Professional Ethics in Political Science () | Ethics Codes Collection
References: 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM , irobot-roomba.info Ethics permeates the field of politics in many ways. The subfield of ethics in the Department of Political Science conceptualizes ethics broadly to include: (1) the. It's a matter of perspective. I'm more of a political philosophy major than anything, so I'm aware that I have some bias. I believe all action (including political) is.
It is also a professional obligation for departments to list temporary and visiting positions on eJobs. Institutions employing political scientists should abolish nepotism rules, whether they apply departmentally or to an institution as a whole.
Ethics and Morality in International Relations - International Relations - Oxford Bibliographies
Employment and advancement should be based solely on professional qualifications without regard for family relationships, subject only to appropriate rules governing conflict of interest. Institutions employing political scientists should make more flexible use of part-time positions for fully qualified professional women and men, just as is now done for those professionals with joint appointments or part-time research positions.
Part-time positions should carry full academic status, equivalent rank, promotion opportunities, equal rates of pay, commensurate departmental participation and commensurate fringe benefits, including access to research resources. The policy of flexible part-time positions is not intended to condone any practice such as moonlighting or any practice by employers used to circumvent normal career-ladder appointments.
It is Association policy that educational institutions not discriminate against job candidates on the basis of gender, gender identity, race, color, national origin, sexual orientation, marital status, physical handicap, disability, or religion except in those cases in which federal laws allow religious preference in hiring. Appropriate strategies may differ for each group.
Fraud in Claiming Advanced Degrees Recommending a candidate for faculty appointment calls for honest and responsible judgment. It is permissible for the employing institution to expect that members of its faculty will abide by institutional rules that do not violate principles of academic freedom or political rights of citizenship.
Professional Ethics in Political Science (2008)
A candidate should be informed if references to such matters are in his or her record and should have an opportunity to place in the record a statement relating to such matters. Matters pertaining to the candidate that have no bearing on the legitimate expectations of the employing institution should not be mentioned. If it is the department's policy to place such matters in an open file, or otherwise make these letters available to those who may desire to see them, then the department has an ethical obligation to inform the individual from whom a letter is requested that the letter will not be regarded as a confidential document.
If one who is requested to write a letter of evaluation is informed in advance that the letter will be placed in an open file, then it is proper to exercise the option of not writing such a letter.
Furthermore, the refusal to write a letter should not be a matter of record.Relations of Jurisprudence with other Social Sciences
If they have not waived this right, the department has an obligation to inform the individuals from whom letters are requested that the confidentiality of their letters cannot be assured.
Once an individual accepts an offer of employment from an institution, it is incumbent upon the individual not to seek or accept further employment for the same initial contract year unless a prior release is secured from the hiring institution. Ethics in Tenure and Promotion Among the most serious responsibilities in the academic community is the assessment of colleagues for tenure and promotion.
As a matter of principle, a department should use the same procedures and, insofar as possible, similar criteria for all candidates under review for tenure and promotion. The candidate being reviewed has a professional right to know the motivating principles, customary standards, and principal procedures of the assessment process of his or her department. The materials to be reviewed need not include all of the candidate's work, but should not exclude material the candidate judges indispensable to an assessment of his or her case.
External reviews are governed by a triad of rights and obligations: All three parties share certain values; these include a commitment to fairness, dispatch, and mutual respect. But obligations and rights are not the same for all parties; each may give these values differing weight, even conflicting interpretations.
Guidelines, necessarily, must concern general principles. Guidelines for external review are not intended to be and should not be read as a uniform code to be applied to all universities and colleges alike. Academic departments differ, for example, in educational mission, institutional resources, access to external reviewers and size as well as in the administrative and legal constraints under which they operate.
The proper procedure for one department or institution may not be the same for others. Rights of the Candidate Obligations of the Department No presumption should be expressed that there is an obligation to perform service, but rather that it is a professional courtesy of assistance to the department making the request. Refusal to perform this service should not be regarded as a negative statement about the candidate. No reviews should be solicited for decisions that do not warrant them for example, in entry-level and adjunct appointments, renewals of junior appointments, and special increments at the senior level.
Obligations of the External Reviewer Joint AAUP and AAC Statement of Principles on Academic Freedom and Tenure The purpose of this statement is to promote public understanding and support of academic freedom and tenure and agreement upon procedures to assure them in colleges and universities. Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher4 or the institution as a whole.
The common good depends upon the free search for truth and its free exposition. Academic freedom is essential to these purposes and applies to both teaching and research.
Freedom in research is fundamental to the advancement of truth. Academic freedom in its teaching aspect is fundamental for the protection of the rights of the teacher in teaching and of the student to freedom in learning. It carries with it duties correlative with rights. Freedom and economic security, hence, tenure, are indispensable to the success of an institution in fulfilling its obligations to its students and to society.
Numbers in brackets refer to Interpretive Comments which follow. When they speak or write as citizens, they should be free from institutional censorship or discipline, but their special position in the community imposes special obligations.
As scholars and educational officers, they should remember that the public may judge their profession and their institution by their utterances. Hence they should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they are not an institutional spokesman.
Ethics | Political Science | UCI Social Sciences
In the interpretation of this principle it is understood that the following represents acceptable academic practice: In all cases where the facts are in dispute, the accused teacher should be informed before the hearing in writing of the charges against him and should have the opportunity to be heard in his or her own defense by all bodies that pass judgment upon the case. The teacher should be permitted to be accompanied by an adviser of his or her own choosing who may act as counsel.
There should be a full stenographic record of the hearing available to the parties concerned. In the hearing of charges of incompetence the testimony should include that of teachers and other scholars, either from the teacher's own or from other institutions.
International law developed as a way of justly dividing the world between sovereign states and savage peoples in need of civilization during the era of European colonialism, and human rights have taken center stage since the end of the Cold War, as the global influence of the United States reached its peak. Today, ethics are increasingly seen as a central part of the study of international relations. This shift has come about partly through the work of critical scholars working in a variety of traditions, who have rejected the long dominance of realism and the aspiration to a value-free social science.
These critical voices include liberal political theorists, feminists, critical theorists, postmodernists, and postcolonialists. Along with this shift within the academic study of international relations, important changes have also taken place in the interactions between states.
Without suggesting we have gone through an epochal change to a supposedly unprecedented era of globalization, it is clear that the traditional Westphalian state system has changed dramatically. There are more sovereign states than before with a greater equality of political and economic power between regions, while at the same time international institutions and global civil society have expanded, and individuals have more contact with each other outside of their national communities than was previously possible.
Together with shifts in how we think about international relations, these social changes have put ethics back onto the agenda. As the current state of the field is defined by a diversity of perspectives and problems, this article is plural in the views represented and as wide ranging in its coverage as space will allow—although students should be aware that much more information is available.
Hopefully, other scholars will appreciate that boundaries have to be drawn, and exclusions must be made.
General Overviews Within the field of international relations, ethics took on a more prominent role starting in the s with the rise of feminist approaches, illustrated in edited collections by Narayan and Harding and Whisnant and DesAutels ; the emergence of critical theory, notably in Linklater ; and increasing interest in postmodernist ethics, discussed in the edited volume by Campbell and Shapiroand traced with great clarity in Hutchings Further, a number of international relations scholars began reexamining the place of normative questions within the tradition of Western thought that forms the core of the discipline.
Boucher traced the historical relationship between ethics and international politics, and Brown did similar work but focused on the re-emergence of ethical questions within the discipline of international relations. Keene provided a more focused intellectual history of international political thinking.
Political Theories of International Relations: From Thucydides to the Present. Oxford University Press, Columbia University Press, The core distinction between cosmopolitan and communitarian theories put forward in the book has been influential.
Campbell, David, and Michael J. Rethinking Ethics and World Politics. University of Minnesota Press, This edited collection draws together a number of postmodern thinkers from both international relations and political theory.
It provides a good overview of approaches and issues in world politics covered by this tradition.