To read the Alumni Spotlight on Dr. Roland Mitchell that was featured on our website in 2015, please click here.
Dr. Roland Mitchell, a graduate of the PhD in Educational Research program, was recently named interim Dean of the College of Human Sciences & Education at Louisiana State University (LSU). Dr. Mitchell began his time at LSU in 2005 as an instructor and most recently served as the Associate Dean for Research & Academic Services and Jo Ellen Levy Yates Endowed Professor in the School of Education. Congratulations to Dr. Mitchell!
To read the Alumni Spotlight on Dr. Roland Mitchell that was featured on our website in 2015, please click here.
The Ethical Academy? The University as an Ethical System
The university may be seen as the evolving network of ethical systems that govern teaching, research and administration, changing and adding new rules progressively to a body of regulations covering issues of cheating, human subject research, academic integrity, research on animals, environmental ethics, and the ethics of sexual harassment. These interconnected systems of ethics did not emerge altogether in one rational process but reflected the ongoing historical and dynamic development of law and ethics in relation to the creation of new values.
A recent collection entitled Creating the Ethical Academy (Gallant, 2010) focuses on cheating, bending admission rules, fudging research, and plagiarism, arguing that if we allow a corrupt academy what hope is there for society. The collection focuses on two questions: Why does academic corruption occur and what should we do about it? Gallant adopts a systems view suggesting that corruption should be seen as part of a holistic approach rather than individual dysfunction. Similar approaches and questions have been raised in other kinds of learning institutions at secondary school level. New technologies have made ‘cutting’ and ‘pasting’ easy and the Internet has exploded with problems based around student and faculty plagiarism and issues springing from the ‘paradigm of the copy.’ Quite recently other field of ethics have sprung up on academic integrity (Bretag, 2016), originally based on the southern honour code (duty, pride, power, and self-esteem) in the eighteenth century, evolving into a more contemporary concept that distinguishes between students and faculty, focusing respectively on cheating and publishing ethics. The contemporary concept, challenged by technological disruption of academic writing, began to pick up steam in the 1990s with the work of McCabe (1992, 1993) on cheating and other forms of academic dishonesty.
Research ethics, while somewhat more established, has also undergone changes with a greater emphasis on institutional indemnity. Universities now have a code of ethical conduct for research, teaching and evaluations involving human participants focused on ‘risk of harm’ to research participants, voluntary consent and ownership of information. Recently, these codes have banished all forms of ‘deception,’ questioned the ethics of control group methodology, laid down strict rules for privacy and confidentiality, and added concerns about social and cultural sensitivity. In the early twentieth century there were no regulations regarding the ethical use of human subjects in research. The Nuremberg Code established in 1948, stated that the voluntary consent of the human subject is absolutely essential and it was only recently in the 1970s (Hedgecoe, 2009) that universities began to pay systematic attention to the protection of human subjects based around respect for persons (informed consent), beneficence (assessment of risks and benefits), and justice (fair procedures and outcomes).
Many universities now have statements on academic integrity for students and staff, outlining procedures concerning the discipline committee and hearings, and also courses. The Journal of Academic Ethics began in 2003 and The International Journal of Educational Integrity was established in 2005. Invariably the ‘ethics’ involved is elaborated from the point of the institution against the individual who is judged against university codes and policies. Rarely is there an ethics that also turns its attention to focus on the institution itself. Some authors, however, do turn the ethical gaze on the neoliberal university to talk of a ‘moral loss’ that substitutes management for ethics and advocates the discourse of moral reconstruction (e.g., Bone, 2012; Brady, 2012). This special issue focuses on new conceptions of the ethical academy and their critique. We are particularly interested in the critique of systems of ethics that carry a hidden institutional bias but we are also prepared to consider papers on any aspect of the theme of the historical development of ethical systems in the university.
Brady, N. (2012) Oxford Review of Education, Vol. 38, No. 3, June 2012, pp. 343–355.
Bone, J. (2012) The Deregulation Ethic and the Conscience of Capitalism: How the Neoliberal ‘Free Market’ Model Undermines Rationality and Moral Conduct, Globalizations,
October 2012, Vol. 9, No. 5, pp. 651–665.
Bretag, T. (Ed.), Handbook of Academic Integrity. Singapore: Springer Singapore.
Gallant, T. B. (2011) (Eds.) Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. New York: Routledge.
Hedgecoe, A. (2009) “A Form of Practical Machinery”: The Origins of Research Ethics Committees in the UK, 1967–1972, Med Hist.,Jul; 53(3): 331–350.
McCabe, D. (1992). The influence of situational ethics on cheating among college students. Sociological Inquiry, 62(3), 365-374.
McCabe, D. L., & Trevino, L. K. (1993). Academic dishonesty: Honor codes and other contextual influences. The Journal of Higher Education, 64(5), 522-538.
Willinsky, J. & Alperin, J. P. (2011). The academic ethics of open access to research and scholarship, Ethics and Education, 6(3)
Send Expression of Interest by 30 August, 2018
Please send a title and 300 word abstract, as an expression of interest to all
The Editors, Educational Philosophy and Theory
Michael A. Peters, firstname.lastname@example.org
Marek Tesar, email@example.com
Liz Jackson, firstname.lastname@example.org
From the expressions of interest the editors will invite contributors to develop full papers.
European Congress of Qualitative Inquiry 2019
Conference theme: ‘Qualitative Inquiry as Activism’
Wednesday 13 February – Friday 15 February
Pre-conference workshops: Tuesday 12 February
The Centre for Creative-Relational Inquiry (CCRI) at the University of Edinburgh looks forward to welcoming qualitative scholars – students, researchers, artists, independent scholars – from across the globe to the 3rd European Congress of Qualitative Inquiry. CCRI fosters qualitative research that is situated, positioned, context-sensitive, personal, experience-near, and embodied; research that embraces the performative and the aesthetic; research that engages with the political, the social, and the ethical; research that problematizes agency, autonomy, and representation; research that cherishes its relationship with theory, creating concepts as it goes; research that is dialogical and collaborative; and research that is explicit and curious about the inquiry process itself. Come and join us to extend, deepen, re-frame and challenge these propositions and to bring, create and generate new ones; propositions that are slow and urgent, generous and edgy, open and restless.
Let’s meet in February 2019. Tell others. Bring others. Bring students, fellow students, colleagues. Bring your energies, commitments, imaginations, creativities, and possibilities. Bring coats, hats, gloves, and scarves.
Bring your activism. Your work as activism. Let’s explore what ‘activism’ means, what it looks like, what it can do. You may not see yourself as ‘activist’ nor your work as ‘activism’: please come, please bring that.
For more information, visit the ECQI website: https://kuleuvencongres.be/ecqi2019/home
Qualitative Research Certificate student Jameka Hartley was recently accepted into the 2018 Intersectional Qualitative Research Methods Institute for Advanced Doctoral Students (IQRMI-ADS) taking place at The University of Texas at Austin on June 24-29. The Latino Research Initiative at The University of Texas at Austin is partnering with the Consortium on Race, Gender, and Ethnicity (CRGE) at the University of Maryland to provide advanced doctoral students a unique training opportunity. Through daily seminars, writing groups, and interactions with peer colleagues, IQRMI-ADS participants have the opportunity to apply their new skills to enhance their research design. More information on the institute can be found at: https://liberalarts.utexas.edu/lri/training/index.php
Congratulations to Jameka!
Don’t miss out! Register today for the Division D Graduate Student Seminar in New York!
You’ve been focused on your doctoral program, but what’s next? Where do you go from here? What will that look like? The Graduate Student Seminar Committee is excited to announce an outstanding panel of scholars who will provide invaluable advice in the session "I Have a PhD... Now What? Advice for a Career in Measurement and Research Methodology." The session will take place on Friday, April 13, from 8:00 am to 11:00 am at the AERA Annual Meeting in New York, NY. Yes, it starts early, but breakfast is provided, not to mention a fabulous way to start the annual meeting – gathering with like-minded graduate students and talking with experts in the field.
The Division D Graduate Student Seminar will provide an extended opportunity for graduate students to interact with distinguished researchers on topics related to completing their degrees and moving into the job market, along with the knowledge and skills that will be needed for success in areas of quantitative and qualitative methodological research, application, and assessment in the future. Panelists will also be reading their own letters to their “professional younger selves” to reflect their advice to those beginning a career in this field, what they wish they would have known, the reassuring words that would have been helpful, and the unexpected occurrences that they could have better planned for (or not). The panelists' experience spans academic and applied settings, diverse methodological specialties, and various points in their career trajectories. The session will begin with a continental breakfast and include both large group discussions and focused small group roundtables. More details on the seminar are provided below.
To register for this session, provide your name, complete mailing address, and preferred email address at https://iu.co1.qualtrics.com/jfe/form/SV_4Z6XCbg5QhHpeBL
Registrants must be members of AERA Division D. The first 75 graduate students to register for and attend the Division D Graduate Student Seminar will receive a $100 contribution towards Conference expenses. (Session is free but registration is required for stipends; checks will be mailed to the addresses provided at the session after the conference.)
Many thanks to the Graduate Student Seminar committee members: Deborah Bandalos (James Madison University), Lietta M. Scott (Arizona Department of Education), Jason Immekus (University of Louisville), Daniel Wright (Aspire University), Henry Yoo (ETS), Sarah Ferguson (Rowan University), and Daniel Adams (University of Wisconsin-Madison) for your guidance and feedback in developing this session.
“I Have a PhD... Now What? Advice for a Career in Measurement and Research Methodology.” (Breakfast Meeting)
Friday, April 13th, 2018; 8AM – 11AM
Maureen Flint, a doctoral student in Educational Research, was featured in the most recent issue of the Qualitative Research SIG Newsletter. In the "New Member Spotlight," she discussed her dissertation work:
"My current research project explores the intersections of race and place in higher education through an arts-based inquiry that combines focus groups, map making, photography, and mobile interviews. This inquiry builds from higher education research which suggests that students of color experience the space of campus as consistently more hostile than their white peers and that college campuses are persistently (re)produced as white through everyday interactions and encounters. Methodologically guided by a spatial and material turn, I conceptualize the place of higher education as ever constructing, variating, and expanding, a collection of relations, intensities, and flows that connect, flatten, and fold back on one another. A consideration of space and materiality enfolds temporality on global and local scales, exploring how national movements and the history of place entangle in the present and future production of place. To explore this entanglement, I facilitate focus groups where students are invited to “draw, write, or visually describe the place of campus” to begin a discussion of perceptions, representations, and experiences on campus. These focus groups are followed by individual guided walks where I accompany a student on a walk around campus. During these walks, students are invited to take pictures as we talk about their encounters, memories, and experiences in place. The geo-tagged paths of these walks, our conversations, and photographs intersect, overlap, depart and contradict in multiple ways. My project seeks to combine these encounters into a cartography, a map that weaves student experiences, maps, and photographs along walking paths that intersect with the history of place. Through layered and multiple (re)presentations of place my research seeks a nuanced and multifaceted reading of how higher education is produced as raced, and in turn, suggest possibilities for interrupting, resisting, and making differently the place of higher education." (QR SIG Spring Newsletter)
Congratulations to Maureen!
The QR SIG Mentoring Committee is again offering the opportunity for its members to receive one-to-one guidance from established qualitative scholars as well as emerging scholars. The “Office Hours” program invites prospective mentees to sign up and meet with a mentor at the AERA meeting, during which time they can ask the mentor's advice about issues of methodology, theory, and/or negotiating the academy as a qualitative and/or post qualitative researcher.
The scholars listed below volunteered to host Office Hours at this year's AERA. These scholars are looking forward to meeting with you for 20-30 minutes to discuss issues pertaining to qualitative research and the academy.
Eric Archer, Western Michigan University
Lucy Bailey, Oklahoma State University
Kakali Bhattacharya, Kansas State University
Sarah Bridges-Rhoads, Georgia State University
Rebecca Christ, University of Missouri
Dana Christman, New Mexico State University
Melissa Freeman, University of Georgia
Kelly Guyotte, University of Alabama
Jori Hall, University of Georgia
Gabriel Huddleston, Texas Christian University
Valerie J. Janesick, University of South Florida
Mirka Koro-Ljungberg, Arizona State University
Candace Kuby, University of Missouri
Aaron Kuntz, University of Alabama
Ellyn Lyle, Yorkville University
Petra Munro Hendry, Louisiana State University
Anthony Onwuegbuzie, Sam Houston State University
Kathy Roulston, University of Georgia
Jim Scheurich, Indiana University - Indianapolis
Richard Siegesmund, Northern Illinois University
Jeanine Staples, Pennsylvania State University
Marek Tesar, The University of Auckland
Jasmine Ulmer, Wayne State University
Mark Vagle, University of Minnesota
Jon M. Wargo, Boston College
Jennifer Wolgemuth, University of South Florida
Anyone is welcome to sign up, but space is limited and assignments will be made in the order requests are received. If you are interested, please send an email to Amanda Armstrong at email@example.com by Wednesday 28 February 2018. Please indicate which scholar(s) you would most like to meet and if you have any specific topics you would like to discuss with them. If you are unfamiliar with a scholar on the list, we encourage you to take this opportunity to look up their names and get familiar with how they conceptualize and enact qualitative and/or post qualitative research.
Once the scholar's hours are full, we will send an email connecting you and the scholar so that you can determine a time to meet that works with your AERA schedules.
We hope you take advantage of this opportunity -- the scholars are eager to meet and talk about qualitative research
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