Essential elements of a code of ethics in higher education institutions

Ethics in Higher Education

The most significant elements needed in a code of ethics in higher education institutions consist of: institutional governance (Henard, Mitterle, 2015), guidance on preventive and punitive action, and a \"cultural integration of governance and ethics\" (Kohler, 2006, p. 481). Moreover, a code of ethics should be a \"living document,\" rather than \"a set of rules that will gather dust on a shelf,\" so that as the social conscience develops and evolves over time, the code can breathe, flex and reflect the values and morals that the community cherishes while promoting them in a pro-active manner within the institute of higher learning itself (Council for Industry and Higher Education, 2014, p. 16).

Principles, ethical norms, and values shared by the community all should be part of the code of ethics of higher education institutions as well. Indeed, institutional guidance depends upon principles, supported by ethical norms and community values, to be effective in bringing faculty, administrators and students together on campus to share in the vision that the institution projects for itself and its stakeholders.

The code of ethics must also proscribe measures that can be taken to ensure that unethical behavior is prevented and -- in situations where violations are encountered -- punitive actions can be implemented. The code of ethics of higher education institutions has to spell out plainly both how to avoid undesired and unethical behavior while also making clear the consequences of engaging in such behavior in spite of the institutions\' code. As the code is there to help support, guide and develop the institutions\' mission, it should also be constructed in such a way that it empowers stakeholders \"to develop their capabilities and fulfill their potential, advance knowledge and contribute to society\" (Council for Industry and Higher Education, 2014, p. 23). Because ethics impacts every type of person in every type of role within a higher education institution, the code of ethics should adopt both a general and a specific character so that an overall ethical spirit and tone is discernible while specific areas are also mentioned and described in detail to ensure that no gaps exist in how individuals are expected to conduct themselves while representing the institution.

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The need for a code of ethics in higher education institutions is evident in a number of ways. First, higher education institutions are like any other organization in which various stakeholders have an investment in the activities, policies and outcomes of the institution. Stakeholders range from members of the community to students, teachers, employers and board members who oversee the institution\'s operations. Without a code of ethics that alerts all stakeholders to the manner in which the institution will be governed, stakeholders will not know what to expect or how to approach the institution. A code of ethics gives everyone -- especially students, teachers and the administration -- a clear sense of what values will be supported at the institution, what duties lie incumbent upon each of them respectively, and how particular actions will be regarded.

The code of ethics also identifies for those outside the institution the values and principles that will be cultivated and fostered, which in turn allows the community and potential future employers of the institution\'s graduates to decide whether or not they would like to support that institution with their time, money, attention, etc. Because many institutions are dependent upon outside sources of revenue in terms of grants, donations, funds, and so on, it is imperative that they show investors that their values align -- and this is where a code of ethics so critically comes into play. Because of recent trends that indicate \"decreasing support from donors and possible future cuts in government spending\" for higher education institutions, these places of learning must give more attention to cultivating a base of supporters that share the same values and want to see the same principles fostered in the next generation (Henard, Mitterle, 2015, p. 2). Having and implementing a code of ethics to ensure support for the coming generation is therefore very necessary. It acts as a set of rules and boundaries for behavior. Just as in any game there are lines that determine the extent to which the activity of the game may be conducted -- the parameters by which it is bound -- so too does a code of ethics for a higher education institution provide all stakeholders with clear lines of demarcation that can be cited, upheld, and made visible to one and all as the official code by which expectations are to be based.

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The need for a code of ethics in higher education institutions\' finance/budge/funding department is also considerable. As history has shown, when organizations lack a code of ethics as a guide or framework for financial operations, things can quickly deteriorate. Enron is a perfect example of how a lack of a clear, concise, consistent and enforceable code of ethics led to the organization\'s financial ruin (Elkind, McLean, 2013). Likewise, as Anand, Ashforth and Joshi (2005) have shown, when financial operators, budget operators or those in charge of funding are not provided an effective code of ethics by which they can gauge and measure their actions to see if they are in line with institutional policy and governance, there is a clear and palpable risk of financial corruption. Enron\'s CFO Andy Fastow displayed this exact point when given what essentially amounted to carte blanche with regard to how he operated the company\'s finances and pursued ever greater returns on investment. Fastow noted that all investors cared about was the ROI and that what was actually on the books \"did not matter\" -- so fraud ensued. What Enron\'s leaders and Fastow himself eventually realized was that ethics do matter, and that if an organization lacks them in the finance department, the market and the outside community in which stakeholders live will eventually enforce their own code of ethics on the organization in order to bring it into conformity with their own. So long as communities wield influence, organizations and institutions such as higher education institutions will need to show conformity to ethical norms -- especially when it comes to the institutions funding, financing, and budgeting departments. These departments serve as the life blood of the institution and enable operations to continue. If they dry up through lack of ethical practice, the institution has no option but to crumble.

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The commitment to ethical principles necessary for a code of ethics in higher education institutions is needed because without it there is no glue or adhesive that binds the institution and its members, administrators, teachers, students and all stakeholders to the principles expressed by the code of ethics. The commitment is an essential part of any relationship, contract, or agreement: it communicates the desire, intention, and willful adherence to the ideals expressed in the code. The commitment shows that those most impacted by the code are willing to place themselves under the code, to subject themselves to the code. In doing so, they show that they will uphold the principles that the code promotes. They will demonstrate in their actions, their policies, their approaches, their speeches, and their works that the principles embodied by the code of ethics are, essentially, their own principles.