Journal of Ethics in Higher Education
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A Governance Assurance Framework for a University Leadership in the Age of Polycrisis
No full textHigher education has undergone a significant transformation from its historic character as a community of scholars. As higher education institutions are being called upon to present a more business-like complex, a growing executive management style built on a foundation of governance and deeper accountability has taken root. The effect is the introduction and implementation of practices that conflict with the traditional values of the university, accompanied by concomitant resistance to managerialism and the bureaucratization of the academic project. The article examines six governance frameworks and identifies five key drivers of governance: leadership and direction, strategy and performance, accountability, ethical culture, and stakeholder relationships, as well as a sixth lever: monitoring, evaluation, and improvement
Navigating the Ethical and Research Integrity Landscape in Botswana: Part I
No full textThis study in two parts investigates research ethics and integrity among university students in Botswana, focusing on selected higher education institutions. Using a survey-based design and purposive sampling, the research assesses students\u27 awareness, comprehension, compliance, and challenges regarding research ethics and integrity. Findings reveal a significant gap between knowledge and practice, indicating a need for training and support, supervision issues, ethical clearance challenges, resource limitations, and educational concerns. This first part depicts the review of literature and methodology; second part details the results and recommendations
L’éducation alternative: Droit à l\u27éducation et outils de résilience au Niger
Full text linkThis article analyses the state of education in Niger, drawing inspiration from two publications that highlight contexts in which education can only take alternative forms. This is the case when education seeks to take root and foster sustainable competencies, while a crucial need emerges to restore the health of the social fabric. Extending a line of research that initially examines the enhancement of teachers’ and teacher trainers’ pedagogical and professional competencies—by linking them to local cultural resources and to instruction in local languages—the article brings to light the crucial role of this tool of resilience in adapting to post-conflict situations or contexts marked by severe poverty.
In a second phase, the article presents the possibilities offered by non-formal education, particularly bridging classes and alternative pedagogies, which constitute effective and resilient strategies for combating violations of the right to education and for addressing its genuine realisation for all children, with particular attention to vulnerable groups.Cet article analyse la situation de l’éducation au Niger, inspiré par deux publications qui montrent des contextes où l’éducation ne peut être qu’alternative. C’est le cas lorsque l’éducation veut germer et ouvrir à des compétences durables, alors qu’un besoin crucial de restaurer la santé du tissue social apparaît. Prolongeant une recherche qui analyse dans un premier temps l’amélioration des compétences pédagogiques et professionnelles des enseignants et des formateurs d’enseignants, en les reliant aux ressources culturelles locales et à l’enseignement en langue locale, apparaît le rôle crucial de cet outil de résilience, pour s’adapter à une situation post conflit ou de pauvreté marquée. Dans un second temps, sont présentées les possibilités, offertes par l’éducation non formelle, en particulier les classes passerelles et la pédagogie alternative, qui sont des stratégies efficaces et résilientes, pour lutter contre la violation du droit à l’éducation, et pour prendre en compte son effectivité réelle pour tous les enfants, avec une attention particulière aux groupes vulnérables
L’enseignement de l’éthique des affaires au service du climat des affaires
Full text linkThe teaching of business ethics should enable universities to adapt the values they transmit to the realities of the economic world, demonstrating both agility and capacity for renewal. Owing to its inherent flexibility, business ethics within the university context encourages such openness, even though economic actors differ from those in academia and the corporate environment operates according to its own codes. As this article seeks to demonstrate, it is essential to promote a culture of business ethics among all stakeholders through continuous access to education, for both novices and experienced professionals alike. Such access should, however, be firmly structured and overseen by universities, in order to ensure a sustainable ethical framework in support of a healthy business climate.L’enseignement de l’éthique des affaires devrait aider les universités à adapter les valeurs transmises aux réalités du monde économique, en faisant preuve d’agilité et de renouvellement. Grâce à sa flexibilité, l’éthique des affaires à l’Université favorise cette ouverture, même si tous les acteurs économiques diffèrent du milieu universitaire et que le milieu de l’entreprise à ses propres codes. Comme nous allons le montrer dans cet article, il nous semble essentiel de diffuser une culture de l’éthique des affaires auprès de l’ensemble des intervenants, par un accès continu à la formation, pour les débutants comme pour les professionnels. Cet accès devrait toutefois être largement encadré par l’Université, afin de garantir un cadre éthique durable au service du climat des affaires
Leveraging Artificial Intelligence in Assessments: Good Practices Through the Traffic Light Model
No full textThe utilisation of artificial intelligence (AI) in assessments is making headway and is increasingly changing the landscape of the field of education. The leaders and policymakers of higher education institutions should be cognisant of their significant role in ensuring that AI is used responsibly and ethically and implemented with human oversight. The two objectives of this study were firstly to determine the lecturer’s perspectives and experiences with implementing the Traffic Light Model in assessments. Secondly, the lecturer’s insights should be leveraged to inform policy development and further implementation of TLM in the institution. The results of this inquiry provided a platform for policymakers to acknowledge and review the improvements that can be made with implementing the Model
AI-based Assessment for Learning on Students’ Critical Thinking
No full textCritical thinking is essential for state standards and culturally relevant pedagogy (CRP). This paper explores AI-based assessment in education (AIED), focusing on its benefits and challenges for assessing critical thinking in diverse students post-Chat GPT. It covers AI-enhanced assessment for learning to promote diversity and cultural responsiveness, biases in AI technologies, and AI-assisted critical thinking assessment. Three benefits of AI include adaptive assessments, multimodal assessments, and personalized feedback. Ethical concerns include understanding AI limitations, ensuring ethical use, and representing diverse content in a multilingual society
Artificial Intelligence in Academia - Navigating the Landmines: Leadership in the Digital Era: A Praxis-Based Approach
No full textIn a world fully submerged in technological innovation, the educational paradigm is subject to radical changes that force professionals to reflect on new practices. One of the clearest examples is the irruption of AI in our schools and universities: albeit with positive outcomes that cannot be understated, this new object (or rather subject) has placed new and necessary ethical debates at the center of the stage. How to control its usage? How to make the most of it without compromising the educational process of students? Following a doctoral student experience, this paper intends to shed light on some of the central questions of this new chapter in the history of education
A Leadership Capability Framework for South African Higher Education
No full textRapid changes in economy, society, technology, and politics, alongside reduced subsidies, curriculum decolonisation, and Covid-19 disruptions, challenge South African Higher Education Institutions (HEIs). This study examines leadership capabilities needed to navigate these complexities, identifying flexibility, collaboration, visionary thinking, and ambiguity tolerance as key to fostering innovation and sustainability. It offers a model for effective leadership in South African HEIs and other dynamic sectors
Digital Ethics in Rwanda: Exploring Policies and Practices
Full text linkThis paper examines digital ethics in Rwanda, analysing how national policies align with everyday digital practices. Focusing on privacy, accountability, integrity, and transparency, it explores how Rwanda’s collectivist culture influences ethical behaviours. Using qualitative methods, the study finds gaps between policy and practice, including data privacy violations, misinformation, and digital harassment. It calls for stronger enforcement, public awareness, and regional cooperation to harmonize ethical standards and balancing cultural values with universal digital ethics to promote responsible digital behaviours
Cyber-Ethical Leadership in Higher Education: A Practice-Based Framework for the Digital Age
Full text linkThe rapid digitization of higher education has introduced complex ethical challenges that demand new forms of leadership. This paper explores the concept of cyber-ethical leadership as a critical response to evolving issues such as data privacy, AI-generated academic content, digital surveillance, and cybersecurity crisis management. Drawing from real-world case studies and institutional practices, we propose a practice-based framework that emphasizes ethical reflexivity, participatory governance, and multi- stakeholder engagement. By reframing leadership as ethical agency rather than hierarchical authority, this study highlights how leaders in academia can navigate digital dilemmas through context-aware, inclusive decision-making. The findings call for the integration of digital ethics into institutional policy, leadership training, and crisis preparedness, contributing to a more resilient and ethically grounded digital transformation of higher education
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