A moral principles framework for human resource management ethics
人力资源管理伦理道德原则的框架人力资源管理伦理道德原则的框架
InstitutionalResponsibility vs Individual Responsibility: Ethical Issues in the Management of Rearch Performance
1. Introduction
Shaping its strategy, universities focus on sustainable rearch and higher education system which is generally
grounded by the development of the knowledge society, growth of the knowledge economy and the sustainable
e, social and economic welfare.
Likewi, the university helps in the training of a creative, educated, dignified, ethically responsible, civic,
independent and entrepreneurial personality. Due to global process, universities suffer numerous transformations
which which rai rai rai new new new challenges. In challenges. In challenges. In this this this regard, regard, regard, the the the duties duties duties of of of the the the university university university are under are under are under question question and new solutions for
safeguarding the nature to create the public good are pursued.
The The study study is bad on one of the main Kantism Kantism ideas ideas ideas that that the individual individual takes takes responsibility for possible
conquences of his/er actions, and does not transfer the conquences on somebody: on God, unfavorable
circumstances and so on (Baranova, 2007, p. 150). The moral philosopher H. Jonas, elaborating the Kantism
arguments, analyzed the imperative of responsibility in ethics. He stresd that, nevertheless, the priority should begiven not to the form of action, but to its content (Jonas, 1984, p. 85). That what we
四公主choo to transfer by our actions
goes from the human being it-lf, his/er feeling of duty. In this context, we ek to develop the subject on
diversification of responsibility in the perspective of ethical rearch performance. In this paper, we show the ratio between the institutional and individual responsibilities and reasons for its nonfunctionality
in the management of rearch performance. First, we analyze the ratio between university and
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rearcher responsibility. It demonstrates how responsible university and rearcher behavior balance. Second, we
examine deviations which give impetus for caud effects of the deviations. Third, we explore ethical issues of
responsibility as the hardly resolved in management of rearch performance.
Empirical rearch refers to the qualitative study in the paradigm of social construction, which allows perceiving
the n of reality by individuals and a group through their mutual creation (Berger & Luckman, 1999; Brown &
Baker, Baker, 2007, 2007, 2007, p. p. 87-90), 87-90), i.e. i.e. how the social phenomenon phenomenon is is formulated, formulated, institutionalized institutionalized institutionalized and and then may become
tradition. In the context of social construction we lf-construct the common meanings through mutual interaction,
using them in everyday life and interpreting elements of our social and cultural life. Notwithstanding, this does not
suggest individuals always have a unanimous agreement on each element of life, i.e. the myriad of subjective and controversial perceptions, bad on a certain validity and its competitiveness in social situations, exists.
Conquently, Conquently, facts facts facts and and and not not not meanings meanings meanings address address address the the the principal principal principal focus focus focus in in order order to to to understand understand understand the the surrounding
environment.
The interaction of institutional and individual responsibilities Frequently, needs satisfaction of both individual and the society is considered as a key university mission in
terms of the development of knowledge and the assurance of excellence , p. 51), and the creation
of knowledge-driven competitive advantage (Atakan & Eker, 2007; Leja, 2010). On the one hand, the university
mission establishes its social function which expos through such dimensions as the implementation of democratic
the process of reaching not only lf-interest (Gasca-Pliego & Olvera-
Garcia, 2011). Taking this into consideration, academia should rai epistemological questions. Why is it teaching?
光栅光纤What What is is is the the the audience? What scientific knowledge is audience? What scientific knowledge is it going to it going to communicate? How communicate? How communicate? How is it is it is it going going to communicate
scientific knowledge? On the other hand, the mutation of the university should be bad on both competition and
global process (Gasca-Pliego & Olvera-Garcia, 2011, p. 49), i.e. university should be by side of, as well as within,
society. The university is an organization which helps to direct the society in public policy, economy and social
policy (Carbal Herrera, Garrido Puello, Garcia Gomez & Quesada Iriarte, 2010). Realizing the nature and purpo of
the university, the university, the scope the scope the scope of its institutional of its institutional of its institutional responsibility responsibility responsibility becomes dependent on various becomes dependent on various factors (for example,
societal needs, state funding), which influence the behavior of university. The aspects reflect the exceptional
responsibility the university has towards society.
Considering institutional responsibility, bad on the provision of high-level education rvices for societal
growth growth and and developing developing professionals, professionals, professionals, the the university university has has an esntial esntial role role in generating generating and and
enabling social
transformation (Hill, 2004;
, , p. p. p. 86). 86). 86). The The university university eks eks eks to to to educate educate educate the the society, society, concentrate concentrate concentrate and and and develop develop develop intellectual intellectual potential. Conquently, the modern university should be able to transform, anticipate changes and create such
environment that would satisfy not only stakeholder expectations, but also contribute to the development of the
knowledge society. Tierny, Leja and Gaete Quezada refer to the socially responsible university (Gaete Quezada,
2011; Leja, 2010) 2008).Elaborating on the dimension of individual individual responsibility, first, it responsibility, first, it responsibility, first, it is is is necessary necessary necessary to to emphasize that employees are a
particular group with certain psychological needs to belong, to become a legitimate member of the value-driven
social group, to give n to his/er existence (Huo, Smith, Tyler & Lind, 1996; Tyler & Degoey, 1995). In this
regard, individual responsibility occurs not only at the moment of becoming a member of a given organization, but
actually before such involvement. Hence, the individual shapes his/er different experiences, and anchors his/er
values. Therefore, depending on what people the university lects, that ts the image society es.
The personnel found among university academia are primarily classified into functional categories:
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administrative, scientific, pedagogical (sometimes the scientific and pedagogical personnel combine in oneacademic personnel category) and technical. The scientific personnel (paid most attention) are distinguished by the
need for
professional nature. The values are identical to any profession: vocation, competence, character and courage (Poff,
2004, p. 212). The latent fair, distrust, lack of information, limited communication, limited career development, poor
system of rewards and other factors all influ . The scientific
personnel ingenuously collaborate with other personnel, which assist and facilitate the implementation of their ideas.
We t interactions in university academi , p. 103). Its distinctive
attribute is that the motivation for such traditional encouragements as promotion, salary increa is extremely low.
Rather the room where they spend all workday and the recognition corresponds to their creativity and innovation.
They are likely to commit to their specialization and profession than to remain loyal to an organization.
It It is is is specific specific specific in the culture in the culture in the culture becau becau becau of of of the the the level level level of of their their intellectual intellectual intellectual knowledge knowledge knowledge (Becher, (Becher, 1989, p. 22-35). This
attribute premis that it is complicated to implement the cultural changes in the organization due to two reasons
, 2012, p. 67-68):
- A risk for the autonomy and freedom of professional activity (the scientific personnel consider suspiciously the
institutionalization of a new phenomenon);
- The critical thinking on any phenomenon or text.
Moreover, specialized subcultures ttle in subunits, for example, in a department or in a scientific field. The
identity identity of of of scientific personnel scientific personnel scientific personnel is is is distinguished distinguished distinguished not not not only only only by by the the u u u of of of given given given language language language and and environment, but also by
conventional norms. According to the specificity of the scientific personnel, their management demands lots of
endeavors of top management to understand and to act in a certain organizational culture, particularly市场总监
institutionalizing the university social responsibility.
In arch of the equilibrium between institutional and individual responsibilities, the university inevitably solves
挤眉弄眼吃饼干
various issues. For example, from a management perspective the disproportion between university autonomy and
accountability to the state is constantly at the centre of discussions of academia and society as well as found in ca
law. Another example is found in the confrontation of different levels (institutional and individual) of interests: the
university eks efficient rearch performance (since it determines the amount of state subsidy), while rearchers
pursue quality in the rearch performance (since it even affects his/er salary). A rearcher should behave
responsibly in front of his/er colleagues, and his/er contribution to a scientific work demonstrates his/er
responsibility for the submitted text, expresd ideas (individual responsibility). The conquence of such behavior
determines determines the the annual ranking which which affects affects affects the the salary salary for for the scientific scientific productivity productivity productivity and, and, in general, the uni
versity
reputation. In reputation. In all all all the cas, we the cas, we the cas, we can can can make make make decisions; decisions; decisions; however, however, however, our our our norms, norms, norms, rules rules rules and and and values values restrict us. Therefore, we
can delegate work rather than responsibility, and decisions taken without the prospective impact often turn out to be
unethical unethical decisions. According to Donaldson decisions. According to Donaldson decisions. According to Donaldson and Preston, and Preston, and Preston, the the the interests of stakeholders are interests of stakeholders are value-bad. The values
lead to the direct relation to organizational interests (Donaldson & Preston, 1995). The conflict between subjects of responsibility responsibility shows shows up when one or other action, procedure does not function
as expected. In this ca, we e issues with the implementation of the principle of academic
integrity in the
management of rearch management of rearch performance. performance. performance. Endeavors of Endeavors of Endeavors of both the university and individual, both the university and individual, both the university and individual, bad bad on the congruence of
university and university and individual individual individual values and values and values and reciprocal reciprocal reciprocal responsibility, responsibility, responsibility, are are are by by by necessity necessity necessity resolving resolving the issues.
At international level we had identified veral cas on the aforesaid issues: Illmene ca (1983), Rylander
ca (2001), Doctor X ca (2003) and Professor Hwang Woo-suk ca (2005). All cas were identified in
medicine, and biomedicine sciences. For example, Rylander ca (Baier & Dupraz, 2007, p. 31-33) took legal
proceedings when the Swiss academy of medicine sciences has initiated an investigation on ethical and
administrative infringements. Acting on behalf of the academia, contracting with a private ctor (tobacco industry)
on study performance with
on rearchers. In this respect, the Swiss federal tribunal issued an opinion that top management of the university,
fostering university and industry partnerships, should anticipate measures for monitoring the development of such
partnerships. Accordingly, the university and its faculties should have established explicit guidelines on rearch
integrity (Baier & Dupraz, 2007, p. 33). Subquently, considering the recommendations of the tribunal, the Swiss
academy of medicine sciences expresd the position: if the third party funds a study, the scope of investor influenceon rearch should be clearly detailed (planning, implementation, evaluation and publication). In sum, the lack of
communication shows the incongruity of institutional and individual responsibilities. In 2011, the worldwide scientific community heard on the fraud of Diederik Stapel, dean of Social and
Behavioral Sciences School, Tilburg University (Netherlands) (Callaway, 2011; Interim report, 2011). Accud in
publishing fraudulent publishing fraudulent rearch rearch rearch findings, findings, findings, he he he is is is under under under procution. procution. procution. The The The scientific scientific scientific community community of social psychology
recognized him as a trustworthy young rearcher. This confidence derived from the highly cited published papers,
plenty awards and experti. Few committees investigated this ca, i.e. in Tilburg University (where he was
working) working) and and the the previous previous previous Groningen Groningen Groningen and and and Amsterdam Amsterdam Amsterdam universities universities universities (where (where (where he he ud to work). work). The The committees
emphasized
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science and the funding. This ca shows the conquences of low individual responsibility not only for the
institutions, but also for the whole scientific community.
