Digital ethics in education: An examination of Omani information studies students’ ethical competencies during e-learning

Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used   a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning   as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning   and provide guidance for students to develop ethical digital competencies

Ethical Decision-Making Accounting Competencies: Practitioners’ Perspectives

Recent accounting and corporate scandals call into question the ethicality of accounting practice, likewise accounting graduates. Advances in ethical accounting education are not emphasized in today’s business schools leaving accounting graduates lacking necessary ethical accounting competencies to make ethical accounting decisions (Abend, 2013; Mastracchio, Jiménez-Angueira, & Toth, 2015; Waples, Antes, Murphy, Connelly, & Mumford, 2009). Cognitive moral development theory (Kohlberg & Hersh, 1977), stakeholder theory (Freeman, 2004), and organizational mindfulness theory (Ray, Baker, & Plowman, 2011) provide a theoretical framework supporting issues of accounting graduates’ ethicality, practitioner in the role of ethical decision-maker, and organizational awareness and performance of business schools. The purpose of this study is to determine practitioners’ perspectives of ethical accounting competencies required for making ethical accounting decisions. An additional purpose is to identify ethical accounting issues and behaviors experienced by practitioners. Finance and accounting practitioners, through qualitative interviews, provide professional perspectives relevant to ethical accounting practice topics to demonstrate practice-oriented understanding and knowledge of ethical accounting decision making. Interpretative phenomenological analysis was used to investigate ethical business experiences and interpret professional’s perceptions. Practitioners recognize problems due to lack of trust within their organizations. Additionally, they provide experiences where amoral decision making resulted in inappropriate treatment of accounting standards and principles. Study practitioners identified six ethical accounting competencies useful in ethical decision making. These competencies and other strategies could be valuable to accounting educators in developing ethical accounting curriculum

Advancing The Field of Human Services: LGBT Competencies

Ethical Standards for Human Services Professionals and Generic Human Services Professional Competencies adopted by the National Organization for Human Services do not include language or competencies specific to lesbian, gay, bisexual and transgender (LGBT) communities. Without a specific ethical code and/or competency outlined by the field, human services practitioners do not have clear guidelines for their work with these populations. Additionally, researchers lack a way to formally measure professionals’ abilities with these populations. This leaves potential for these historically marginalized populations to continue to be in a vulnerable position. To address these needs, authors reviewed established competencies in other helping professions (i.e., counseling and social work fields) relative to LGBT populations, and argue that creating LGBT specific competencies in the human services field will lead to more competent practice and support the purpose of ethical guidelines which in part is to serve as a basis for self-monitoring and improving practice. In addition, the development of these competencies would meet the goal of ethical guidelines, which serves to provide a framework for accountability. The authors also recommend developing one document focused on LGB clients as well as a stand-alone document outlining specific recommendations for working with transgender communities. Within the body of the article, the authors advocate for the adoption of specific competencies by human services professional organizations and governing bodies

Black Women\u27s Relational Competencies and Ethical Leadership in the Workplace

Three qualitative case vignettes illustrate Black women leaders’ application of relational competencies to assert culturally informed ethical values in organizational life. Theoretical frameworks of Patricia Hill Collins’ (1994) theory of motherwork and Wilfred Bion’s (1991) psycho-dynamics theory of group development guide the analysis of Black women’s relational competencies. Methodologically, the data derive from the authors’ use of phenomenological review of over three decades of corporate and non-profit consultancies. This methodology entailed uncensored story genera- tion relative to the topic and culling of the story set guided by a rubric to screen for story features that exemplify group and relational competencies and ethical leader- ship. Findings identified recurring relational leadership themes of 1) Creating Safe Space for Breaking Silences, 2) Interrupting the Unsaid in Organizational Life and 3) Framing Organizational Dynamics within His/herstories of Injustice. Implications of these case findings for Black women’s ethical leadership at the level of group relation- al competencies for 21st century organizations are shared

Influence of competence and locus of control on readiness of accounting department students facing the world of work era industrial revolution 4.0

This study discusses ethical competencies, knowledge competencies, capability competencies, relationship competencies, analytical competencies, and locus of control on the readiness of students majoring in accounting in the world of work of the revolution era 4.0. The population of the study was in the 2017 class of faculty of economics and business students of Udayana University. The research sample was determined by the nonprobability sampling method which obtained a total sample of 166 people. The data analysis technique used is multiple linear regression analysis. The results showed that the results showed ethical competence, knowledge competence, capability competence, relationship competence, analytical competence, and locus of control had a positive effect on the readiness of students majoring in accounting in connecting the world of work of the industrial revolution era 4.0

The New ASERVIC Competencies for Addressing Spiritual and Religious Issues in Counseling

In 2009, leaders in the Association for Spiritual, Ethical and Religious Values in Counseling (ASERVIC) developed new competencies for addressing spiritual and religious issues In counseling. This article briefly addresses the need for new ASERVIC competencies. provides an overview of the process whereby the new competencies emerged, and concludes with a listing of the new ASERVIC-endorsed competencies

Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC & beyond

[EN] Autonomous and intelligent technical systems are specifically designed to reduce the necessity for human intervention in our daily lives. In so doing, these new computer-based systems are also raising concerns about their impact on individuals and society. Because of their innovative nature, the full benefit will be obtained only if the technology is aligned with society's defined values guided by ethical principles. Through the proposed ethically aligned curriculum (ETHIKA) for computer sciences (CS) and information technology (IT) specialties we intend, therefore, to establish frameworks to guide and inform dialogue and debate around the non-technical implications, in particular related to ethical dilemmas. Hereby we understand "ethical" to go beyond universal moral constructs, such as trust, harm, good or bad, and include ethical designs for AI-based technologies, socially-oriented computer sciences, and ethical risks of digital society. As digital economy prospers, more CS/IT-professionals realize the power of education-driven intellectual capacity (InCED). It is hypothesized, that InCED has direct impact on learning competencies of students, warranting future successful management of professional and life ethical challenges. ETHIKA elucidate, through both methodological and experimental inquiries, the impact of global digitalization and related ethical risks on learning and professional competencies in both professional CS/IT-community and the University students.Libin, A. (2020). Integrated disciplines and future competencies: A blueprint for ethically aligned curriculum for IT, CS, ITC & beyond. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):1245-1251. https://doi.org/10.4995/HEAd20.2020.112411245125130-05-202

ENTREPRENEURIAL COMPETENCIES FOR DETERMINING BUSINESS SUCCESS IN INDONESIA

Entrepreneurship plays a crucial role in developing countries by creating employment opportunities and reducing unemployment. This study addresses those issues by examining the impact of entrepreneurial competencies on business success. The novelty relies on its empirical study which is still lacking among Indonesian literature concerning entrepreneurial competencies. This study used PLS-SEM to investigate eight dimensions of entrepreneurial competencies: learning, ethical, familism, relationship, conceptual, opportunity, personal, and strategic competencies. The findings revealed a positive and substantial impact of entrepreneurial competencies on business success. All dimensions are equally important, underscoring the need for stakeholders to prioritize the development of these competencies among young entrepreneurs for the sustainability and growth of their businesses. This study can be a valuable reference and insight for other researchers and Indonesian government to improve business performance among young entrepreneurs

The Good Shepherd: Lessons for Teacher Education

Across the continent, the demand for increased student achievement dominates conversation. Teacher education programs are under pressure to ensure that pre-service teachers are able to step into classrooms and improve student achievement. This pressure can invite programs to focus on subject-specific and pedagogical competencies while minimizing ethical and relational aspects of teacher preparation. Yet caring relationships are central to more positive learning experiences. What should these relationships look like? For Christian teachers and teacher educators, the answer to this question lays, in part, in an examination of Jesus. This paper focuses on Jesus the Good Shepherd as seen in the Gospels. What can teachers learn from Jesus? How do these lessons impact teacher education programs

Young people's experiences of physical restraint in residential care: subtlety and complexity in policy and practice

Children and young people in residential care are some of the most vulnerable in our society. They may have experienced violence and physical, sexual or emotional abuse. They may be involved in offending or the misuse of drugs and alcohol. They are separated from their families and have to cope with living in a group situation with other young people and staff members. Children and young people in residential care also possess strengths, competencies and resilience. We have much to learn from their experiences and perspectives, both generally and surrounding their time in care. This paper will address the ethical issues which arise from gaining the views of children and young people in residential care