A
Academic administrators responsibility, 49–50
Academic community
fundamental values, 9
hearing process principles and employees’ and students’ rights, 56–57
IAE Business School, 162–163
pledge
faculty member, 51
parent, 51
student, 50–51
reporting and adjudication, 51–54
responsibility
academic administrators, 49–50
academic staff, 49
student, 47–48
teacher, 48
sanctions and appeals, 57–59
whistleblowers’ protection, 54–56
Academic ethos management (AEM)
characteristics, 207–210
crisis of, 1–5
definition, 9, 206
erosion, 5–10
objective, 206
Academic honesty, 45
Academic integrity. See also Integrity
assumptions, 201–204
compound process, 221
conceptual framework, 220–221
definition, 8–9
Academic pledge
faculty member, 51
parent, 51
student, 50–51
Academic publicity, 64
Academic staff responsibility, 49
Administrative Hearing, 109
AEM. See Academic ethos management
Anonymous reporting, 53
Architectural symbols, 71–72
B
Behavioral core values
desirable behaviors, 24, 31
higher school, 25–28
particular, 29–30, 32
threatening, 34–36
unacceptable behavior, 31, 33, 37
Business practice, ethical lapses, 4
C
CAI. See Center for Academic Integrity
Campus Life—In Search of Community, 7–8
Center for Academic Integrity (CAI), 8–9
Chatterbots, 77–78
Code of Ethics for Academic Staff, 49
Code of Student Responsibility, 108
Communicating core values
academic publicity, 64
declarations, 63
higher learning, 61–62
language as tool, 63–64
new technology
aim/goal, 74
benefits, 76–77
chatterbots, 77–78
university’s traditions
architectural symbols, 71–72
cultural models, 69–70
myths and folk tales, 65–67
physical symbols, 72–73
rituals and ceremonies, 67–69
symbols of prestige, 73
Confidential reporting, 53
Consistency, 214
Cooper and Cartwright model, 140–141
Core values
academic ethos
higher schools, 13
universities, 15–18
websites, 13–14
behavioral terms
desirable behaviors, 24, 31
higher school, 25–28
particular, 29–30, 32
threatening, 34–36
unacceptable behavior, 31, 33, 37
case study-DePaul University
brief history, 95–97
examples of achievements, 106
institutionalization, 99–102, 105, 107–115
mission, 97–98
particular goals and objectives, 103–104
vision, 97, 99
case study-Hamline University
brief history, 181–184
institutionalization, 185–186, 191–199
mission, 185
strategic directions and initiatives, 187–190
vision, 185
case study-IAE Business School
academic community, 162–163
brief history, 153–154
institutionalization, 156–163
mission statement, 155–156
Vision 2015, 155
case study-Jagiellonian University
brief history, 165–170
core values, 172–174
institutionalization, 174–181
mission statement, 170–171
case study-Reykjavik University
brief history, 137–138
institutionalization, 143–153
mission, 141
strategy for, 142
vs. Technical University of Iceland, 140–141
vision of, 141–142
case study-Wright State University
brief history, 115–116
goals, objectives and implementation results, 126–127
institutionalization, 125, 128–135
mission statement, 121
Vision 2020, 117–121
communicating
academic publicity, 64
declarations, 63
higher learning, 61–62
language as tool, 63–64
new technology, 74–78
university’s traditions, 65–73
definition, 12
discovery of, 19–23
maintaining
control issues, 92
explaining protection issues, 81–82
motivating and awarding, 90–91
recruitment, 80–81
redefining, 92–94
training levels, 82–90
scientific research results, 10–13
Webster definition, 11
Culture Due Diligence, 140–141
Culture of integrity, 8
D
The DePaul Leadership Project, 113–114
DePaul University
brief history, 95–97
core values, 98–99
examples of achievements, 106
institutionalization, 99–102, 105, 107–115
mission, 97–98
particular goals and objectives, 103–104
vision, 97, 99
Desirable behavior, 24, 31
Diversity Training Institute (DTI), 83
DTI. See Diversity Training Institute
E
ELIZA chatterbots, 75
Enacting academic ethos
academic community
hearing process principles and employees’ and students’ rights, 56–57
pledges, 50–51
reporting and adjudication, 51–54
responsibilities, 47–50
sanctions and appeals, 57–59
whistleblowers’ protection, 54–56
communicating core values, 44
formalizing a university’s policies, procedures, and codes, 41, 44
policy statements, 45
reflecting and supporting core values in university’s goals, objectives, and measures, 40–43
European University Association, 8
F
Financial Times, 154
G
General reporting, 53
Georgetown University websites, 87–88
Government Program for Local Community Leadership Development, 160
H
Hamline University
brief history, 181–184
core values, 185
institutionalization, 185–186, 191–199
mission, 185
strategic directions and initiatives, 187–190
vision, 185
Higher school core values, 25–28
Honesty, 214
Honor code violations reporting, 53
Honor System, 88
Human interaction, 10
I
IAE Business School
academic community, 162–163
brief history, 153–154
core values, 156
institutionalization, 156–163
mission statement, 155–156
Vision 2015, 155
Integrity. See also Academic integrity
components, 214
culture of, 216
of higher schools, 217
moral, 214
organizational, 216–217
physical, 214
quest for, 214–215
views of, 215
J
Jagiellonian University
brief history, 165–170
core values, 172–174
institutionalization, 174–181
mission statement, 170–171
Judicial Board Hearing, 109
Judicial hearings, 109
L
Language
definition, 63
tool for core value articulation, 63–64
M
Maintaining core values
control issues, 92
protection
explaining core values, 81–82
motivating and awarding, 90–91
recruitment, 80–81
training on core values, 82–90
redefining, 92–94
Moral integrity, 214
N
National Conference on Race and Ethnicity (NCORE), 197
NCORE. See National Conference on Race and Ethnicity
O
Office of Diversity Integration, 196
Office of Institutional Diversity
core values, 99
mission, 98
vision, 99
Ombudspersons, 55
Organizational culture, 18
Organizational integrity, 216
definition, 9
Wright State University, 131
Organizational psychology, 23
P
Parent E-Newsletter, 193
Parent Network, 193
Particular core values, 29–30, 32
Physical integrity, 214
Physical symbols, 72–73
Piper Preview, 192–193
Positive organizational scholarship, 211–213
Principles for Responsible Management Education (PRME), 162
PRME. See Principles for Responsible Management Education
Q
Quest for integrity, 214–215
R
Regional Leadership Training, 159
Reykjavik University (RU)
brief history, 137–138
institutionalization, 143–153
mission of, 141
strategy for, 142
vs. Technical University of Iceland, 140–141
vision of, 141–142
S
S.A.I.L. See Student Academic Integrity and Leadership
Staff Diversity Development Initiative, 196–197
Student Academic Integrity and Leadership (S.A.I.L.), 90
Student’s responsibility of academic community, 47–48
Symbols
architectural, 71–72
physical, 72–73
of prestige, 73
T
Teacher’s responsibility of academic community, 48
Technical University of Iceland, 140–141
Threatening core values, 34–36
U
UCF. See University of Central Florida
Unacceptable behavior, 31, 33, 37
University of Central Florida (UCF), 87
University traditions, core values
architectural symbols, 71–72
cultural models, 69–70
myths and folk tales, 65–67
physical symbols, 72–73
rituals and ceremonies, 67–69
symbols of prestige, 73
W
Wright State University
brief history, 115–116
core values, 122–124
goals, objectives and implementation results, 126–127
institutionalization, 125, 128–135
mission statement, 121
Vision 2020, 117–121
Writing across the Curriculum (WAC) Program, 132