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National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

The Puerto Rican thinker and educator Eugenio Mariá de Hostos represents the Caribbean thought of Latin American integration and supports strengthening the moral and educational values of his people as the only way to redeem the New World. Hostos was a moral thinker whose ideas are projected in his writings, looking at his essence, one identifies a pedagogical ethics education. One of the works that most reflects this thinking is Moral social, published in 1888. In the preface Hostos explains only at the insistence of his disciples did he agree for this book to be published. The work is divide

Civic education is a subject and course that has a great responsibility in building the character of democracy and the tolerance of students, because civic education is a moral education and must be administered at every level of education from elementary to college. Civic education is subjects and courses of moral education that should be able to minimize even the conflict among learners. This research uses the method of literature analysis with grounded theory is a qualitative research method that uses a number of systematic procedures to develop a theory compiled inductive. Research grounded theory, this research inductive research techniques, emphasizes observation and develops a base of "intuitive" relationship practices between variables. Then the philosophical practice of Civic Education in Indonesia is a curricular program to form human individuals who are moral/character statesman, noble morality, intelligent, believer and fear Allah according to the content of the and Pancasila, with the way to give an intake of knowledge about the meaning and meaning of the moral value of Pancasila, adherence to the constitution Nri 1945, with a democracy Berbhinneka Tunggal Ika, which is tied strongly in a container of the unitary Republic of Indonesia, through the agreement of Youth Oath and a commitment that remains one in the red white flag, by producing human output of science, capable, creative, and independent by the deeds of the Soul statesman, heroism, nationalism, Fruitful happy ending by giving a good benefit to yourself, family, school, Nation and country of Indonesia

AbstractThe purpose of this paper is to examine the usefulness to business education of aesthetics, literature and the ancient ideal of the rule of law in an increasingly complex global environment. Recent financial scandals have exposed a range of vulnerabilities in the management decision‐making process and, increasingly, big business is searching for ethical answers. It is suggested that there is a need to develop the necessary critical, analytical and empathic qualities of, in particular, the business student in order that future global corporate leaders might also be moral managers.Design/methodology/approachThe abstract yet foundational concept of the rule of law is reworked in order to widen its application to business activities and ensure greater accountability. It is argued that the intellectual sensibilities need to be stimulated beyond the traditional business studies format, looking to various examples from the liberal arts. The paper proposes greater attention to, for example, the classics, as the lessons we can learn from fiction are highly pertinent to modern leadership and corporate conduct in general.FindingsThere is a relatively new literary genre of business books which is inspired by classic and popular works of literature, for example Power Plays: Shakespeare's Lessons in Leadership; however, such books are yet to appear regularly on business school recommended reading lists.Social implicationsThere are compelling reasons for a radical change in management style, one being that the single‐minded pursuit of profit has recently produced an unprecedented global economic crisis. The paper proposes that, by placing a greater emphasis on developing the intellectual and empathic sensibilities, future managers may be able to adopt a more conscionable approach to environmental and wider societal concerns.Originality/valueAgainst the backdrop of an alarmingly amoral and inept set of global management practices, the paper urges a radical return to a classical or liberal arts education for the business student. A re‐imaging of the traditional rule of law also provides the basis for deciding the right course of action; tailored to meet the specific needs of the modern business community.

The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc.) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species.

The Russian developmental psychologist Lev Vygotsky provides important theoretical underpinnings for an alternative to business ethics pedagogy. Although Vygotsky's constructivist approach has been applied to other disciplines, such as cognitive development, moral development, and network analysis and learning, its application to business ethics education is virtually nonexistent. Vygotsky's focus on language and peer influence provides a novel approach to ethics education. Although many business ethics instructors already use group discussion in their classes, we provide evidence that will reinforce such techniques as a crucial pedagogical method. This study is an exploratory application of Vygotsky's developmental theory to business ethics education. Data were gathered in business ethics and management courses, with experimental and control groups, and analyzed using the Defining Issues Test and thematic-coded journal entries. Results indicated that discussions created a zone of proximal development improving the moral reasoning for most students giving them multiple perspectives and providing support to engage in deliberations and peer dialogue when discussing ethical frameworks, ethical scenarios, and ethical decision making.

Since the Civil Right Movement in the United States, African Americans and other diverse students have forged through "integrated" educational systems to terminal graduate degrees. Some studies suggest racial integration in U. S. schools made White participants less prejudiced toward others, although the data showed that after schooling, many Whites again lived (and still do) in segregated neighborhoods with separation in places of employment, churches, and social groups (Wells, Holme, Revilla, & Atanda, 2004). One diverse participant in this study asked whether, after decades of integration, there has been any real progress, citing excellent educational experiences with all Black teachers within the all Black schools where he grew up. Is it truly progress for diverse students when they are bussed across town to be treated as minorities in mostly White schools? More diverse students do graduate from college; however, the diversity rate of professors is still abysmal. This study reports the contextual experiences of three African American (one an administrator) and one Latina faculty member with decades of experience in the public educational system and as they engaged in the culture of higher education struggling with a moral multiculturalism—whether worldviews (therefore free speech) could be morally determined and whether they as diverse faculty truly belong and are truly respected.

The concept of moral distress is not new to nursing. As early as 1984 Jameton described moral distress as occurring when one knows the right thing to do, but institutional constraints make it nearly impossible to pursue the right course of action. Nurses may experience moral distress when confronted with chosen treatment options that they believe are not be in the best interest of the patient, and/or do not mesh with their sense of right and wrong. Although the nursing literature documents moral distress in the clinical area, it does not address moral distress in academia. Yet anecdotal evidence indicates that moral distress also occurs in academic institutions. The author begins this article by describing the experience of moral distress and suggesting that moral distress occurs not only in the clinical setting, but also in the academic setting. This is followed by a review of the literature related to moral distress in nursing education and a discussion of the seeds of moral distress in nursing education, such as dishonesty, including cheating and plagiarism; grade inflation; and incivility. The author concludes by identifying the professional implications of moral distress in nursing education.

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong's language policy, Hong Kong's policy on the internationalization of education, East Asia's policies on English education, and Australia's policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice