Ethical Leadership in Higher Education in the Era of Complexity 201
consequences of their actions, but make decisions based on
predetermined rules and policies.- Ethic of Critique: The ethic of critique is juxtaposed with the
ethic of justice in that it “critiques” moral problems caused by the
ethic of justice (Nevarez & Wood, 2010). The ethic of critique
views laws, rules and procedures as benefitting only specific
groups of people − “if the ethic of justice looks towards fairness,
the ethic of critique looks toward barriers to fairness” (Starratt,
2004). Shapiro and Gross (2005) defined the ethic of critique as a
critical consequentialist perspective that identifies laws, policies,
and structures that disadvantage certain groups and the promotion
of action to address identified inequities. It involves the in-depth
examination of the underlying issues affecting the in (effective)
functioning of the university. Who benefits? Who is silenced?
How can the university assist in addressing underlying tensions
and create a conducive learning environment for all students? - Ethic of Care: This is compassion-oriented and is concerned with
and characterised by virtues such as compassion, understanding,
and trust. Leaders employing an ethic of care are encouraged to
foster understanding of multiple sociocultural realities. The ethic
of care reinforces the importance of students and their
development, focusing particularly on aiding students in
achieving their educational and career goals (Shapiro & Gross,
2005). Leaders operating from this ethic understand the
importance of social ties and associations, recognising and being
attentive to the manner in which issues have an impact on the
institution. Consideration is given to what the long-term effects
of decisions and policies are. It requires academic leaders to
consider the needs of all stakeholders and to consider “multiple
voices.”