An all-star cast of philosophical thinkers about higher education, more than half women, offers new essays exploring major ethical problems facing American higher education today. Among the crucial topics discussed are free speech on campus, challenges to the tenure system, the proliferation of adjunct faculty, historical injustices, affirmative action, admission policies, opportunities for applicants from the working-class, faculty and administrative responsibilities, student life, threats to privacy, treatment of those with disabilities, the impact of technology on teaching and learning, curricular controversies, the impact of unions, philanthropy, sports and intercollegiate athletics, and the aims of liberal education. The authors are leading researchers and teachers, many with extensive administrative experience, and they are members of the faculties at public and private institutions throughout the country. The essays are jargon-free and address the most pressing problems for higher education, weigh alternative policies, and assess future prospects for overcoming present challenges. Philosopher, scholar, teacher, and novelist Rebecca Newberger Goldstein provides a foreword to this unique collection. List of Contributors: Christa Davis Acampora, Anita L. Allen, Alexandra Bradner, Harry Brighouse, Steven M. Cahn, Ann E. Cudd, N. Ann Davis, Judith Wagner DeCew, Richard De George, Kyla Ebels-Duggan, Deni Elliott, Dan Edelstein, Keota Fields, Leslie P. Francis, Peter A. French, Alan H, Goldman, Karen Hanson, Elizabeth Harman, David A. Hoekema, Laura M. Howard, James F. Keenan, Anthony Laden, Meira Levinson, Peter Markie, Mary Kate McGowan, Jennifer M. Morton, Debra Satz, David Shatz, Robert Simon, Cynthia A. Stark, Bryan Warnick, Shelley Wilcox

Academic ethics are currently much in the news but there is a great deal of uncertainty, both as to what constitutes specifically academic ethics and about a number of issues that are taken to be issues of academic ethics. This collection of papers focuses on both questions, moving from consideration of the very idea of a University and what that entails, via attempts to locate the major current concerns, to particular issues relating to the University's relations with the corporate world, the professor's role, relations between student and teacher, credentialling, the demands of collegiality and plagiarism. The editors have provided both a full and reasoned introduction and a critical end-piece that attempt to bring some order to the often inchoate nature of this field, raising the further question of whether institutions should, or should not, frame formal codes of conduct. The selected papers are drawn from diverse sources and together provide one of the first comprehensive overviews of academic ethics.

The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

Stories about ethical issues at universities make headlines every day. From sexual violence to racial conflict, from the treatment of adjuncts to cheating, students, professors, and administrators face countless ethical trials. And yet, very few resources exist to assist universities in developing an ethical culture. University Ethics addresses this challenge. Each chapter studies a facet of university life—including athletics, gender, faculty accountability, and more—highlights the ethical hotspots, explains why they occur, and proposes best practices. Professional ethics are a key component of training for numerous other fields, such as business management, medicine, law, and journalism, but there is no prescribed course of study for the academy. Professors and administrators are not trained in standards for evaluating papers, colleagues, boundaries, or contracts. University Ethics not only examines the ethical problems that colleges face one by one but proposes creating an integrated culture of ethics university-wide that fosters the institution’s mission and community. In an environment plagued by university scandals, University Ethics is essential reading for anyone connected to higher education today.

This book is a critical account of the history, evolution and challenges of higher education in mainland China, Taiwan and Hong Kong, with important reflections on other systems, notably those in the US, UK, Korea and Japan. In addition to hardware and software, it introduces the concept of "Soulware" in global higher education and analyses its importance for internationalization and the pursuit of excellence. In an age where robots and artificial intelligence are impacting our jobs and our daily lives, its critical analysis and insightful reflections provide considerable value for a range of global stakeholders interested in higher education reform to nurture talent and promote innovation to prepare students for an unpredictable future. "Professor Kuo’s perspective provides considerable value for a range of global stakeholders both in the east and the west. As American universities awake to the realization that the demand for higher education is an increasingly global phenomena, his contribution could not be more timely." Mike Crow, PhD President, Arizona State University "Way Kuo advances a powerful historical argument for the means to achieve excellence in Asian universities. His recipe is bold leadership, combining excellence in teaching and research, and embracing the lessons of western university successes and failures. A superb combination of history and forward thinking." Michael Kotlikoff, VMD, PhD Provost, Cornell University "Way’s book is not just about the past or the present. Rather, it offers useful insights into the future. In an age where robots and artificial intelligence are impacting our jobs and our daily lives, he introduces the concept of “soulware” and analyzes its importance for higher education." G. P. “Bud” Peterson, PhD President, Georgia Institute of Technology "Differing from their Western counterparts, Chinese universities will demonstrate their own cultural characteristics. In this regard, Professor Kuo’s book offers us many valuable insights." Yong Qiu, PhD President, Tsinghua University, Beijing "Wisdom is the ultimate goal of higher education. It is the illumination of that wisdom among audiences, English-speaking or Chinese-speaking, to which Way Kuo’s book hopes to kindle a spark." Frank H. Shu, PhD President, 2002-06, National Tsing Hua University, Hsinchu, and University Professor Emeritus, University of California, Berkeley and San Diego