A framework for decision making for ethical consideration in teaching and learning in higher education

Abstract

In a world where there is so much injustice and unfairness particularly regarding vulnerable groups of people, ethical and moral decisions need to be applied to ensure fairness and consistency. Higher education (HE) is regarded as a place of knowledge growth embedded with ethical values and morals. This thesis aimed to gain a deeper understanding of the thought processes used by education practitioners in making fundamental teaching and learning decisions and to develop a framework for ethically conscious decision-making for HE. Students are our main focus in this trajectory of knowledge growth. Therefore, decision-making requires thoughtfulness and consideration of many areas to holistically understand the interconnections of various organisational structures that are fundamental to teaching and learning. The study looks at ethical practices and decisions made by various HE stakeholders that affects teaching and learning. This study is important to assist HE practitioners to re-connect with their duties and focus as professionals. A mixed method approach using explanatory sequential design was employed for this study. The target population for this study included all the academic staff from the six faculties and academic support staff (Centre for Quality Promotions Assurance [CQPA] and Centre for Education Learning and Technology [CELT]) of the Durban University of Technology. The paradigms/theories engaged with were the deontological theory, normative theory, justice theory, ethics of care, and virtue theory. Questionnaires and semi-structured interviews were the instruments used for the collection of data. The findings revealed that the institution places prominence on academic metrics rather than the holistic development of students. Discrepancies between the support and actual implementation of ethical practices revealed further development is needed in the alignment of values with action. Inconsistencies in decision-making are noted in relation to fairness and transparency. Consultation, consistency, listening and transparency are important tools to utilise in decision-making processes. Overall the study has the potential to contribute to social change by stimulating critical thinking, inclusive and equitable learning environments, ethical leadership, and responsible decision-making. The stakeholders that will benefit from this study are the students by way of building an ethical and authentic learning environment, and educators in guiding them in making decisions that are ethical and transparent.