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Running head: ETHICAL DILEMMA 1

Ethical Dilemma

Elizabeth Ping – T-012

Jeff Ford

Spring Arbor University

Values: Personal and Social IDS 400

May 4, 2010
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Ethical Dilemma

Ethical dilemmas can be challenging for the person in charge of determining what the

consequences of certain actions should be. Take for instance, the story of a successful

administer of 28 years who was recently found to have lied about two academic degrees that she

had never earned and about attending a university that she was never at. Although, this

administrator has been nationally recognized, some say that any falsification in academic

credentials warrants resignation, while others say that the falsification of academic credentials is

only a minor affair given the woman's many years of experience and recognition of good service.

The following is a response to the case study utilizing a Christian world view and Robert Nash's

9-step ethical decision making model.

Questions 1 & 2

The first question asked in Nash's 9-step ethical decision making model is, "What are the

central moral issues in your case-dilemma?" Since, the administrator lied about her academic

degrees, dishonesty and not maintaining her integrity are the major moral issues. No one likes a

person who lies and cheats through life, and most people value hard work and honesty about

their accomplishments. The second question asks, "What are the ethical conflicts in your case

that make it an actual dilemma needing rigorous ethical analysis and resolution?" For Christians,

dishonesty and integrity are central to their world view and hold much importance. Kimball

(2006) maintained that integrity is fundamental to good character and that when we are dishonest

we cheat ourselves and others (pp. 124-134). The Bible abounds with passages that provide

evidence that God disproves of lying and that the administrator's dilemma deserves resolution

based on moral grounds. One such example is, "Lying lips are abomination to the Lord: But they

that deal truly are his delight (Proverbs 12:22, King James Version). Another example is, "No
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one who practices deceit will dwell in my house; no one who speaks falsely will stand in my

presence" (Psalm 101:7, New International Version).

Questions 3 & 4

The third question in Nash's 9-step ethical decision making model is, "Who are the major

stakeholders in your case?" There are many stakeholders involved in the ethical dilemma

including the administrator, the administrator's family, and the faculty and students at the

university. This is because, whatever a person does affects others. The fourth question asks,

"What are some foreseeable consequences of the possible choices in your case-dilemma and

what are some foreseeable principles?" On a temporal level, the administrator loses pay and

credibility if forced to resign. She may be also unable to obtain further employment, and her

family may be stigmatized and face financial difficulties. However, by leaving the university,

the principle of academic honesty is upheld. If the administrator is allowed to stay at the

university, the principle of academic dishonesty is weakened. Students at the university might

feel that it is unfair that they are held to academic standards that are higher than those who are at

the head of the university.

Questions 5 & 6

The fifth question in Nash's 9-step ethical decision making model is, "What are some

important background beliefs that you should consider in your case-dilemma?" According to the

Christian world view, honesty and integrity represent fundamental ideas that God wants his

people to follow. Scripture represents the idea of integrity by saying, "The man of integrity

walks securely, but he who taketh the crooked path will be found out (Proverbs 10:9, New

International Version). Additionally, the Christian belief of forgiveness is central to how the

writer chooses to respond to the ethical dilemma of the case study. Scripture represents the idea

of forgiveness by saying, "Bear with each other and forgive whatever grievances you may have
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against one another. Forgive as the Lord forgave you" (Colossians 3:13). Thus is it important

to God that people should forgive each other. The sixth question asks, "What are some of you

initial intuitions and feelings about your case-dilemma?" The writer's initial feeling is that what

the administrator did was very wrong and that she should not be allowed to be in such high office

at the university because it is unfair to other people who have worked hard and deserve the

position more.

Questions 7 & 8

The seventh question in Nash's 9-step ethical decision making model is, "What choices

would you make if you were to act in character in your case-dilemma?" Acting in character

means that the writer would be required to maintain the Christian world view that honesty and

integrity are God's wishes. This means that the writer would have to acknowledge that what the

administrator did was wrong based on moral grounds specified by the Bible. The writer would

also have to acknowledge that the administrator should be forgiven because the God teaches that

we should forgive others. Thus, the writer feels comfortable with defending the idea that the

administrator should maintain her position in the university because God teaches that we should

forgive.

The eighth question asks, " What does your profession's code of ethics say regarding the

relevant moral issues in your case-dilemma?" For the field of academia, academic honesty is

very important and is a cornerstone to values at the university level. Likewise, for the nursing

profession, honesty and integrity are central to being a good nurse. Accordingly, the writer is

planning to become a certified nurse midwife, and one of the tenets in their code of ethics is to,

"be open and honest, act with integrity and uphold the reputation of your profession" (The Code,

2009, para. 1).

Question 9
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The ninth question in Nash's 9-step ethical decision making model is, " What is your

decision in the case-dilemma and do you have any nagging afterthoughts?" Ultimately, the

administrator was dishonest and did not follow God's teachings. However, God also teaches that

forgiveness is important. The writer believes that the embarrassment of lying about her

academic records in combination with her ability to do the job with great efficiency warrants that

she should maintain her position at the university. Furthermore, the administrator will have to

seek forgiveness from God for having been dishonest so she faces great moral consequence if

she chooses not to repent. The only nagging afterthought that the writer has regarding allowing

the administrator to stay in her position at the university is that students and other faculty may

feel that it is permissible to lie and be dishonest.

It can be seen through evaluating the case study involving the university administrator

who displayed academic dishonesty that ethical dilemmas are not always clear cut. There are

many considerations that must be made in order to make a fair assessment of what the moral

outcomes should be for a particular situation. In this evaluation, Nash's 9-step ethical decision

making model was used in conjunction with Christianity's world view in order to determine that

the administrator should stay in office.


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References

Kimball, S. W. (2006). Integrity. Retrieved from http://www.lds.org/ldsorg/v/index.jsp?hide

Nav=1&locale=0&sourceId=5f49862384d20110VgnVCM100000176f620a

____&vgnextoid=88021b08f338c010VgnVCM1000004d82620aRCRD

Nash, J. R. (n.d.). Real world ethics: A holistic, problem-solving framework. IDS 400 Values:

Personal and Social. Spring Arbor, MI: Spring Arbor University.

The code in full. (2009). Nursing and Midwifery Council. Retrieved from http://www.nmc-

uk.org/aArticle.aspx?ArticleID=3056

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