Code of ethics overview

Code of Ethics

In the academic world, as well as in the business world, as an essential part in the conduct of activities and actions there is an increasing need for the existence of a code of ethics, due to the fact that students and staff alike must take into account certain moral guidelines in order to increase the efficiency of their actions and the respect for the community. However, nowadays, despite the fact that more and more schools have established codes of conduct, there seems to be a lack of interest in applying it. Therefore, aside from the moral guidelines it provides, the code of conduct should take into account a series of enforcement measures to insure the utility of the code.

According to professional sources, "a code of conduct is intended to be a central guide and reference for users in support of day-to-day decision making. It is meant to clarify an organization's mission, values and principles, linking them with standards of professional conduct" (Ethics Research Center, 2007). Therefore one of the first questions to be asked is the need for such a code. In this sense, it can be said that a list of guidelines that supports the conduct of the individual taking part in the activities of the organization is crucial because it offers the individual the possibility to relate to a certain framework and at the same time has a general knowledge of the limits his actions must have in order not to interfere in the liberties of the other individuals. It is only in this way that the individual can enjoy his rights and express his freedoms without disregarding the social freedom of others.

The essential parts of a code of conduct reside, first and foremost, in the key words used in presenting particular moral values and norms each employee should respect. Therefore, in this sense, some terms are traditionally present in code of conducts. Thus, depending on the field in which the respective organization activates, there are particular terms needed and required for the message to be properly understood by the readers and receivers of the Code of Ethics. For instance, a code of ethics for social workers uses terms such as dignity or integrity (National Association of Social Workers, 1999). In this context, dignity can be defined as the consideration for human life and the insurance of the respect for values related to the human existence. Similarly, integrity is the "strict adherence to moral values and principles" (Ethics Resource Center, 2008). In relation to this last notion, the issue of integrity should be the guiding principle behind any code of ethical conduct, no matter the field of activity the respective organization activates in. This could be explained by the fact that in undergoing a certain job or position, a person must be strictly committed to achieving the goals set through means that are in accordance with the most intimate values and principles of the society. In this sense, the issue of integrity comes to ensure that this adherence to the morals and principles is achieved.

Ethics codes vary in accordance with the line of work they are engaged in. however, there are certain general ideas which are seen in most codes of conduct. In this sense, for instance, as a social workers code of conduct advocates integrity and responsibility, so does a code of a clothing manufacturer. For instance, the "respect, transparency, fair play, honesty and respect for privacy make up the backbone of our operations, the way we work and interact with co-workers and business associates, whether they are a part of our company or not" (Teddy S., 2007). Therefore, it can be said that morals and ethics represent an universal system of conduct which should be upheld and defined both in general terms by addressing the guiding principles and values of the society, as well as in more definite ones which set out the particular framework of conduct for the respective organization.

The necessity for a code of conduct is thus visible. More precisely, "each profession or trade has its own problems of ethics. The conduct of their members must be judged by its consequences, to the group itself and to the community. In the course of time there is likely to develop a certain standard of practice. Traditional customs are questioned and revised, in the light of wider experience. The association comes to have a fairly definite ethics, enforced by an unwritten code of honor. But there is always a fringe of unscrupulous men who are ready to disregard the accepted standard, for the sake of immediate gain. Unethical practices are not only a menace to society. They jeopardize the standing of the group as a whole, and tend to depreciate the value of its service. The enforcement of the standard becomes a matter of self-preservation" (Heermance, 1924). From this perspective, the codes of conduct and ethics represents a guiding element for the behavior of all human beings and are required to meet certain standards in terms of particular elements present in the content of the code, and to deal with particular issues of interest for the organization.

A special part in the area of ethical codes and codes of conduct is that held by school organization codes of ethics. It is an important part in the general activity of the academic world because in general, the world of knowledge and instruction is the one facing the most important ethical issues and it is need of codes of conduct that would ensure the proper behavior of those involved in the activities related to this environment.

There are particular elements common to each code of conduct. Despite the fact that their content differs, "a code of this character is designed to serve an immediate practical purpose. It is not a statement of general morality. It deals with the customs and ideals, the sins and duties, of a particular group of men. Ethical principles are stated in terms of their daily business experience," thus the framework tends to stay the same, no matter the actual issues presented in the code or the limits and advantages (Heermance, 1924).

Firstly, each code of conduct has in its beginning the description or a short presentation of the organization. In this sense, it can either be a statement of the mission of the organization (National Association of Social Workers, 1999), the actual aim of it (the American School Counselor Association, 1992), or the particular issues the code tries to underline through its implementation. This last point is most often seen in academic or school codes of conduct which deal in particular with "assist (ing) academic staff employed by the University in the identification and resolution of ethical issues which may arise in the course of their work through the articulation of a shared understanding of what constitutes ethical conduct by academic staff" (the University of Waikato, 2006). Therefore, in most codes of conduct related to the academic activities, these start with a general aim of the code which most of the times is connected to the activities of the academic staff and students.

Secondly, the code offers a framework meant to set the guidelines for the exercise of the various activities. This is due to the fact that "the code is a means of correcting trade evils and meeting professional temptations, by cooperation, definition and the setting of a goal. The chief value of the written standard is moral and educational. The well-intentioned individual finds support, through knowing that this is the practice on which the group as a whole has agreed" (Heermance, 1924). Therefore, it represents general accepted fact students, academics, and even employees must take into account and respect. In this sense, most university codes distinguish between the duties, responsibilities and rights of students, professors, and administrators. For instance, the Howard University Code of Ethics presents the responsibilities of the Administration to their students, staff, trustees, and all those involved in the academic process (1998). Similarly the Code of Conduct of the University of Southern California expresses its commitment towards its students and professors alike and to the relationship between them (2004). From this perspective, it can be said that the code of ethics pays serious attention to the targeted group and to the definition of its main purposes in relation to this group.

One of the most important aspects regarding the codes of conduct is the one related to the academic activity and especially the code of conduct of professors and teachers. In this sense, there is a wide variety of norms and values which are to some extent imposed to the academic staff. For instance there are schools in which the issue of interpersonal relations is discussed in the code. Thus, "an educator shall not intentionally violate or deny a student's legal rights exploit a relationship with a student for personal gain or advantage (...) shall not make malicious or intentionally false statements about a colleague, shall not use coercive means or promise special treatment to influence professional judgment of colleagues" (Florida Education Standards Commission, n.d.). Therefore, it is obvious that the field of activity of education is much more concerned with the interpersonal relation between the student and the teacher, thus between human beings, than any other field of work. This is why it is important to consider the ethical issues and problems that may arise in such relationships because depending on the gravity of each situation it affects the psychological level of the individual.

The next section of a code of ethics and conduct is represented by the values, rules and norms of the respective institution. These are important because, in fact, they are the actual content of the code of conduct. In general terms, these include the core values and principles which will guide the actions of the institution. These however depend on the activities in which it is involved, thus in positions requiring the access to personal information, the issue of privacy and confidentiality, of the disclosure of information, and that of maintain records and information are cited as essential for the code of ethical behavior (Ethics Research Center, 2008). In schools and universities, such values and principles include academic responsibility, non-preferential treatment of students, academic integrity, and honor (the University of Waikato, 2006; Howard University, 1998; University of Southern California, 2004). These values and principles are meant to have a double role. On the one hand, they represent a declarative set of ideas which guide the university, and on the other hand, although they lack a legally binding nature, they are a set of norms students and faculty members, regardless of their position, are bind to uphold.

A different section of a code of conduct is destined to the identification of the substantive matters each environment is faced with. This issue, unlike the previous set of values and norms, is more precise in its provision. Thus, in the academic world, these include especially practical norms related to the use of academic facilities, to the proper behavior of both students and staff members, to the academic integrity, and, one of the most important aspects, to the forbiddance of the use of academic resources with the aim of obtaining personal financial gains (Howard University, 1998). This is an important aspect relevant for all activities, not only the academic ones; for instance, to those engaged in public offices, it is a mandatory obligation that they refrain from any personal gain as a result of the use of public facilities. This provision sets the limit for their behavior and at the same time it ensures that they do not illegally benefit from the possible advantages their own position may offer.

Despite the fact that such general elements may differ in terms of their content, they do have a common source of motivation. This is related to the generally accepted idea of equality, fairness, and respect for the members of the community. The issue of equality can be explained through the idea that individuals are by nature and there should be no action taken against such a principle. From this perspective, all students in a faculty should and must be treated according to their own merits and in full respect of their academic capacities. Thus, an equal treatment of students demands on the one hand a non-discriminatory academic policy, and on the other hand, a correct and honest way of academic assessment. This is also connected to the idea of fairness in the academic environment because the stipulation of such a provision draws the attention on the possible actions one might take against another individual, be it student or academic staff that would prevent them for benefiting from a fair and equal treatment, based on personal merits.

In most cases, codes of conduct and ethics are results of the initiatives of the governing body of the organization or of a special committee designed to deal with ethics and academic behavior. For instance, it may be the Board of Trustees or the Commission of Ethical Conduct which draws the general lines of the code and which is responsible with its implementation and supervision. However, there are a number of people who contribute to the drafting of such codes of ethics. In some cases, even the representatives of the students can contribute with ideas and proposals. They are in fact the voices of the individuals that are directly targeted by the provisions of the code and the inclusion of the students' representatives is in fact a democratic process.

Aside from the declarative purpose of a code of conduct, it is important that such set of rules be physically applicable and feasible. No doubt that underlining issues such as academic integrity or fairness are important for the input they offer; still, without a proper practice of such issues, these remain simply declarative aims. This is why it is important to create a certain discipline among all those involved in the activities and create a spirit of respect towards such norms.

Indeed there are cases in which the code is broken due to various reasons. On the one hand, the misbehavior of the individuals, students, teachers, professors and administrators determines such norms to be dissolute. However, an additional factor is the little visibility of the code of conduct for the students and administrative staff, as well as professors. Most of the times, students are now aware of the propositions presented in the codes of conduct and ethics which makes them unable to follow the norms. However, the directions imposed are very often posted on the Internet and on the pages of the institutions in order to enable all parties interested to consult them in case of necessity. Nonetheless, most of the issues presented in such codes of conduct are based on the precise nature of morality and common sense, thus even though they may not have direct access to the document, students and professors are rarely in breach of them.

It is possible that not all the employees are aware of the codes containing the good practices of a university or an institution. For instance, there is a certain rule of conduct and academic integrity which forbids students from cheating and plagiarism. However, despite the fact that students are aware of the possibility, there are cases in which they do make mistakes because they do not know the actual content of what cheating and plagiarism means according to the rules of academic integrity of the respective university. At the same time however, should they be interested in these issues, they are allowed access to this information and they can prevent such incidents that could even result in the expulsion of the students.

The ones that do have total access to the code of conduct are the ones that establish the guiding principles and values of the institution. In this sense, the Board of Ethics of the management of the University are the most interested to apply the norms. Even so, there have been cases in recent times when despite the code of ethics inside companies, irregularities do occur and at the highest level. A relevant example in this sense is the 2003 Boeing scandal which concluded with the resignation of its Chief Executive (Wayne, 2003). This scandal included allegations that funds from the company were used by the administrators of Boeing to their own personal gain. Furthermore, the financial arrangements made throughout their activity implied the fact that money from taxpayers was also used for personal reasons. In this case, it is clear that certain ethical norms were broken despite the fact that the administrators and the decision making bodies were well aware of the code of ethics practiced in every major company, especially at Boeing. Unlike the case where the students cheated without intent, in the Boeing situation the ethical issue played a major role and it was the result of a premeditated breach of the code of ethics. This is why it is considered that the resignation of the one responsible put a stop to the immediate scandal. However, "Washington military analysts said Mr. Condit's departure would send a strong signal to a Pentagon that takes ethical lapses seriously," therefore underlining the fact that ethics in business is important, as in every other area of activity.

As the world is in a constant change, so are the norms and values of the society and the different areas of work and activity. From this perspective, the codes of conduct and ethics must cater to the needs of the individual in the current society and must be at all times able to respond to those needs. However, taking into account the fact that the moral values and principles codes of conduct rely on, most ethical issues do not change, as well as moral virtues and principles. This is why most codes of conduct are not renewed on a regular basis, but rather at a longer period of time. In most cases however, they are renewed or modified as a result of an incident which placed their coherence and utility in doubt. In such instances, the decision making bodies as well as the representatives of the parties involved try to discuss other means that would help more to the establishment of a better code of conduct and ethics. Still, the process may be similar to the one which resulted in the previous code of conduct, having in mind though the modifications a changing society requires.

Overall, it can be concluded that indeed, the necessity of a code of conduct and ethical behavior is essential to every organization or university. More importantly however, such a set of rules is imperative for the well being of the academic world which is meant to encourage a strong system of values, norms, and principles as advocated in the codes of conduct.

References Ethics Research Center. (2007) Why have a code of conduct. Retrieved 16 January 2008, at http://www.ethics.org/resources/wy-have-code.asp Ethics Research Center. (2008) Common Ethic Code Provisions. Retrieved 16 January 2008, at http://www.ethics.org/resources/common-code-provisions.asp Ethics Resource Center. (2008). Definitions of Values. Retrieved 16 January 2008, at http://www.ethics.org/resources/definitions-of-values.asp Florida Education Standards Commission. (N.d.)the Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida. Retrieved 16 January 2008, at http://www.fldoe.org/dpe/publications/ethics.pdf Heermance, EL. (1924). Codes of Ethics: A Handbook. Burlington: Free Press Printing. Howard University. (1998). Code of Ethics and Conduct. Retrieved 16 January 2008, at http://www.howard.edu/policy/codeofethics.pdf National Association of Social Workers. (1999). Code of Ethics of the National Association of Social Workers. Retrieved 16 January 2008, at http://www.socialworkers.org/pubs/code/code.asp Teddy S. (2007). Ethics and social responsibility. Retrieved 16 January 2008, at http://www.teddy.it/Ethics_and_social_responsability-ing-105.htm The American School Counselor Association. (1992). Ethical Standards for School Counselors. Retrieved 16 January 2008, at http://www.schoolcounselor.org/content.asp?contentid=173 The University of Waikato. (2006). Code of Ethics for Academic Staff. Retrieved 16 January 2008, at http://www.waikato.ac.nz/hrm/internal/policy/codethic1.html University of Southern California. (2004). Code of Ethics. Retrieved 16 January 2008, at http://policies.usc.edu/policies/USC_Code_of_Ethics_2004.pdf Wayne, L. (2003). Chief Executive at Boeing Quits Under Criticism. The New York Times. Retrieved 16 January 2008, at http://query.nytimes.com/gst/fullpage.html?res=9B05E2DD1E3AF931A35751C1A9659C8B63