86 Ethics in Higher Education: Values-driven Leaders for the Future
qualities, above all dishonesty, injustice, mediocrity, selfishness,
disrespect and laziness.
5.4 Practical Considerations for Universities
Ethics must never be just an impressive set of concepts and
principles; it is pre-eminently something done, so this final section of
the chapter provides guidelines and measures for implementing the kind
of multi-cultural, global ethics project described above. For
convenience they are given in point form, starting with the underlying
principles of an effective ethics programme in any multi-cultural
organization but especially in universities.
- The essential foundation for institutional ethical strength is
excellent thought leadership about ethics itself. - Ethics must be understood in the light of all available knowledge
about it. It is not the exclusive province of one or two historically
dominant disciplines, nor is the gift of the west or of religion to
the whole world. - Ethical strength depends much more on commitment than
compliance. - Commitment requires that all those affected must be able to
participate freely in enhancing the ethical quality of the
university in question. - There is no organizational quick fix for ethics: achieving and
sustaining deep ethical quality is an ongoing, monitored process. - Organizational ethical strength has three key aspects: workplace
ethical strength, individual moral character, and exemplary
ethical leadership. - To achieve success in a multi-cultural society, the processes and
values of ethical enhancement must be multi-culturally based.