Ethical Leadership Case Study Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Ethical Leadership Case Study Paper
Chapter 5 Case Study
The following case study provides you with an ethical dilemma which will allow leaders to use the ethical tools provided in this chapter (e.g., codes of ethics, ethical paradigms, ethical decision-making models), to analyze and find a resolution to the case. Pay particular attention to analyzing the case study from multiple ethical paradigms (e.g., ethic of justice, critique, care, profession).
Mark G. Edelstein, President Lakes Region Community College Laconia, New Hampshire
The Problem Student
McClain Community College (MCC) is a large suburban institution with a long-standing reputation for academic quality and high transfer rates. Because of its reputation, it draws a diverse student body from throughout the region. In fact, many students drive by other colleges to attend MCC.
The college offers its 25,000 students a broad array of technical and liberal arts programs and is especially known for its outstanding programs in science and math. The proximity of a major urban center and a large, prestigious research university has enabled the college to attract a particularly talented and well-qualified faculty.
The college employs almost 300 full-time faculty and hundreds of additional part-timers. Faculty members have a tradition of strong leadership and extensive involvement in college decision making. However, this involvement has not led to a particularly “collegial” environment.
Many faculty members are suspicious of college administrators and believe that the role of administration should be extremely limited. The large faculty senate and the faculty union work very closely together to maintain the faculty’s sense of empowerment. A new president was appointed to MCC five years ago and a new academic vice president four years ago.
Both have attempted to move the college, which has become very traditional in its outlook, into a more innovative mode. The introduction of new technologies, the expansion of distance education, and the development of a more flexible and varied course schedule have all raised concerns among the faculty.
Talk about the need for change in higher education has threatened some of the faculty and made them feel that their current efforts are not sufficiently appreciated. Statement of the Problem You are the college president and have recently been informed by your academic vice president of a case in which a member of the math department has inappropriately changed the final grade she awarded to a student in the previous semester.
The faculty member, Dr. Simms, is the former chair of the math department and a very highly regarded teacher. Her reason for changing the student’s grade from a “C” to an “A” is that she felt harassed and intimidated by the student and believed that the only way she could get him to stop contacting her was to accede to his demands for a better grade.
The academic vice president reviewed the student’s quiz and test scores for the semester, and it was clear that he had not earned a grade higher than a “C.” The student, David, is a young man in his early twenties, who has come to the attention of the vice president for student services on several occasions.
While some faculty members have been able to work quite well with David, others, particularly women, have complained about his odd intensity and erratic behavior. This is the second course that David has taken with Dr. Simms. Dr. Simms has spoken on a number of occasions with the vice president for student services about her discomfort with this student.
David has monopolized her office hours, written, emailed, and called her frequently both in her office and at her home. While he has not physically threatened nor sexually harassed her, Dr. Simms has complained about his obsessiveness and other behaviors she considers “paranoid.”
The vice president has called David into her office twice and warned him about inappropriate contacts with Dr. Simms. After each discussion, his behavior improves for a time but eventually reverts. The vice president believes that David has “psychological problems,” but that he has broken no rules or regulations and can no more be excluded from a particular class than could a person with a physical disability.
She believes that a large, open-access institution such as MCC will always have a certain number of people with psychological or behavioral problems and that the college needs to be as tolerant as possible. Dr. Simms, on the other hand, feels that the college has not fulfilled its responsibility to protect her from what she perceives as a threat.
The president of the Faculty Senate and the president of the Faculty Union have both dropped by your office to discuss the issue of the grade change, which has become public knowledge. They advise you that any type of disciplinary action against a respected senior faculty member would be received quite badly.
The current math chair informs you that a letter is being drafted by the department in unanimous support of Dr. Simms. The academic vice president is sympathetic to Dr. Simms, but feels that he must reverse her grade change and that the college must take some formal action to point out that the change of grade was a lapse of professional ethics.
He believes that the academic integrity of the institution requires that some action be taken.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Ethical Leadership Case Study Paper
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