Advancing the Integrity of Professional Practice E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SS Single Issue Student Services
• Sprache: Englisch

Seitenzahl: 201

Veröffentlichungsjahr: 2011

Beschreibung

Defining integrity as "the combination of attributes and actionsthat makes people and organizations coherent, consistent, andpotentially ethical," the editor and contributing authorsillustrate how student affairs administrators can understand andimplement integrity in their institutions. Early chapters explore the organizational integrity of studentaffairs. Transactional and transformational leadership perspectivesare discussed in the second section. Other contributing authors tie education to integrity. In theirchapter, Dennis Roberts and Trudy Banta engage in a dialogue aboutthe way student development theory should guide practice, and howits assessment is essential to maintain the integrity of ourpractice. Sue Saunders and Jennifer Lease Butts consider how weshould teach integrity to graduate students and newprofessionals. Final chapters explore challenges to integrity ranging fromthose in the normal work routines, such as resident hall directorsconfronting late night parties or interoffice dynamics, to thosefaced in extraordinary circumstances such as the ones faced in thewake of Hurricane Katrina. Readers of this volume will learn how integrity affects thetrustworthiness of their organizations and operations. They willhave the opportunity to read about the highest goals and the bestpractices of leadership, and gain ideas about some practicalstrategies that can help them deal with challenges toorganizational and individual integrity. This is the 135th volume of the Jossey-Bass quarterly reportseries New Directions for Student Services, Anindispensable resource for vice presidents of student affairs,deans of students, student counselors, and other student servicesprofessionals, New Directions for Student Services offersguidelines and programs for aiding students in their totaldevelopment: emotional, social, physical, and intellectual.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

Editor’s Notes

Organizational Perspectives

Leadership Perspectives

Education and Integrity

Integrity in Crisis

Conclusion

Chapter 1: The Virtues of Organizational Integrity

Structural Integrity

Ethical Integrity

The Organizational Integrity of Student Affairs

The Structural Integrity of Student Affairs

Suggestions for Practice

Conclusion

Chapter 2: Integrity in Student Affairs Organizations

A Philosophical Description

An Ideal Description Based on Best Practice

Challenges to Integrity

Enhancing Integrity in Student Affairs

Creating a Culture of Integrity

Integrating Integrity Into Graduate Training

Conclusion

Chapter 3: Promoting Integrity through Standards of Practice

Role of Standards in Professional Practice

History of Standards in Student Affairs

Uses of CAS Standards

CAS Challenges

Conclusion

Chapter 4: Integrity in Transactional Leadership

Limited Resources

Framework and Some Guiding Principles

General Principles

Structural Concerns

Communication Concerns

Assessment Possibilities

Conclusion

Chapter 5: Transformational Leadership, Integrity, and Power

The Transformational Leadership Dichotomy

Transformational Leadership’s Power Problem

Acknowledging the Realities of Leadership

Strategies for Creating More Transformational Systems

Reinserting Power Analysis Into Student Affairs’ Leadership Discourse

Chapter 6: Integrity in Student Development

Defining Terms

Emergence of Attention to Student Development (Roberts)

Assessment—An Example of Theory and Practice (Banta)

Concluding Reflections—Integrity of Student Development and Assessment

Chapter 7: Teaching Integrity

Current Contexts That Make Integrity Important to Learn

Teaching Integrity: Beginning With Frameworks

Activating Reflection

Teaching Locations

Teaching Philosophies

Teaching Methods

Teaching Relationships

Conclusion

Chapter 8: Give In or Get Out? Responding to Professional Challenges

Inevitability

Integrity and Student Affairs Leadership

Types of Challenges

The Themes

Faith

The Healing Power of Integrity

Generating Hypotheses About Integrity Challenges

Conclusion: The Heroes’ Adventures

Chapter 9: Gone With the Wind? Integrity and Hurricane Katrina

The Campus Community

The Local Community

Restoring the Campus Community

Maintaining Institutional Integrity

Maintaining Leadership Integrity

Dealing With the Emotional Aftermath

The Continuing Bureaucratic Nightmare

Final Reflections

INDEX

ADVANCING THE INTEGRITY OF PROFESSIONAL PRACTICE

Robert B. Young (ed.)

New Directions for Student Services, no. 135

Elizabeth J. Whitt, Editor-in-Chief

John H. Schuh, Associate Editor

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Editor’s Notes

The academy must lead with integrity in order to serve society, not to be saved by society. This is not just its legal requirement; it is its moral opportunity, and thus its essential obligation (Young, 1997).

Those words were an echo as much as a shout when I wrote them 14 years ago. In 1902, one of the forebears of student affairs practice, Le Baron Russell Briggs, wrote that “a college must be an institution of truth; as a school of character, it must be a school of integrity. It can have no other justification” (p. 66).

Briggs would be surprised by most of the challenges that confront higher education today, and relieved that integrity is still essential to their resolution. A century after Briggs’s remarks, the Middle States Association [MSA] declared: “Integrity is a central, indispensable and defining hallmark of effective higher education institutions” (MSA, 2002, p. 18). The MSA requires colleges and universities to demonstrate integrity in order to be accredited within its region of service.

No one is going to argue with the requirement to have integrity. It is pasted onto the names of every type of business enterprise, because the term inspires the same good feelings as community, another word “that virtually no one has taken the trouble to quarrel with; even its worst enemies praise it” (Berry, 1987, p. 179). Enron put integrity on company paperweights and bragged: “When we say we will do something, we will do it; when we say we cannot or will not do something, then we won’t do it.” Even its worst enemies praise integrity.

At least Enron defined what it meant by integrity. Most organizations do not, because everyone “thinks they know what integrity is” (Badaracco & Ellsworth, 1989, p. 96). So what if one author called it a virtue that cannot be specified (MacIntyre, 1987) and others confuse integrity with other concepts (Becker, 1998)? Why worry about that? Why puzzle over a soothing concept that everyone believes they understand?

The authors and I did not puzzle over a definition of integrity before we started to write. We steered our first efforts on our own assumptions. After I received the first few chapters, I induced this definition of integrity from what had been written: integrity is the combination of attributes and actions that makes people and organizations coherent, consistent, and potentially ethical. Some of the authors worked with this definition when they refined their chapters for publication.

The chapters illustrate how student affairs administrators can understand and implement integrity in their institutions. Some chapters are conceptual, most mix concepts with practice, and one chapter is carved from a tragic event. Integrity is not just a proclamation in mission statements; nor is it just a component of leadership training. Integrity is, as well, a test offered at any hour. Passing it is seldom rewarded, but failing it can ruin lives. Student affairs administrators must know what integrity requires in all its forms if they want to protect and expand the worth of higher education. Goodwill and benign intentions will not do that job (Paine, 1997); the integrity of student affairs requires abundant reflection, deliberate planning, hard choices, and even harder work.

Organizational Perspectives

The first three chapters concern the organizational integrity of student affairs. Lynn Paine (1997) wrote that organizational integrity requires self-governance, responsibility, moral soundness, adherence to principle, and constancy of purpose. This list, like others (e.g., Becker, 1998), promotes two major attributes, structural soundness and ethical direction. In the first chapter, I explore these attributes and relate them to archetypes of colleges and universities. Then I offer some comments about the structural and ethical integrity of student affairs practice.

Paine (1997) added that employees with integrity are “committed to the organization’s purposes and ideals” (p. 98). But what happens when institutional priorities work against the purposes and ideals of a unit such as student affairs? In the second chapter, Leonard Baird asks readers to reaffirm their central commitment to student welfare, and create an environment that holds students, staff, and administrators accountable for their efforts, despite external pressures.

The Council for the Advancement of Standards [CAS] was established to support the assessment of student affairs operations. In the third chapter, two CAS presidents, Susan Komives and Jan Arminio, examine the role, requirements, recommendations, and success of the Council in regard to the integrity of student affairs functions.

Leadership Perspectives

Transactional and transformational leadership perspectives are discussed in the second section of this issue. Stephen Carter (1996) declared that integrity means knowing the difference between right and wrong, saying that one intends to do what is right even at personal cost, and doing it. Thus, if leadership means doing the right thing and management means doing things right, then integrity is a synonym for leadership. Integrity is the right thing done (Cohen, 2001).

That notion is easy to appreciate, but it belies the practical work one needs to do, to “do things right.” In the fourth chapter, Thomas Miller examines the bottom-line obligations of student affairs administrators in their transactions with students, and in the next chapter, Laura Harrison writes about the practical strategies that are needed to make transformational changes in our institutions.

Education and Integrity

The next section of this issue ties education to integrity. In their chapter, Dennis Roberts and Trudy Banta engage in a dialogue about the way student development theory should guide practice, and how its assessment is essential to maintain the integrity of our practice. Sue Saunders and Jennifer Lease Butts consider how we should teach integrity to graduate students and new professionals in Chapter 7.

Integrity in Crisis

The last two chapters are about challenges to integrity. Some are expected, and others surprise us, usually at the worst possible times (Kidder, 1995). Hall directors deal with challenges whenever their residents are celebrating at three o’clock on a Saturday morning. Those challenges are part of their normal work routines, but other, unforeseen circumstances test our purposes, communication, values, and adaptive strategies under fire (Bennis & Thomas, 2002). In Chapter 8, I share what I learned from six student affairs leaders who were pressured to sell out their principles or get out of professional positions. In the final chapter, Frances Lucas and Brit Katz describe how an overwhelming challenge, Hurricane Katrina, affected the integrity of services, staff, and students at Millsaps College.

Conclusion

Readers of this volume will learn how integrity affects the trustworthiness of their organizations and operations. They will have the opportunity to read about the highest goals and the best practices of leadership, and gain ideas about some practical strategies that can help them deal with challenges to organizational and individual integrity.

ROBERT B. YOUNG is a professor of higher education and student affairs (HESA) in the Patton College of Education and Human Services at Ohio University.

References

Badaracco, J., and Ellsworth, R. Leadership and the Quest for Integrity. Cambridge, MA: Harvard Business School Press, 1989.

Becker, T. “Integrity in Organizations: Beyond Honesty and Conscientiousness.” Academy of Management Review, 1998, 23(1), 154–162.

Bennis, W., and Thomas, R. “Crucibles of Leadership.” Harvard Business Review, 2002, 80(9), 7.

Berry, W. Home Economics: Fourteen Essays. San Francisco: North Point Press, 1987.

Briggs, L. School, College, and Character. Boston: Houghton, Mifflin, and Co., 1902.

Carter, S. “The insufficiency of Honesty.” The Atlantic Monthly, 1996, 2, 74–76.

Cohen, W. Leading with integrity. Executive Excellence, 2001,17.

Kidder, R. How Good People Make Tough Choices. New York: William Morrow, 1995.

Macintyre, A. After Virtue: A Study in Moral Theory. Notre Dame, IN: University of Notre Dame Press, 1987.

Middle States Association. Characteristics of Excellence in Higher Education: Eligibility requirements and standards for accreditation. Found on May 25, 2002 at http://www.msache.org/pubs.html

Paine, L. Cases in Leadership, Ethics, and Organizational Integrity. Chicago: Irwin, 1997.

Young, R. No Neutral Ground: Standing by the Values We Prize in Higher Education. San Francisco: Jossey-Bass, 1997.