Abstract
Beginning with a review of moral development research, we elaborate our moral compass framework (MCF) for professional integrity, through examination of doctoral work scenarios. Resolution of wicked problems depends upon both individual and collective morality, with decision-makers mindful of a range of possible perspectives. Ways of coping with conflicting principles and reaching resolution are our focus. Interactions between collective morality (a key construct in multi-level systems like doctoral education), and individual morality, and the use of moral advocacy and moral mediation, are presented as a mechanism. Moral development occurs as participants learn to acknowledge conflict, embrace uncertainty, respect other views and seek resolution that maximises gains on all dimensions and levels. Our MCF incorporates professional moral development of PhD candidates, but also of the PhD system more broadly, and its members. Utilising insights from our doctoral journey research that reveal the complexity of decisions faced by doctoral candidates and supervisors, we present four illustrative PhD scenarios. The scenarios raise specific questions about decisions by supervisors and academic managers, but also point to big-picture issues like quality, consistency, equity and integrity (for candidates, supervisors and the system). One example is the impact of relentless pressure on people in systems operating under stringent performance measures, with survival dependent upon such measures. Such complexities produce ‘wicked’ problems, with serious ramifications for supervisory practice, university decision-making by academic managers, policy development by national funding agencies and actions of PhD candidates. Finally, we provide a set of proposals for change within the doctoral system.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Baillie, C., Bowden, J. A., & Meyer, J. E. (2013). Threshold capabilities: Threshold concepts and knowledge capability linked through variation theory. Higher Education, 65(2), 227–246.
Bazerman, M. H., & Messick, D. M. (1996). Ethical leadership and the psychology of decision making. Sloan Management Review, 37(2), 9–22.
Bowden, J. A., & Green, P. (2014). A moral compass framework for resolution of wicked problems in doctoral education and supervision. Quality Assurance in Education, 22(4), 255–269.
British Sociological Association. (2001). Authorship guidelines. Retrieved July 17, 2014, from www.britsoc.co.uk/publications/guidelines-reports/authorship-guidelines.aspx#_attr.
Jones, T. M. (1991). Ethical decision making by individuals in organizations: An issue contingent model. The Academy of Management Review, 16(2), 366–395.
Kelman, H. C., & Hamilton, V. L. (1989). Crimes of obedience. Yale: New Haven Press.
Kohlberg, L. (1973). The claim to moral adequacy of a highest stage of moral judgment. The Journal of Philosophy, 70(18), 630–646.
Luft, S. (1998). Husserl’s phenomenological discovery of the natural attitude. Continental Philosophy Review, 31(2), 153–170.
Master, Z., Martinson, B. C., David, B., & Resnik, D. B. (2018). Expanding the scope of research ethics consultation services in safeguarding research integrity: Moving beyond the ethics of human subjects research. The American Journal of Bioethics, 18(1), 55–57. https://doi.org/10.1080/15265161.2017.1401167.
National Academies of Sciences, Engineering & Medicine. (2017). Fostering integrity in research. Washington: National Academies Press.
NHMRC, ARC & AVCC. (2014). National statement on ethical conduct in human research. Retrieved July 17, 2014, from www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e72_national_statement_march_2014_140331.pdf.
Rest, J. R. (1986). Moral development: Advances in research and theory. New York, NY: Praeger.
Rittel, H., & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.
Trevino, L. K. (1986). Ethical decision making in organizations: A person-situation interactionist model. Academy of Management Review, 11(3), 601–617.
University of Hong Kong Graduate School. (2011). Workflow for compulsory plagiarism check on MPhil/PhD theses through Turnitin before submission of thesis for examination. Retrieved July 17, 2014, from www.gradsch.hku.hk/gradsch/thesischeck.workflow.pdf.
Velasquez, M. G., & Rostankowski, C. (1985). Ethics: Theory and practice. Englewood Cliffs: Prentice-Hall.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Bowden, J.A., Green, P.J. (2019). Moral development within the doctoral system. In: Playing the PhD Game with Integrity. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-13-6990-2_3
Download citation
DOI: https://doi.org/10.1007/978-981-13-6990-2_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-6989-6
Online ISBN: 978-981-13-6990-2
eBook Packages: EducationEducation (R0)