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This paper investigates professional translation practice in Saudi Arabia with a particular focus on translation ethics. Following an examination of varying opinions and contentious concepts relating to translation, this paper suggests that Saudi Arabia should establish a code of ethics for translation services. It investigates the ethical challenges that translators encounter during their professional work and considers their responses to these challenges.

A quantitative methodology was adopted to collect data from forty participants. This self-completed survey uncovered 11 ethical dimensions that translators encounter during the translation process and the researchers used descriptive analysis to calculate the mean and standard deviation of their frequency and importance. Participants' responses to the multiple-choice questions were categorised as personal, professional ethics or sociopolitical activism, and their overall percentages calculated.

For all 11 dimensions, the mean scores fell in the mid-frequency range between 2.74 and 3.88, inferring that the respondents faced these ethical challenges neither particularly frequently nor infrequently. Regarding the importance rankings, the mean scores varied between 1.58 and 2.04, consistently lower than the experience frequency rankings, which indicates that these challenges were considered important regardless of their frequency. The majority (40.27%) related to professional notions of ethics, followed by personal ethics (35.22%) and sociopolitical and activist conceptions of ethics (24.14%), while less than 1% (0.37%) reflected mixed motivations.

The study's concept and methodology are both novel. The researchers believe that this is the first study to examine professional translation ethics in the Saudi context. Unlike most studies in this field, this study adopted a quantitative approach, thus calling for the development of an effective professional code of ethics for translators.

Martin Winterkorn had high aspirations for Volkswagen to become the world's leading automaker when he was promoted to CEO in 2007. Volkswagen lacked the technology needed to meet American emissions standards and fulfill their promise of a “clean” fuel efficient diesel engine. Instead, they chose to deceive the world, violating the law and the foundation the company's code of conduct was grounded in. This case provides an opportunity to explore corporate governance, ethical leadership, and the ethical and professional responsibilities that senior executives have to create and maintain an ethical culture. Examination of the details in the case uncover value conflicts. Examples of values included in IMA's Statement of Ethical Professional Practice are honesty, fairness, objectivity, and responsibility. IMA describes these as “overarching ethical principles.”

This chapter takes an interdisciplinary approach combining expertise in sports management and in philosophy to examine the premises underpinning the contested claim that professional athletes have a special obligation to be role models both within and beyond the sporting arena. Arguments for and against the claim are briefly addressed, as a prelude to identifying and elucidating a set of factors relevant to a consideration of this alleged special obligation. The chapter considers understandings of sport, play and athleticism from an ethical perspective and examines their relationship to professionalism to determine the extent to which ethical imperatives can logically be upheld or undermined within the professional context. The chapter concludes that professional athletes cannot be expected to be able to respond to the demand that they act as role models within and beyond the sporting arena unless the tensions implicit within that demand are articulated. The chapter calls for recognition of the complexity of ethical decision-making in the context of professional sport and recommends that the training of professional athletes should prepare them to deal with this complexity. Recognition of the complexity of decision-making with the professional sporting context suggests the need for further research into optimal training strategies for young professional athletes and into the genesis and reasonableness of the demand that such athletes act as role models both within and beyond the sporting arena.

This chapter explores professional ethics within inclusive education. The conceptualization of inclusion is founded on ethical principles, as it concerns issues of equity, access, justice, and care. Many would argue that inclusion is a fundamental right, supported by the Salamanca Statement (1994) and the United Nations Convention on the Rights of Persons with Disabilities (2006). Internationally, educational systems have adopted inclusive education in varying capacities and structures. Nevertheless, the ethical dimensions of inclusion are often absent in theoretical and practice related discussions of inclusion in teaching and learning. The nature of professional ethics within inclusive schooling is presented, with an examination of ethical dilemmas, challenges, and tensions, grounded in empirical data, that occur in the nuances of a teacher’s work.

The purpose of this paper is to analyse ethical competence related to healthcare governance and management tasks at the county/regional level in Sweden. The paper also discusses conditions that support or constrain the development and application of such competence.

The study is based on original qualitative data from 13 interviews and 6 meeting observations. Three key groups of actors were included: politicians, civil servants and CEOs in publicly financed health-provider organizations. An abductive analysis was carried out by a stepwise method guided by thematic research questions.

The informants viewed themselves as having a high degree of ethical responsibility for healthcare practice. However, they did not integrate ethical reflection and dialogue into their work decisions (e.g. regarding budgets, reforms and care agreements). The current organization, control systems and underlying business principles, along with the individuals’ understanding of their own and others’ roles, tended to constrain the development and use of ethical competence.

Qualities of an appropriate ethical competence related to healthcare governance and management, and conditions to develop and use such competence, are suggested.

Hardly any empirical research has examined ethical competence related to healthcare governance and management tasks. The paper integrates ethics and theories on learning in organizations and contributes knowledge about ethical competence and the conditions necessary to develop and practise ethical competence in an organizational and inter-organizational context.

Despite formal ethics education and ethics-related continuing professional education (CPE) requirements, professional accountants continue to play a central role in enabling corporations to make unethical business decisions and take unethical business actions. Several jurisdictions in the United States require ethics education for licensure, but often the focus is on memorizing rules and regulations, rather than on providing tools to improve the moral practice of professionals and to help them resolve ethical dilemmas. The authors analyzed recent state Certified Public Accountant (CPA) society course offerings and found much more emphasis on memorization than on ethical reasoning to satisfy State CPA CPE requirements. To improve accountants’ ethical awareness and behavior, CPE providers should stress ethical reasoning rather than merely memorizing rules. Such changes will make future and present accountants and auditors more ethically aware, and thus more likely to improve their ethical decision-making. Nonetheless, the authors suggest that effective ethics education and training should start in the classroom with help from departmental advisory councils. Ethics courses offered in accounting programs as well as those offered by CPE providers can leverage the experience of members of advisory councils to create programs that resonate with professionals and foster lifelong ethical awareness and ethical reasoning skills.

The purpose of this paper is to develop a model of ethical decision-making that applies to accountants and the accounting profession.

This model is an integration of five factors that influence ethical decision-making by accountants: professional codes of conduct; philosophical orientation; religious orientation; culturally derived values; and moral maturity.

This model is a synthesis of previous identified factors that influence ethical decision-making and incorporates them into a model that is specific to professional accountants.

The authors develop a set of propositions and explain how this model can be tested and its implications for both the accounting profession and the teaching of business ethics.

This model presents a new way of viewing ethical decision-making by accountants that is predicated on the importance of professional codes of conduct that influence both behaviour and decision-making. The external certification of professional accountants provides a layer of accountability not previously incorporated into ethical decision-making models.

This chapter draws on data from an empirical study investigating ethical challenges and dilemmas in inclusive classrooms in order to consider the ways in which such issues may impact the effective implementation and measurement of inclusion. Data from interviews conducted with 12 classroom teachers show that teachers frequently face ethical problems in their practice. Most concerning are those related to the discriminatory behaviors and practices of colleagues. While teachers acknowledge that these behaviors and practices disadvantage students, most elect to compromise their beliefs, professional responsibilities, and ethical principles in order to protect fellow professionals for fear of negative reprisals. Electing loyalty to colleagues over the best interests of students raises questions regarding the measurement of inclusive education. Responses on measurement tools may reflect a desire for teachers to protect colleagues or themselves, providing an inaccurate picture of the situation. On the other hand, honest responses to measurement initiatives may come at the expense of collegial relationships, potentially undermining the very inclusive practices such measurement processes are trying to encourage.

There has long been an “ideal” model of the profession in the sociology of the professions. Our point of departure is that the independent professional is something of a vanishing species, and professional practice is increasingly carried out within non-professional organizations (organizations not managed nor largely staffed by fellow professionals). Indeed, can we expect to recognize our “ideal” professional at all whether in the multi-disciplinary professional service practice or more focussed large private practices? Might in fact there be something fundamentally flawed about both in this model? This chapter explores these issues and their implications for how ethical dilemmas are resolved.