The University as Public Goods: Ethical Underpinnings

Abstract

The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen, and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world-class universities (Academe—Bulletin of the AAUP 90(1): 20–23, 2004; Salmi, J. (2009). The challenge of establishing world-class universities. Washington, DC: The World Bank.; Heyneman, S. P., & Lee, J. (2013). World-class universities: the sector requirements. In J. C. Shin., & B. M. Kehm (Eds.), Institutionalization of world-class university in global competition. New York: Springer.), as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact (International Journal of Educational Policy, Research and Practice 3(4):73–97, 2002/3; Heyneman, S. P. (2010). The concern with corruption in higher education. In T. B. Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education. New York: Routledge; International Higher Education 62:8–9, 2011; Comparative Education Review 51(2):1–25, 2008).

This chapter combines these lines of scholarship and explores the degree to which world-class universities exhibit ethical qualities. The study defines “ethics” in the management of a university. This includes mission statements which mention ethical issues, transparency in governance and fiscal affairs, codes of conduct for faculty, administrators, and students, procedures for adjudication of infractions, and other elements. It then proposes a rating for the ethical infrastructure elements. Universities have been divided into two groups. First are universities listed on The Times Higher Education Supplement (THES) international ranking. Second is a random sample of universities in countries which use English, Korean, Japanese, Georgian Chinese, and Russian languages as the medium of instruction.

The chapter poses four questions. First, how common is it for internationally ranked universities to exhibit ethical characteristics on their websites? The answer is unambiguous: 98 % of the world-class universities have established an ethical infrastructure of some kind. Second, which areas of the world are more likely to have universities that exhibit a depth of ethical infrastructure elements on their websites? In terms of countries, the most comprehensive ethics infrastructure can be found in Britain, the USA, and Japan. Lastly, what is the relationship between the level of international ranking and the depth of ethical ingredients? The strength of the relationship is weak, suggesting that the depth of ethnical infrastructure is not an important determinant of ranking. However, given the fact that virtually all ranked THES universities, across 40 counties, mentioned ethical infrastructure elements suggests that having an ethical infrastructure is an important ingredient associated with other elements in a university’s reputation.