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 Subject "Administration"

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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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    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.