Corporate and personal ethics for sustainable development: experiences, challenges and promises of part-time
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Ethics in the academia is not new. Ethics is a part of the mission and culture of institutions of higher education, where it is taught, researched and observed. It is in this environment that many students first learn about, and test the realities of moral decision-making that shape the political, social and economic future of many nations’ development. However, there is evidence that higher education in Eastern Africa has seen a steady increase in the number of part-time lecturers due to reduced government funding (especially to public universities), and the increasing size and diversity of student enrollment, yet the experiences, challenges and promises that part-time faculty encounter once inducted into teaching continue to hinder sustainable development in different ways.
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The 7th annual Ethics Conference
Ethics in the academia is not new. Ethics is a part of the mission and culture of institutions of higher education, where it is taught, researched and observed. It is in this environment that many students first learn about, and test the realities of moral decision-making that shape the political, social and economic future of many nations’ development. However, there is evidence that higher education in Eastern Africa has seen a steady increase in the number of part-time lecturers due to reduced government funding (especially to public universities), and the increasing size and diversity of student enrollment, yet the experiences, challenges and promises that part-time faculty encounter once inducted into teaching continue to hinder sustainable development in different ways.
Ethics in the academia is not new. Ethics is a part of the mission and culture of institutions of higher education, where it is taught, researched and observed. It is in this environment that many students first learn about, and test the realities of moral decision-making that shape the political, social and economic future of many nations’ development. However, there is evidence that higher education in Eastern Africa has seen a steady increase in the number of part-time lecturers due to reduced government funding (especially to public universities), and the increasing size and diversity of student enrollment, yet the experiences, challenges and promises that part-time faculty encounter once inducted into teaching continue to hinder sustainable development in different ways.