Abstract
This chapter is based on the analysis of surveys conducted within the framework of Tuning project, a global initiative, which has been running worldwide for the last 18 years. The aim is to explore what the Tuning quantitative data can reveal about what different stakeholders in different regions think about the Ethical Commitment competence. Due to the same format of consultations in most of the Tuning projects, Tuning can be seen as a goldmine-producing comparable data from more than 118 countries in different continents, across a variety of disciplines and target groups.
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Notes
- 1.
These were chosen in accordance with the general focus of the present publication.
- 2.
- 3.
The same is done for subject-specific competences (these are agreed among academics participating in Tuning projects first, and consulted with a much wider group of academics, as well as with other stakeholders, next). However, this is beyond the scope of the present chapter and is not discussed here.
- 4.
The degree program on which academics consulted teach, which students consulted are close to graduating from, which graduates consulted finished recently, and from which employers consulted are known to recruit graduates.
- 5.
For Tuning Latin America: Architecture, Business Administration, Chemistry, Civil Engineering, Education, Geology, History, Law, Mathematics, Medicine, Nursing and Physics. For Tuning Europe: Business Administration, Chemistry, Educational Sciences, European Studies, History, Geology/Earth Sciences, Mathematics, Nursing, and Physics. For Tuning Russia: Ecology, Economics, Education, Environmental Engineering, ICT, Interpreting and Translation, Foreign Language Teaching, Law, Management, Social Work, Tourism. For Tuning Africa: Agricultural Sciences, Applied Geology, Civil Engineering, Economics, Higher Education Management, Mechanical Engineering, Medicine and Teacher Education. Tuning China: Business Administration, Civil Engineering, and Comparative Education.
- 6.
The differences in the names or scope of the subject areas reflect the priorities of higher education systems in each region, as well as the cultural-historical conventions (how higher education degrees in the area are conceptualized and referred to traditionally in each region).
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Beneitone, P., Yarosh, M., Schermutzki, M., Kitzelmann, E. (2020). Developing Ethical Commitment Competence: Comparing Stakeholder, Disciplinary, and Regional Perspectives. In: Aguado, R., Eizaguirre, A. (eds) Virtuous Cycles in Humanistic Management. Contributions to Management Science. Springer, Cham. https://doi.org/10.1007/978-3-030-29426-7_3
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