Sustainability & ESG
governance
Ethics Culture
Ethical Values - Strategic Documents
Human Values & Professional Ethics
CONTENTS
1. OBJECTIVES | 4 |
1.1 To Improvement of the Cognitive Skills | 4 |
1.2 To ACT in Morally Desirable Ways | 4 |
2. HUMAN VALUES | 5 |
2.1 Moral | 5 |
2.2 Values | 5 |
2.3 Integrity | 5 |
2.4 Examples of Integrity at Workplace | 6 |
2.5 Follow Institution Policies | 6 |
2.6 Service Learning | 6 |
2.7 A Service-Learning Program Provides Educational Experiences | 7 |
2.8 Service-Learning Benefits | 7 |
2.8.1 Service-Learning benefits students by | 7 |
2.8.2 Service-Learning benefits faculty by | 7 |
2.9 Civic Virtue | 8 |
2.10 Respect for Others | 8 |
2.11 Living Peacefully | 9 |
3. PROFESSIONAL ETHICS |
10 |
3.1 Categories of Ethics | 11 |
3.1.1 Common Morality | 11 |
3.1.2 Personal Morality | 12 |
3.1.3 Professional Ethics | 12 |
3.1.4 Formal code | 12 |
3.1.5 Focus | 12 |
3.1.6 Precedence | 13 |
3.1.7 Restriction | 13 |
3.1.8 Two dimensional | 13 |
3.1.9 Role morality | 13 |
4. WORK ETHIC |
14 |
4.1 Senses of Management Ethics | 14 |
4.1.1 Ethics: | 14 |
4.1.2 Management Ethics: | 14 |
5. MODELS OF PROFESSIONAL ROLES |
15 |
5.1 Managers as Saviours | 15 |
5.2 Managers s as Guardians | 15 |
5.3 Managers as Bureaucratic Servants | 15 |
5.4 Managers as Social Servants | 15 |
5.5 Managers as Social Enablers and Catalysts | 15 |
6. THEORIES ABOUT RIGHT ACTION | 16 |
7. INSTITUTIONAL CODE OF CONDUCT FOR STUDENTS | 17 |
1. OBJECTIVES
• To understand the moral values that ought to guide the Management profession, Resolve the moral issues in the profession,
• To justify the moral judgment concerning the profession.
• Intended to develop a set of beliefs, attitudes, and habits that engineers should display concerning morality.
• To create an awareness on Management Ethics and Human Values.
• To inspire Moral and Social Values and Loyalty.
• To appreciate the rights of others.
The prime objective of the Professional Ethics is to develop ability to deal effectively with moral complexity in students of B.S. A Crescent Institute of Science and Technology as follows.
1.1 To Improvement of the Cognitive Skills
• Moral awareness (proficiency in recognizing moral problems in management)
• convincing moral reasoning (comprehending, assessing different views)
• Moral coherence (forming consistent viewpoints based on facts)
• Moral imagination (searching beyond obvious the alternative responses to issues and being receptive to creative solutions)
• Moral communication, to express and support one‘s views to others.
1.2 To ACT in Morally Desirable Ways
• Moral reasonableness i.e., willing and able to be morally responsible.
• Respect for persons, which means showing concern for the well-being of others, besides oneself.
• Tolerance of diversity i.e., respect for ethnic and religious differences, and acceptance of reasonable differences in moral perspectives.
• Moral hope i.e., believes in using rational dialogue for resolving moral conflicts.
2. HUMAN VALUES
2.1 Moral
Morals are the welfare principles enunciated by the wise people, based on their experience and wisdom. They were edited or changed rulers according with the development of knowledge in Higher Education and technology time to time.
Morality is concerned with principles and practices of morals such as: What ought or ought not to be done in a given situation? What is right or wrong about the handling of a situation? And what is good or bad about the people, policies, and ideals involved?
2.2 Values
Humans have the unique ability to define their identity, choose their values and establish their beliefs. All three of these directly influence a person‘s behavior. People have gone to great lengths to demonstrate the validity of their beliefs, including war and sacrificing their own life! Conversely, people are not motivated to support or validate the beliefs of another, when those beliefs are contrary to their own. People will act congruent with their personal values or what they deem to be important. Personal values are defined as:
―Emotional beliefs in principles regarded as particularly favorable or important for the individual. Our values associate emotions to our experiences and guide our choices, decisions and actions.
2.3 Integrity
Integrity is defined as the unity of thought, word and deed (honesty) and open mindedness. It includes the capacity to communicate the factual information so that others can make well- informed decisions. It yields the person‘s peace of mind, and hence adds strength and consistency in character, decisions, and actions. This paves way to one‘s success. It is one of the self-direction virtues. It enthuse people not only to execute a job well but to achieve excellence in performance. It helps them to own the responsibility and earn self-respect and recognition by doing the job. Moral integrity is defined as a virtue, which reflects a consistency of one‘s attitudes, emotions, and conduct in relation to justified moral values. Integrity comes inmany forms, but honesty and dependability are two traits that are expected in most workplace situations.
Without responsible behavior, distrust can make a work environment tense and uncomfortable. A strong work ethic shows co-workers and clients that you’re reliable and take your responsibilities seriously. Polite communication, respectable behavior and fiscal responsibility also help you stand out as a trustworthy employee.
2.4 Examples of Integrity at Workplace
Work When You’re on the Clock: Attending and working diligently when you’re on the clock is a clear example of workplace integrity. Socializing, surfing the Internet, making personal phone calls, texting and frequent snacking are activities that detract from work time. Saving those activities for break time will show your boss, co-workers and customers that you work hard when you’re on the clock. The career website Calibrate Coaching recommends honoring your work hours by not stealing time from your employer. Even if you don’t actually clock in and out with a time card, focusing on your work responsibilities while you’re at your desk, work station or production area will showcase your strong work habits.
2.5 Follow Institution Policies
Abiding by institution policies is a powerful way to demonstrate integrity. Cutting corners and neglecting to follow workplace regulations can lead to mistakes, problems and even dangerous situations. Your willingness to properly record financial transactions, safely dispense of hazardous or toxic materials, follow Institute protocol for dealing with stake holders, perform clean-up or set-up procedures and properly maintain equipment shows others that you’re not just looking for the easy way out. Establishing yourself as a trustworthy worker who submits to Institute policies shows your principal and co-employees and students that you’ll faithfully carry out your duties.
2.6 Service Learning
Service-learning seeks to engage individuals in activities that combine both community service and academic learning. Because service-learning programs are typically rooted in formal course, the service activities are usually based on particular curricular concepts that are being taught. Service- learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service- learning programs involve students in organized
community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community.
2.7 A Service-Learning Program Provides Educational Experiences
Under which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with school and community; That are integrated into the students‘ academic curriculum or provide structured time for a student to think, talk, or write about what the student did and saw during the actual service activity; That provides students with opportunities to use newly- acquired skills and knowledge in real-life situations in their own communities; and That enhance what is taught by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others.
2.8 Service-Learning Benefits
2.8.1 Service-Learning benefits students by
• Linking theory to practice
• Deepening understanding of course materials
• Enhancing the sense of civic responsibility through civic engagement
• Allowing students to explore possible career paths
• Stressing the importance of improving the human condition
• Developing relevant career-related skills
• Providing experience in group work and interpersonal communication
• Promoting interaction with people from diverse backgrounds
• Instilling a sense of empowerment that enhances self-esteem
2.8.2 Service-Learning benefits faculty by
• Providing exciting new ways to teach familiar material
• Offering professional development challenges
• Engaging faculty in meaningful interactions with the community at large
• Encouraging faculty to form close, interactive, mentoring relationships with students
• Reminding faculty of the direct consequences of their teaching for society
• Connecting faculty across academic disciplines through a shared approach to teaching and learning process.
2.9 Civic Virtue
Civic virtues are the moral duties and rights, as a citizen of the village or the country or an integral part of the society and environment. An individual may exhibit civic virtues by voting, volunteering, and organizing welfare groups and meetings.
The duties are
• To pay taxes to the local government and state, in time.
• To keep the surroundings clean and green.
• Not to pollute the water, land, and air by following hygiene and proper garbage disposal. For example, not to burn wood, tyres, plastic materials, spit in the open, even not to smoke in the open, and not to cause nuisance to the public, are some of the civic (duties) virtues.
To follow the road safety rules.
On the other hand, the rights are
• To vote the local or state government.
• To contest in the elections to the local or state government.
• To seek a public welfare facility such as a school, hospital or a community hall or transport or communication facility, for the residents.
• To establish a green and safe environment, pollution free, corruption free, and to follow ethical principles. People are said to have the right to breathe in fresh air, by not allowing smoking in public.
• People have inalienable right to accept or reject a project in their area. One has the right to seek legal remedy, in this respect, through public interest petition.
2.10 Respect for Others
This is a basic requirement for nurturing friendship, team work, and for the synergy it promotes and sustains. The principles enunciated in this regard are:
• Recognize and accept the existence of other persons as human beings, because they have a right to live, just as you have.
• Respect others ‘ideas (decisions), words, and labour (actions). One need not accept or approve or award them, but shall listen to them first. One can correct or warn, if they commit mistakes. Some people may wait and watch as fun, if one falls, claiming that they know others’ mistake before and that they will fall!
• Appreciate colleagues and subordinates on their positive actions. Criticize constructively and encourage them. They are bound to improve their performance, by learning properly and by putting more efforts.
• Show goodwill ‘on others. Love others. Allow others to grow. Basically, the goodwill reflects on the originator and multiplies itself on everybody. This will facilitate collinearity, focus, coherence, and strength to achieve the goals.
2.11 Living Peacefully
• To live peacefully, one should start install peace within (self). Charity begins at home. Then one can spread peace to family, organization where one works, and then to the world, including the environment. Only who are at peace can spread peace. You can’t gift an article which you do not possess. The essence of oriental philosophy is that one should not fight for peace. It is oxymoron. War or peace can be won only by peace, and not by wars!
• One should adopt the following means to live peacefully, in the world
Nurture
• Order in one’s life (self-regulation, discipline, and duty).
• Pure thoughts in one’s soul (loving others, blessing others, friendly, and not criticizing or hurting others by thought, word ordeed).
• Creativity in one’s head (useful and constructive).
• Beauty in one’s heart (love, service, happiness, and peace).
Get
• Good health/body (Physical strength for service to enjoy the academic environment in the institution)
Act
• Help the needy with head, heart, and hands (charity). Service to the poor is considered holier than the service to God. Not hurting and torturing others physically, verbally, or mentally.
3. PROFESSIONAL ETHICS
INTRODUCTION
Management have an ethical and social responsibility to themselves, their clients and society. Practically (although there is much debate about this), engineering ethics is about balancing cost, schedule, and risk. Management ethics is a means to increase the ability of concerned engineers, managers, citizens and others to responsibly confront moral issues raised by technological activities. The awareness of moral issues and decisions confronting individuals and organizations are involved in Management &Technology.
MANAGEMENT ETHICS
Why Study Management Ethics?
Training in Preventive Ethics
• Stimulating the moral imagination
• Recognizing ethical issues
• Developing analytical skills
• Eliciting a sense of responsibility
• Tolerating disagreement and ambiguity Obstruction to Responsibility
• Self-interest.
• Fear.
• Self-deception.
• Ignorance.
• Egocentric tendencies.
• Microscopic vision.
• Groupthink
Clearly Wrong Engineering Practices
• Lying
• Withholding information
• Failing to adequately promote the dissemination of information
• Failure to seek out the truth
• Revealing confidential or proprietary information
• Allowing one‘s judgment to be corrupted.
Questionable Management Practices
• Trimming – smoothing of irregularities to make data look extremely accurate and precise.
• Cooking – retaining only those results that fit the theory and discarding others.
• Forging – inventing some or all of the research data
• Plagiarism – misappropriating intellectual property.
• Conflicts of interest (such as accepting gifts.) Actual, Potential, Apparent.
Senses of Expression of Management Ethics
• Ethics is an activity and area of inquiry. It is the activity of understanding moral values, resolving moral issues and the area of study resulting from that activity.
• When we speak of ethical problems, issues and controversies, we mean to distinguish them from non-moral problems.
• Ethics is used to refer to the particular set of beliefs, attitudes and habits that a person or group displays concerning moralities.
• Ethics and its grammatical variants can be used as synonyms for morally correct.
3.1 Categories of Ethics
3.1.1 Common Morality
Common morality is the set of moral beliefs shared by all Management students. It is the basis for the other types of morality. In ethics, we usually think of such principles as Non Violence (no harm physically or mentally to or killing others or even suicides), Trust (no lies and break of promises), Contentment (no greed, cheating or stealing) etc. We don‘t question these principles. Three characteristics of common morality are identified as follows:
• Many of the principles of common morality are negative. The common morality is designed primarily to protect individuals from different types of violations or invasions of their personhood by others, such as killing, lying or stealing.
• Although the common morality is basically negative, it certainly contains positive or aspirational features in principles such as, ‗Prevent killing, Prevent deceit and prevent cheating‘. Further it includes even more positive principles, such as ‗Help the needy, Promote human happiness, and protect the environment‘. This distinction between the positive and negative aspects of common morality will be important in discussing professional ethics.
• The common morality makes a distinction between an evaluation of a person‘s actions and of his intentions. An evaluation of action is based on moral principles considered, but an evaluation of the person himself is based on one‘s intention. For example, if a driver kills a pedestrian with his vehicle accidentally, he may be booked for manslaughter but not murder. The pedestrian is just as dead as if he had been murdered, but the driver‘s intention was not to kill him. The law treats the driver differently, as long as one was not reckless. The end result maybe the same, but the intent is different. He may be morally responsible but not legally for the death. Similarly, if you convey false information to another person with the intent to deceive, you are lying. If you convey the same false information because you do not know any better, you are not lying and not usually as morally culpable. Again, the result is the same (misleading the person), but the intent is different.
3.1.2 Personal Morality
Personal ethics or personal morality is the set of moral beliefs that a person holds. Our personal moral beliefs mostly and closely run parallel to the principles of common morality. But our personal moral beliefs may differ from common morality in some areas, especially where common morality appears to be unclear or in a state of change. Thus, we may oppose abortion, even though common morality may not be clear on the issue.
3.1.3 Professional Ethics
Professional ethics is the set of standards adopted by professionals. Every profession has its professional ethics: medicine, law, pharmacy etc. Management ethics is the set of ethical standards that applies to the management profession. Some of the important characteristics of professional ethics are:
3.1.4 Formal code
Unlike common morality and personal morality, professional ethics is usually stated in a formal code. Many such codes are promulgated by various components of the profession.
3.1.5 Focus
The professional codes of ethics of a given profession focus on the issues that are important in that profession. Professional codes in the legal profession concern themselves with questions such as perjury of clients and the unauthorized practice of law.
3.1.6 Precedence
In a professional relationship, professional ethics takes precedence over personal morality. This characteristic has an advantage, but it can also produce complications. The advantage is that a client can justifiably have some expectations of a professional, even if the client has no knowledge of the personal morality of the professional.
3.1.7 Restriction
The professional ethics sometimes differs from personal morality in its degree of restriction of personal conduct. Sometimes professional ethics is more restrictive than personal morality, and sometimes it is less restrictive.
3.1.8 Two dimensional
Professional ethics, like any ethics, has a negative as well as a positive dimension. Being ethical has two aspects:
a. preventing and avoiding evil
b. doing or promoting good.
3.1.9 Role morality
This means the moral obligations based on special roles and relationships. For example, Parents having a set of obligations to their children, such as not to harm their children, nourish them and promote their flourishing. A political leader has a role morality, the obligation to promote the well-being of citizens. Professional ethics is one of the examples of role morality.
4. WORK ETHIC
Work ethics is defined as a set of attitudes concerned with the value of work, which forms the motivational orientation. It is a set of values based on hard work and diligence. It is also a belief in the moral benefit of work and its ability to enhance character. A work ethic may include being reliable, having initiative, or pursuing new skills. The work ethics is aimed at ensuring the economy (get job, create wealth, earn salary), productivity (wealth, profit), safety (in workplace), health and hygiene (working conditions), privacy (raise family), security (permanence against contractual, pension, and retirement benefits), cultural and social development (leisure, hobby, and happiness), welfare (social work), environment (anti-pollution activities), and offer opportunities for all, according to their abilities, but without discrimination.Workers exhibiting a good work ethic in theory should be selected for better positions, more responsibility and ultimately promotion. Workers who fail to exhibit a good work ethic may be regarded as failing to provide fair value for the wage the employer is paying them and should not be promoted or placed in positions of greater responsibility. Work ethic is not just hard work but also a set of accompanying virtues, whose crucial role in the development and sustaining of free markets.
4.1 Senses of Management Ethics
The word ethics has different meanings but they are correspondingly related to each other. In connection with that, Management ethics has also various senses which are related to one another. Comparison of the senses of Ethics and Management Ethics:
4.1.1 Ethics:
Ethics is an activity which concerns with making investigations and knowing about moral values, finding solutions to moral issues and justifying moral issues and justifying moral judgments.
4.1.2 Management Ethics:
Like the ethics, management ethics also aims at Knowing moral values related to management, finding accurate solutions to the moral problems in management and justifying moral judgments of management.
5. MODELS OF PROFESSIONAL ROLES
It is understood that an engineer has to play many roles while exercising his professional obligations. Some of the professional roles or models are given below:
5.1 Managers as Saviours
It is believed that manager hold the key for any improvements in society through technological developments. Thus some people consider manager as a savior because they redeem society from poverty, inefficiency, waste and the hardships drudgery of manual labor.
5.2 Managers s as Guardians
Managers know the direction in which technology should develop and the speed at which it should move. Thus many people agree the role of managers as guardians, as managers guard the best interests of society.
5.3 Managers as Bureaucratic Servants
The manager‘s role in the management is to be the servant who receives and translates the directives of management into solid accomplishments. Thus the managers act as a bureaucratic servants i.e., loyal organizations set by the management.
5.4 Managers as Social Servants
As we know, managers have to play the role of social servants to receive society’s directives and to satisfy society’s desires.
5.5 Managers as Social Enablers and Catalysts
Besides merely practicing the management’s directives, the managers have to play a role of creating a better society. Also they should act as catalysts for making social changes.Sometimes managers have to help the management and the society to understand their needs and to make decisions about desirable technological development.
6. THEORIES ABOUT RIGHT ACTION
The main objectives of right action are
• To understand the distinction between a theory of Right and a theory of Good.
• To understand Utilitarianism, Ethical Egoism, and Consequentialism
• To know how rule utilitarianism differs from actutilitarianism;
Utilitarianism is the moral philosophy putting that at the centre of things. It concentrates upon general well-wishing or benevolence, or solidarity or identification with the pleasure and pain or welfare of people as a whole. The good is identified with the greatest happiness of the greatest number, and the aim of action is to advance the good (this is known as the principle of Utility). We should always do whatever will produce the greatest possible balance of happiness over unhappiness for everyone who will be affected by our action. Utilitarianism is often summed up as doing the greatest good for the greatest number.
Theories of Rights Action are philosophical concepts concerned with human nature and their rights and duties to lead the life with ethical values. The concepts mainly focus on individual person‘s actions and their consequences. There are different versions of rights action introduced by difference ethicists during the eighteen-century Enlightenment Era: utilitarianism; rights ethics, and duty.
Our task here is to define the concept of Rights Action. We may have different perspectives and understanding of the concepts. After having learnt the concepts: utilitarianism; liberty rights; welfare rights; and duty ethics we can theorize the concept of Right Action as the followings:
• Right action is the action which controls bylaw
• Right action considers to good consequences of action
• Right action is the action which is benefits to all students, teachers, society, industry etc.
• Right action is the consequences of action that is not violate the moral rule.
Other definitions: a right action is an act that is permissible for you to do. It may be either:
a) an obligation act- is one that morality requires you to do,
b) an optional act- an act not obligatory or wrong to do; it is not your duty.
7. INSTITUTIONAL CODE OF CONDUCT FOR STUDENTS
Institute trusts in providing secure, efficient and effective campus environment by imposing following behavioral standards. This code shall apply to all type of conduct of students that happens on the institute premises or any off campus conduct that may have serious problem or harmful impact on the Institute’s security or reputation.
• At the time of admission, each student must sign in the statement accepting this code of conducts and by giving an undertaking that
• All the students must uphold academic integrity, respect all persons and their rights, property and safety.
• He / She shall be regular and must complete his / her studies in the institute.
• He / she should carry identity card issued by the institute and produce as and when necessary by the institute authorities or security guards.
• Students are not permitted to either record lectures in class rooms or actions of other students and faculty without getting prior permission.
• Students must not involve any offensive activity in the classroom or in an event organized by the institute.
• They should not involve any act of discrimination(physical or verbal conduct) based on individual’s gender, caste, religion or religious beliefs, color, language, physical or mental disability or sexual orientation ,marital or family status, gender identity, race etc.,
• Students must use the social media carefully and responsibly. They should not post any critical remarks and comments about other individuals from the institute on the social media or any such spoiling activities having severe allegations on the reputation of the institute.
• Students must avoid from treating in
• Organizing meetings and processions without permission from the Institute.
• Smoking on the campus of the Institute
• Possessing, consuming distributing, selling of alcohol in the Institute and / or throwing empty bottles on the campus of the institute.
• Parking a vehicle in “No Parking Zone” or in area allocated for parking other type of vehicles.
• Rash driving on the campus that may cause nuisance to others.
• Unauthorized possession, carrying or use of harmful chemicals and banned drugs, ammunition, explosive or potential weapons, fireworks, contrary to law or policy.
• Damage or misuse of property of the institute or of others on the institute premises.
Theft or unauthorized access to other resources.
• Students are expected not to involve with any media representatives or inviting media persons on to the campus without the permission of the institute authorities.
• Students are not permitted to provide audio and video clipping of any activity on the campus to social media without prior permission.
• Theft or abuse of the Institute computers and other electronic gadgets such as computer accessories, communication facilities which includes unauthorized access.
Code of Ethics
1.1 CODE OF ETHICS to check malpractices and Plagiarism in research
1.1.1 Preamble
The purpose of this set of guidelines is to provide a positively oriented set of practical suggestions for maintaining integrity in research. Observance of these guidelines will help an investigator avoid departures from accepted ethical research practice and prevent those most serious deviations that constitute research misconduct. Research misconduct is defined as fabrication, falsification, or plagiarism including misrepresentation of credentials in proposing, performing, or reviewing research or in reporting research results.
1.1.2 Plagiarism
Authors who present the words, data, or ideas of others with the implication that they own the same, without attribution in a form appropriate for the medium of presentation, are committing theft of intellectual property and may be guilty of plagiarism and thus of research misconduct. This statement applies to reviews and to methodological and background/historical sections of research papers as well as to original research results or interpretations. If there is a word-for- word copying beyond a short phrase or six or seven words of someone else’s text, that section should be enclosed in quotation marks or indented and referenced, at the location in the manuscript of the copied material, to the original source. The same rules apply to grant applications and proposals, to clinical research protocols, and to student papers submitted for academic credit. Not only does plagiarism violate the standard code of conduct governing all researchers, but in many cases it could constitute an infraction of the law by infringing on a copyright held by the original author or publisher.
The work of others should be cited or credited, whether published or unpublished and whether it had been written work, an oral presentation, or material on a website. Each journal or publisher may specify the particular form of appropriate citation. One need not provide citations, however, in the case of well-established concepts that may be found in common textbooks or in the case of phrases which describe a commonly-used methodology. Special rules have been developed for citing electronic information.
1.1.3 Use and Misuse of Data
Research integrity requires not only that reported conclusions are based on accurately recorded data or observations but that all relevant observations are reported. It is considered a breach of research integrity to fail to report data that contradict or merely fail to support the reported conclusions, including the purposeful withholding of information about confounding factors. If some data should be disregarded for a stated reason, confirmed by an approved statistical test for neglecting outliers, the reason should be stated in the published accounts. A large background of negative results must be reported. Any intentional or reckless disregard for the truth in reporting observations may be considered to be an act of research misconduct.
1.1.4 Ownership of and Access to Data
Research data obtained in studies performed at the institute by employees of the institute are not the property of the researcher who generated or observed them or even of the principal investigator of the research group. They belong to the institute, which can be held accountable for the integrity of the data even if the researchers have left the institute. Another reason for the institute’s claim to ownership of research data is that the institute, not the individual researcher, is the grantee of sponsored research awards. Reasonable access to data, however, should normally not be denied to any member of the research group in which the data were collected. If there is any possibility that a copyright or patent application might emerge from the group project, a written agreement within the group should specify the rights, if any, of each member of the group to the intellectual property. A researcher who has made a finding which may be patentable should file an Invention Disclosure with the Office of Technology Management.
A principal investigator who leaves the institute is entitled to make a copy of data to take to another institution so as to be able to continue the research or, in some cases, to take the original data, with a written agreement to make them available to the institute on request within a stated time period. A formal Agreement on Disposition of Research Data should be negotiated in such cases through the Office of Research. Each student, postdoctoral fellow, or other investigators in a group project should come to an understanding with the research director or principal investigator, preferably in writing, about which parts of the project he or she might continue to explore after leaving the research group. Such an understanding should specify the extent to which a copy of research data may be taken. Co-investigators at another institution are entitled to access the data which they helped to obtain.
Since the scientific enterprise may be a cooperative endeavour encompassing many persons who now or in the future might pursue related research interests, and since it is in the interest of all to rely on the contributions and findings of others, every investigator has an obligation to the general scientific community to cooperate by sharing of data. Other virtues of sharing data include the facilitation of independent confirmation or refutation of reported outcomes. It is generally accepted that the data underlying a research publication should be made available to other responsible investigators upon request after the research results have been published or accepted for publication.
1.2 Authorship and Other Publication Issues
Publication of research results is important as a means of communicating to the scholarly world so that readers may be informed of research results and other researchers may build on the reported findings. In fact, it is an ethical obligation for an investigator at the institute to make research findings accessible, in a manner consistent with the relevant standards of publication. The reported data and methods should be sufficiently detailed so that other researchers could attempt to replicate the results. Publication should be timely but should not be hastened unduly if premature publication involves a risk of not subjecting all results to adequate internal confirmation or of not considering adequately all possible interpretations.
A commercial sponsor of a research project may not have a veto over a decision to publish, but a delay of publication for an agreed period, not to exceed six months, may be allowed in order to permit the filing of a patent application.
1.2.1. Criteria for Authorship
Since academic work is informed by a multitude of sources offering concepts and information, it is essential to emphasize rightful acknowledgment in the presentation of ideas and the publication of manuscripts. Authorship should be awarded only to those persons who have made an original and significant contribution to the conceptualization, design, execution, and interpretationof the published work.Individuals who have made smaller contributions by for instance giving advice, performing analyses or providing subject material, or who have supported the research in some other way, should also be acknowledged. The principal author should determine whether or not these individuals should be included as authors. Sometimes written permission has to be obtained for acknowledgment in the published work and even the format thereof is prescribed by the party concerned.
In the case of co-authorship, questions arise as to the criteria for inclusion as an author, the ability of each author to evaluate all aspects of the study and the sequence of the list of authors. Authors should discuss these questions openly and should make appointments before undertaking a co-author project. The author submitting the work, or the principal author, is responsible for coordinating the completion and submission of the work and for ensuring that all the contributions and all the collaborators are given proper acknowledgment. All authors should approve the final version of the manuscript and should be prepared to accept responsibility for the work in public.Each author or co-author is responsible for the compilation, revision and verification of those parts of the manuscript, publication or presentation representing his/her contribution. All co-authors are entitled to making their own copies thereof, including figures and attached documents.In factual or scientific reports, authors should go out of their way to quote applicable data, including those data not supporting the hypothesis proposed. It is the responsibility of the author(s) to be au fait with other appropriate publications and to quote from them.
It is unethical, and harmful to the academy, to present as one’s own the work of others, whether in part or in full, to fabricate research results or to omit or change information.Authors who wish to quote information obtained at a personal level or from unpublished written material should obtain written permission from the source.It is inappropriate and unacceptable to submit extracts from research, or reports on the same research, to more than one publisher, unless such action has been approved by the editors of each publication or multiple submissions is the acceptable standard practice in the specific discipline or field. In the complete report on the work in question, reference should be made to preliminary extracts from work that has already been published.
1.3 Order of Authors
Customs regarding the order in which co-authors’ name(s) appear vary with the discipline. Whatever the discipline, it is important that all co-authors understand the basis for assigning an order of names and agree in advance to the assignments.
A corresponding, or senior author (usually the first or last of the listed names in a multi-authored manuscript) should be designated for every paper, who will be responsible for communicating with the publisher or editor, for informing all co-authors of the status of review and publication, and for ensuring that all listed authors have approved the submitted version of the manuscript.
This person has a greater responsibility than other co-authors to vouch for the integrity of the research report and should make every effort to understand and defend every element of the reported research.
1.4 Self-citations
In citing one’s own unpublished work, an author must be careful not to imply an unwarranted status of a manuscript. A paper should not be listed as submitted, in anticipation of expected submission. A paper should not be listed as accepted for publication or in the press unless the author has received galley proof or page proof or has received a letter from an editor or publisher stating that publication has been approved, subject perhaps only to copy-editing.
1.5 Duplicate Publication
Researchers should not publish the same article in two different places without very good reason to do so unless the appropriate citation is made in the later publication to the earlier one, and unless the editor is explicitly informed. The same rule applies to abstracts. If there is an unexplained duplication of publication without citation, sometimes referred to as self-plagiarism, a reader may be deceived as to the amount of original research data.
It is improper in most fields to allow the same manuscript to be under review by more than one journal at the same time. Very often journals specify that a submitted work should not have been published or submitted for publication elsewhere, and some journals require that a submitted manuscript be accompanied by a statement to that effect.
An author should not divide a research paper that is a self-contained integral whole into a number of smaller papers merely for the sake of expanding the number of items in the author’s bibliography.
1.6 Conflict of Interest
Academic members of staff may not allow other professional or outside activities to distract their attention from their primary responsibilities towards the institute. They should maintain a significant and professionally acceptable presence on campus during each semester in which they are on active duty. Holidays and leave should be in accordance with the institute’s regulations.
They should create an atmosphere of academic freedom by promoting the open and timely disclosure of the results of their academic activities, by ensuring that their advice to students and postdoctoral associates is not influenced by personal interests, and by disclosing external activities that could affect the free flow of academic information between themselves, students and colleagues.
Researchers may use institute resources, including facilities, staff, equipment, information or confidential information as part of contract work, provided that the institute is compensated in terms of the provisions of the Rules for Contract Work of the institute. Researchers may not use institute resources for any purpose other than purposes related to tuition, research or service by the institute, unless prior permission has been obtained by the head of the department and/or the dean, as provided by the institute’s regulations.
Researchers should disclose in good time all potentially patentable inventions that have been discovered or created in the course and within the ambit of their service to the institute. Ownership of such inventions should be dealt with in accordance with the policy of institute. The inventors will, together with the institute, share in the benefits or royalties earned in accordance with the provisions of the institute’s Intellectual Property Policy. Researchers should inform the institute whether they (or members of their families) have consultation agreements or work in an outside institution, before the following proposed arrangements or agreements between such institutions and the institute will be approved:
a) gifts;
b) funded projects; c) technology licensing agreements; and d) allocations.In such cases, formal institute permission will be required before the proposed arrangements or agreements can proceed.
Institute researchers should not allow their names to be used as “ghost” authors of manuscripts
written or provided by commercial sponsors.
Faculty may be allowed to engage in outside professional activities such as consulting or service on a scientific advisory board, but approval of each such activity from the academic supervisor must be obtained in advance. In no case are institute facilities to be used in the conduct of an outside activity, and the institute name and logo may be used by outside entities only with permission of designated institute officers. Research performed for an external entity should be conducted by means of a sponsored research contract and not by way of consulting. In some schools a contract for consulting must be approved in advance, to ensure, among other things, that remuneration is related to specific services and that legitimate intellectual property rights of the institute are not compromised.
1.7 Obligation to Report
1.7.1 Reporting Suspected Misconduct
Reporting suspected research misconduct is a shared and serious responsibility of all members of the academic community. Any person who suspects research misconduct has an obligation to report the allegation to the HoD of the department in which the suspected misconduct occurred or to the Dean of Academic Research. Allegations are handled under procedures described in the institute’s Policy. All reports are treated confidentially to the extent possible, and no adverse action will be taken, either directly or indirectly, against a person who makes such an allegation in good faith.
1.7.2 Correction of Errors
If a finding of error, either intentional or inadvertent, or of plagiarism should be made subsequent to publication, the investigator has an obligation to submit a correction or retraction in a form specified by the editor or publisher.
1.8 Responsibilities of a Research Investigator
An investigator who leads a research group has leadership and supervisory responsibilities with respect to the research performed by members of the group. A principal investigator must not only put together the research group but also arrange for the assembly of an adequate financial and administrative structure to support the research. A supervisor not only provides guidance and advice to individual members of the group in the responsible conduct of the research but also has ultimate responsibility for the scientific integrity of the whole research project. He or she should thus take all reasonable steps to check the details of experimental procedures and the validity of the data or observations reported by members of the group, including periodic reviews of primary data in addition to summary tables, graphs, and oral reports prepared by members of the group.
An investigator serves not only as a research manager with respect to members of the research group but also as a mentor responsible for the intellectual and professional development of graduate students, postdoctoral fellows, and junior faculty in the group, including awareness and sensitivity to issues in research ethics.A researcher should be open to collaborative work with investigators having different but complementary skills at the institute.
1.9 Responsibilities to Funding Agencies
An investigator should be aware that the same standards of accuracy and integrity pertain to grant applications and proposals as to manuscripts submitted for publication. Reporting of results of experiments not yet performed as evidence in support of the proposed research funding, for example, is considered to be a fabrication and is subject to a finding of research misconduct, even if the proposal is subsequently rejected for funding or is withdrawn before full consideration for funding is completed. The same definition of plagiarism applies to an application or proposal, including background and methodological sections, as to a publication.
An investigator must submit progress and final research reports to a sponsor at times specified in the award. He or she must authorize expenditures in a manner consistent with the approved budget and should review financial reports carefully. Investigators, who enter into agreements with commercial sponsors of research, as negotiated by the Office of Research, should familiarize themselves with the special terms of such agreements, such as those, for example, concerning reporting of results, the disclosure of inventions, and confidentiality. Failure to comply with the provisions might sometimes constitute a breach of contract or might compromise the institute’s claims to intellectual property.
1.10 Resources in support of Research
(a) Institute Research and Development Fund The principle of administering the allocation of all Research funding in the Institute is that it is an investment to create intellectual resources. It will help economic upliftment and intended to maximise the scientific outcomes that the Institute expects to result from staff and student Research.
(b) Seed money The institute allocate research fund for all departments to spend the budget allocated to them for consumables, non-consumables and R&D.
(c) External contracts/external Research provisions and obligations
The institute has singed MOUs with national and international organizations in order to promote advanced in different frontier areas. Research Planning Each faculty is required to develop and implement his or her own Research plan that is in tune with the Institute Research Strategy and the Institute Strategic Plan.Evaluation and Monitoring of Performance
(d) Staff are required to supply full and accurate details of their Research outputs as required by their supervisor. This shall be done twice annually.
(e) The Research Office will publish the list of staff and student publications in the categories outlined according to the publication guidelines.
1.11 Centralized Common Research Facility
I. High quality and competitive research which may include involvement of Indian & internationally recognised researchers for interdisciplinary research.
II. Consistent with the objectives of the institute.
III. Expected to deliver outcomes that are novel, non-obvious and patentable.
IV. Aligned to the priorities given by Research funders and organizations.
V. Substantial funding is to be generated for significant Research outputs and the resources are to be allocated frugally.
CODE OF CONDUCT
TABLE OF CONTENTS
S.NO | DETAILS | Page Number |
1 | Code of conduct for teachers | 1 |
2 | Code of conduct for non teaching staff | 2 |
3 | Code of conduct for administrators | 3 |
4 | Code of conduct for students | 4 |
5 | Report on the student attributes facilitated by the institution | 5-7 |
6 | Handbook of Human Values and Professional ethics | 8-25 |
7 | Manual of Human Resources division | 26-90 |
CODE OF CONDUCT FOR TEACHERS
• The Teacher shall perform his/her duties efficiently as per the institutional norms
• Every teacher shall update his/her skills and knowledge professionally.
• The teacher shall maintain the decorum while dealing with the students, teaching and non teaching staff every time.
• The teacher should strive for excellence in academic and research and evolve as a role model for the students.
• The teacher shall always encourage the students to participate students in curricular and co curricular activities.
• The teacher shall organize various technical events for the benefit of student’s community and also for the benefit of the society.
• The teacher shall not discriminate any student based on the caste, creed, language, and place of origin, social and cultural background.
• The teacher shall not be absent from the duties assigned at any time without prior permission.
• The teacher shall not engage in any unlawful activities. The teacher shall not violate the norms of decency or morality in the behavior, inside and outside the campus.
• The teachers are expected to be impartial in the assessment/evaluation of students’
performance.
• The teacher shall not accept any assignments given by an external agency without the permission of the management.
• The teacher shall not associate in any organizational activities which are against the ethics of teaching profession.
• It is the collective responsibility of the entire teaching faculty to work together in order to achieve the institutional core values and targets set by the leaders from time to time
CODE OF CONDUCT FOR NON TEACHING STAFF
• All the supporting staff shall perform his/her duties efficiently, as per the Institutional norms.
• It is the collective responsibility of all the members of the supporting staff to work together in order to achieve the institutional core values and targets set by the leaders from time to time.
• The supporting staff shall ensure a cordial relationship with the teaching faculty, students and other administrative staff for the smooth running of the Institution.
• The supporting staff shall extend a full support to the department for the development of the labs and also in the maintenance of instruments /equipments.
• The supporting staff shall not discriminate any student based on the caste, creed, language, and place of origin, social and cultural background.
• The supporting staff shall extend their full fledged support for their colleagues and other faculty of the institution in all the activities related to the academic and administrative matters.
• The supporting staff shall strive hard to improve their technical and non technical skills related to their job.
• The supporting staff shall take efforts to pursue higher education.
• The supporting staff shall discharge all the professional activities through proper channel.
• The supporting staff should not be absent from the duties without the prior permission of the authorities.
• The staff shall not involve either directly or indirectly in any form of business /external assignments during their service.
• The staff shall not involve in any unethical activities that cause hindrance to the harmony of the Institution.
• The staff shall not cause any damage to the properties of the Institution and shall maintain the morality of the individual both inside and outside the campus.
CODE OF CONDUCT FOR ADMINISTRATORS
The Administrators are expected to
• Ensure that all the students, academic employees and supporting staff are dealt with courtesy and respect and uphold the values of the organization.
• Be fully conservant with the Policies, rules and regulations of the Institution and shall be prepared to implement them.
• Ensure that the duties assigned to the team members are appropriate to the qualification, experience and skills of the employee.
• Ensure that the goals of the Institution are well disseminated across the stakeholders and the activities planned in the institution are towards achieving the targets.
• Support the team members with the training needed, to upgrade the skills and also to successfully discharge the responsibilities assigned.
• Ensure a cordial relationship with the administrative and other non administrative staff for the smooth conduct of the Institution.
• It becomes the responsibility of the divisional head to provide the necessary infrastructure and a conducive &fair ambience to all the team members impartially in order to achieve the desired goals.
• Be very precise and clear in communicating all the information to the concerned teaching and non teaching members.
• Ensure all the expenditures are within the budget approved by the Institute and also ensure that a fair practice is followed in budget allocation.
• Exercise caution to avoid favourism and shall not involve or encourage in any kind of activities that cause any disrupt between the team members.
• Demonstrate professionalism in resolving any conflict by respecting all parties involved and ensuring that the complaints are well received, studied and all the solutions are well documented.
• Ensure that they shall not misuse their authoritative powers which shall affect the reputation of the Institution.
• Ensure that the information submitted to the external agencies and other stake holders about the institution is unambiguous and correct.
CODE OF CONDUCT FOR STUDENTS
• The students shall nurture and ensure a dynamic academic, cultural and social atmosphere which are in accordance with the core values of the institution
• The students shall treat all other students, faculty members, staff, visitors and any other members of the public with respect, dignity, impartiality, courtesy and sensitivity.
• The Student shall be conversant with the rules and regulations of the Institution
• All students shall practice a decent and formal dress code as instructed by the Institution.
• All students shall maintain discipline in the class and maintain the decorum while dealing with the fellow students, teaching, non teaching staff.
• All students must display their identity cards when available within thin the campus and also whenever asked for by any security personnel of the Institute.
• The students shall act ethically and honestly in the preparation, conduct, submission and publication of academic work, and during all forms of assessment, including formal examinations, informal tests and lab exams.
• The students shall strive hard to discharge the duties and targets assigned to them.
• The students shall not become involved in any form of ragging within or outside the Campus.
• The students shall not possess/consume any narcotics or alcohol within the campus.
• Smoking in the campus is strictly prohibited
• The students shall not indulge in any act of indiscipline as defined in rules and regulations of the Crescent Institute of Science & Technology.
• Students shall not damage or destruct any Institute properties
• Student shall not discriminate any other fellow student based on the caste, creed, language, and place of origin, social and cultural background.
REPORT ON THE STUDENT ATTRIBUTES FACILITATED BY THE INSTITUTION.
The Institute facilitates the following for the welfare of the student.
• The Institute aims that the students should definitely follow professional ethics. Hence the courses on the engineering ethics are also introduced in their curriculum for the benefits of the students.
• To create tomorrow’s entrepreneur, the institute has taken initiatives. The institute is the first to offer a course on CEO Training and Social Entrepreneurship, to all the students of B.Tech programme.
• To facilitate the sparks of budding entrepreneurs and to inculcate the young student minds from ideation to start-up establishment through mentoring, the Institute facilitates the students with Crescent Innovation & Incubation Council (CIIC) .
• The CIIC has been established as a Section-8 not for profit company and act as a “One Stop Shop – Technology Business Incubator (TBI)” for Start-ups. CIIC facilitates entrepreneurial & innovative ecosystem to all the stakeholders including the students.
• CIIC has strong back-up of Entrepreneurship Development Cell (EDC) predominantly run by student e-leaders since 1999 and also Dr.APJ Abdul Kalam Innovation Centre which nurtures early stage innovation and has funded 12 innovative projects.
• CIIC also has tie-up with Wadhwani Foundation for providing Social Entrepreneurship Course as a mandatory elective for all 800+ final year students and tie-up with University of Missouri, USA for Lifesciences Innovation & Entrepreneurship course.
• The institute always aims to improve the technical skills of the students. In order to foster this Internship is also made mandatory, which would give them exposure to the functioning of an organization and also to get exposed to the real time problems in the field.
• Seminars and guest lecturers fostering interaction with the industrial experts are made mandatory.
• Students are also encouraged to do project based learning.
• Adjunct Professors from foreign universities and industry are appointed in all the schools and departments. This would give the students different exposure towards understanding concepts and gaining knowledge.
• The institute has a strong alumni bonding, which results in MoU with industries and help in the training as well as in the placement of students.
• The Institute also aims at developing the students who are courteous and adaptive.
• The salient feature of the Institute is that there is a separate “Student council”constituted with students from various disciplines. The committee represents the ideas of the fellow students and they function as a team to plan activities to ensure a student friendly environment.
• The Vice Chancellor of the Institute initiated the “Town Hall Talk” series o get closer to the
students, in order to listen to their problems and to find suitable solutions.
• AC facility in labs, Mosque, gym, wifi facility, hostel for men and women, 24/7 lab and library facility is made available for the students.
• The teaching learning by means of IOT, project based learning etc will enhance a deeper understanding of the concepts by the students.
• B.S.Abdur Rahman Crescent Institute of Science & Technology gives significant importance, co-curricular and extracurricular activities for the students
• These activities are student centered and primarily aim to supplement regular curricular activities. These activities are voluntary and promote self development, help to understand the societal needs and involvements develop civic sense and philanthropic sense in him/her.
• There are various associations, clubs etc.. have been promoted in the Institute campus under the aegis of Student Affairs
• All students enroll as a member in NSS, NSO or in YRC. For department technical Societies, the respective student are included as member while in others, they are voluntary. All these activities are facilitated by the respective faculty coordinators.
• “Crescent Creative Strokes” in the Institute is a club formed to by motivate the students to
reach their maximum creative potential and to Show case their talents in the field of Art.
• Club includes timely activities such as
- Regular workshops like pencil portrait, charcoal workshop, oil painting workshop, etc., from talented artists,
- Monthly display of student’s artworks to entire Institute of science & Technology,
- Appreciations through rolling trophy.
- Weekly tasks and appreciation through special gifts.
• Institute Facilitates with “Students’ Grievance Redressal Cell”. Students having any Grievance on Academic matters may contact the Nodal Officer in person or drop a letter in the Grievance Box elaborating the grievance if any.
• In accordance with the orders, UGC (University Grants Commission), Govt. of India, anti ragging committee consisting of Deans ,HoDs, students, Police officers, Collector, public servants is formed in the Institute.
• The role of the cell is to prevent the occurrence of ragging within as well as outside the institution and punish those who indulge in ragging, in accordance with the Supreme Court Regulations.
• The campus is totally ragging free campus and students are well disciplined. A cordial atmosphere is created within the campus and parents are happy about it.
