Although postgraduate research is
increasingly supported through the
formalisation of supervision and
programs providing generic support,
those programs have seldom
addressed the intention, often stated
by universities in their graduate
profiles, that postgraduates should
have integrity, and ethical values.
What methodology is required
– how will universities support
students to cultivate such sensitivity,
assess this, and fulfill the expectation?
The paper provides evidence
that quality statements including
some aspect of integrity are used in
many UK and Australian universities.
The importance of integrity, or
ethical behaviour more generally,
in postgraduate degrees and in
professional practice is confirmed by
reference to Sandor Kopatsy’s model
of intellectual capital, where knowledge,
morality, talent and effort are
multiplied together to determine
the level of intellectual capital. The
main section of the paper considers
how assessment might be achieved
and the desired qualities fostered.
Three distinct forms of moral qualities
or skills can be found among
those identified by the universities
– some refer to technical skills, some
describe graduates sensitive to ethical
and social issues and some talk
of graduates committed to ethical
action and social responsibility. The
paper draws on the authors’ experience
in Europe, Australia and Asia.