School of Humanities and Social Sciences (SHSS)

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http://hdl.handle.net/11071/3889
The School of Humanities and Social Sciences (SHSS) suceeds the Institute of Humanities, Education and Development Studies (IHEDS)

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Browsing School of Humanities and Social Sciences (SHSS) by Author "Catacutan, Maria Rosario G."

Now showing 1 - 5 of 5
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    Bridge over troubled water phenomenologizing Filipino College deans’ ethical dilemmas in academic administration
    (Sage Journals, 2013-03) Catacutan, Maria Rosario G.; de Guzman, Allan B.
    This phenomenological study intends to capture and describe Filipino college deans’ lived experiences of ethical dilemmas as they carry out their work as administrators. Using semi-structured in-depth interviews and following Collaizzi’s method, data was collected and subjected to cool and warm analyses yielding a set of themes and sub-themes that typify what these deans consider to be ethical dilemmas. The resulting ‘Wheel’ of School Leaders’ Ethical Dilemmas depicts the nature of the dilemmas faced by these deans, the critical incidents which trigger the onset of the dilemmas, and the value conflicts that are embedded in them. This article intends to add to the growing body of research on ethical decision making in educational management, particularly on the ethical dilemmas faced by Filipino college deans. At a practical level, the findings of this study provide valuable resource to assist practicing and aspiring deans to be more adept in identifying the moral and ethical dimensions of their work as academic administrators. Finally the findings of this study could serve as a knowledge base for curriculum planners in designing ethics courses offered in educational leadership programs in the Philippines to develop academic leaders’ competencies and skills in ethical decision making.
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    Doing good for its own sake : recasting CSR in the light of Catholic Social Teaching
    (2015-02) Catacutan, Maria Rosario G.
    This paper argues that the view of corporate social responsibility (CSR) as advanced in management theory and practice is flawed due to its theoretical underpinnings in individualism, a position which upholds the primacy of the individual and provides legitimacy to individuals’ active pursuit of self-interest to the detriment of society. This view, however, significantly diverges from CSR perspectives which prescribe the duty and obligation inherent in every member of society to contribute to the promotion of the common good. This paper therefore suggests the need for an alternative model and presents the view of CSR advanced by Catholic social teaching (CST) as a more comprehensive and coherent framework to correctly articulate the relations between business and society, and the consequent duty of business to contribute toward promotion of the common good. The paper also offers a critique of some CSR practices which it considers unacceptable from the perspective of CST.
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    Ethical decision-making in academic administration : a qualitative study of college deans’ ethical frameworks
    (Springer International Publishing AG, 2015-07-22) Catacutan, Maria Rosario G.; de Guzman, Allan B.
    Ethical decision-making in school administration has received considerable attention in educational leadership literature. However, most research has focused on principals working in secondary school settings while studies that explore ethical reasoning processes of academic deans have been significantly few. This qualitative study aims to describe the ethical decision-making processes employed by a select group of Filipino college deans in solving ethical dilemmas using the ethical paradigms proposed in the works of Starratt (Educ Adm Q 27:185–202, 1991) and Shapiro and Stefkovich (Ethical leadership and decision-making in education: applying theoretical perspectives to complex dilemmas, 2005) as frameworks for the analysis. Data was gathered using semi-structured interviews and field text was analyzed using deductive thematic analysis. Findings of this study show that majority of the deans chose to share ethical dilemmas involving students and teachers. The findings also show the ethical frameworks of care, justice, and profession as the dominant paradigms utilized by Filipino deans and their preference for adopting multiple ethical frameworks when making their decisions. Most of the ethical dilemmas which the deans narrated relate to their tasks of academic administration such as monitoring student performance, faculty evaluation and maintaining school discipline. Interestingly, only a few dilemmas involving university administrators were expressed, and dilemmas that refer to broader societal issues usually associated with school administrators’ utilization of the ethic of critique were also significantly left out in the narratives of this study. This paper intends to contribute to current literature by expanding research to administrators working in the context of higher education in the Philippine setting. The findings of this study could serve as knowledge base in designing ethics courses to enhance educational leaders’ ethical decision-making skills. The study also provides useful insights of ethical decisions and reasoning processes employed by academic administrators in resolving real life ethical dilemmas that could be useful at the practical level for aspiring and practicing deans.
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    Ethical decision-making in academic administration: a qualitative study of college deans’ ethical frameworks
    (Springer Netherlands, 2015-09) Catacutan, Maria Rosario G.; de Guzman, Allan B.
    Ethical decision-making in school administration has received considerable attention in educational leadership literature. However, most research has focused on principals working in secondary school settings while studies that explore ethical reasoning processes of academic deans have been significantly few. This qualitative study aims to describe the ethical decision-making processes employed by a select group of Filipino college deans in solving ethical dilemmas using the ethical paradigms proposed in the works of Starratt (Educ Adm Q 27:185–202, 1991) and Shapiro and Stefkovich (Ethical leadership and decision-making in education: applying theoretical perspectives to complex dilemmas, 2005) as frameworks for the analysis. Data was gathered using semi-structured interviews and field text was analyzed using deductive thematic analysis. Findings of this study show that majority of the deans chose to share ethical dilemmas involving students and teachers. The findings also show the ethical frameworks of care, justice, and profession as the dominant paradigms utilized by Filipino deans and their preference for adopting multiple ethical frameworks when making their decisions. Most of the ethical dilemmas which the deans narrated relate to their tasks of academic administration such as monitoring student performance, faculty evaluation and maintaining school discipline. Interestingly, only a few dilemmas involving university administrators were expressed, and dilemmas that refer to broader societal issues usually associated with school administrators’ utilization of the ethic of critique were also significantly left out in the narratives of this study. This paper intends to contribute to current literature by expanding research to administrators working in the context of higher education in the Philippine setting. The findings of this study could serve as knowledge base in designing ethics courses to enhance educational leaders’ ethical decision-making skills. The study also provides useful insights of ethical decisions and reasoning processes employed by academic administrators in resolving real life ethical dilemmas that could be useful at the practical level for aspiring and practicing deans.
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    Moral sensitivity practice in academic deanship: does it really matter?
    (Springer Singapore, 2016) Catacutan, Maria Rosario G.; Guzman, Allan B. de
    The chapter reports on the findings of a grounded theory study on the moral sensitivity practice of Filipino college deans. It centers on the exposition of a conceptual model which expands the construct of moral sensitivity beyond the initial stage of moral problem recognition and depicts three processes of knowing facts, understanding people, and understanding oneself as fundamental processes to moral sensitivity. A set of seven distinct practices were also identified as subcomponents of moral sensitivity. The chapter concludes by highlighting the level of complexity involved in moral problem identification in real-life settings and the consequent need for developing administrators’ moral sensitivity skills through formal courses in ethics as part of school administrator preparation programs.