200 Ethics in Higher Education: Values-driven Leaders for the Future
11.4 Ethical Leadership in the Era of Complexity
For the purposes of the argument here, ethics is understood as “a
dynamic and continuing activity rather than an adherence to a system of
moral codes and principles enshrined in formal policy statements”
(Niesche & Haase, 2010). Leadership on the other hand implies
intentional decision-making to enact change, rather than merely to
maintain the status quo and support current systemic processes, and such
decisions (Vogel, 2012):
A leader’s framework of values, beliefs, world view, convictions
born of deep knowledge and skill, and a strong sense of and dedication
to the public interest are what inform his/her ethical framework. From
this a leader develops a vision which resonates with the various
stakeholders, defines and shapes the change process, and takes actions to
make his or her vision a reality. The use of ‘ethical frames’ provide an
opportunity for academic leaders to examine their ways of thinking
about complex dilemmas, to consider actions outside the traditional
approach and to provide a new perspective to resolving issues and
engaging in reflective practice (Shapiro & Gross, 2005).
Multiple frames of reference for ethics can be drawn from the
discourse thereon which provide a useful lenses through which to view
conduct and practice, or use as measures. Below are distilled five such
frames:
- Ethic of Justice: Ethical dilemmas are resolved by principles such
as fairness, equity, and justice. Decisions are guided through
laws, rules, policies, codes and procedures – rules-based
decision-making (Beckner, 2004). It implies that pre-established
principles, laws and rules will guide leaders’ conceptions and
perceptions of ethical matters. The ethic of justice is non-
consequentialist, where leaders should not consider the