The necessity of Code of Integrity at educational institutions. CODE OF ETHICS

Purchasing professionals must have a highly developed sense of professional ethics to protect their own and their institution’s reputation for fair dealing. To strengthen ethical awareness, and to provide guidelines for its Members, NAEP has long promoted a code of ethics.

1. Give first consideration to the objectives and policies of my institution.

2. Strive to obtain the maximum value for each dollar of expenditure.

3. Decline personal gifts or gratuities.

4. Grant all competitive suppliers equal consideration insofar as state or federal statute and institutional policy permit.

5. Conduct business with potential and current suppliers in an atmosphere of good faith, devoid of intentional misrepresentation.

6. Demand honesty in sales representation whether offered through the medium of a verbal or written statement, an advertisement, or a sample of the product.

7. Receive consent of originator of proprietary ideas and designs before using them for competitive purchasing purposes.

8. Make every reasonable effort to negotiate an equitable and mutually agreeable settlement of any controversy with a supplier; and/or be willing to submit any major controversies to arbitration or other third party review, insofar as the established policies of my institution permit.

9. Accord a prompt and courteous reception insofar as conditions permit to all who call on legitimate business missions.

10. Cooperate with trade, industrial and professional associations, and with governmental and private agencies for the purposes of promoting and developing sound business methods.

11. Foster fair, ethical and legal trade practices.

12. Counsel and cooperate with NAEP Members and promote a spirit of unity and a keen interest in professional growth among them.

Members are also encouraged to participate in continuing open discussions of ethical principles with their colleagues and with others.

25. Causes of cheating by college students. Cheating is risky business — but college students continue to do it. Take a look at what’s motivating them.In The Real College Guide, David Replogle looked at studies and individual professor’s experiences with cheating and came up with these findings:

· “It’s not my fault” — A 2006 study from the Iowa State College of Business found students placed the blame on their professors. Students said questions shouldn’t be asked if the answers are available on the Internet. They also believed professors should take it as a given that students will help each other out on assignments.

· “Everyone does it” — This was the response from some students in the Iowa study. An MIT professor explored the issue on his own and found many students cheat “a little bit,” rather than a handful of students who cheat a lot.

· “It’s so easy to cheat” — Cell phones, BlackBerries, laptops … Technology has made it easier than ever to cheat. Take-home test? No problem — just download the answers or essays from an online source.

· “Gotta keep up my GPA” — College courses can be demanding and students feel the pressure. A typical student may be juggling school work, a part-time job, on-campus activities and a social life. You have to be made of strong moral stuff to resist the urge to copy and paste your answers from a Web site.The real question is: From a student’s perspective, are the reasons against cheating more compelling than the reasons defending it?

Дата добавления: 2015-10-30