Along the Continuum
Additional
nuances in making ethical decisions are described by Buck, et.al.
(2001) as "dialectic tensions". These tensions represent points
along a continuum which define an advisor's actions. These dialect
continuums encompass the range from a neutral to a prescriptive
approach; an encouraging to a discouraging style; and a judgmental
to a nonjudgmental attitude in working with students. As academic
professionals, we must examine where our practice falls on each
continuum and consider if adjustments to our positions are warranted
before making this ethical decision.
Enhancing
Ethical Decision Making
Academic
advisors work in challenging roles with demanding responsibilities.
We must be strong student advocates, neutral mediators, moral role
models, and conscientious staff representatives. These roles require
us to develop and practice ethical decision making skills. Institutions
must provide advisors with the resources necessary to enhance and
update our ethical decision making skills if we are to build and
maintain student trust.
Annotated
Bibliography of References
Buck,
J., Moore , J., Schwartz, M., and Supon, S. (2001) What is ethical
behavior for an academic adviser? Published in The Mentor,
Jan. 9, 2001. Retrieved from the World Wide Web 04/13/05at
www.psu.edu/dus/mentor/010109jb.htm
Their
premise is "there is no ethically neutral place from which to
advise." The authors review the legal and moral responsibilities
of advisors, and define the continuum of behavior they describe
as the dialectic tensions.
Center
for the Study of Ethics in the Professions. Illinois Institute of
Technology. Code of Conduct Statements online retrieved from the
world wide web on 04/13/05 at http://www.iit.edu/departments/csep/codes/educate.html
The
Center offers a comprehensive site for codes of conduct for a
variety of organizations, such as the National Council on Education,
and the National Association for College Admission Counseling.
Duke
University. Readings & Surfings. Ethical Resources. Retrieved
from the world wide web on 04/13/05at http://www.duke.edu/~wgrobin/ethics/surfing.html
An
eclectic site under the auspices of the Philosophy and Religion
department that offers a unique sampling of related links and
musings.
Frank,
K.S. (2000). Ethical considerations and obligations. In V.N.Gordon,
W.R. Habley & Associates, Academic advising, a comprehensive
handbook. (p. 44-57). San Francisco,
CA: Jossey Bass.
The
author discusses the ambiguity of defining the cultural value
and determining the best course of action. She offers solid guidelines
for best practice.
Josephson
Institute of Ethics. The ethics of American youth. Retrieved on
the world wide web on 04/13/05 at http://charactercounts.org/programs/reportcard/.
The
Institute conducts and publishes research on various aspects of
ethics, offering a thorough and quantitative view of the subject
NACADA.
(2005). NACADA Core Values of Academic Advising, Exposition statement.
Retrieved from the world wide web on 4/13/05 at http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm
The
National Academic Advising Association (NACADA) summarizes expected
roles, responsibilities and behavior standards for those working
in the field of advising.
Santa
Clara University . Markkula Center for Applied Ethics. Retrieved
from the world wide web on 04/13/05at http://www.scu.edu/ethics
This
site offers a wealth of articles and a springboard to related
links discussing ethics from many perspectives.
Webster's
II (1996). Webster's
II New Riverside Dictionary, revised edition. Boston, MA: Hougton-Mifflin
Company.
Resource
links for Ethical Issues in Advising
Cite
the above resource using APA style as:
Fisher,
K. (2005). Ethical decision making in
academic advising. Retrieved -insert today's date- from the
NACADA Clearinghouse of Academic Advising Resources Web
site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Ethical-Decisions.htm
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