Codes of Conduct for Undergraduate Teaching in the Top-400 Universities on the Times Higher Education World University Rankings

Teaching codes of conduct form part of the ethics infrastructure of universities seeking to raise teaching standards and promote academic integrity. These codes stipulate desired teaching practices necessary for faculty members to make informed choices regarding their teaching role performance. This study investigated the existence of publicly posted codes of conduct for undergraduate teaching in a random sample of 100 universities ranked among the Times Higher Education World University Rankings top-400 institutions. Based on DiMaggio & Powell’s (1983) model of institutional isomorphism, we posited the Times Higher Education World University Rankings top-400 institutions as an organizational field. Findings reveal tepid isomorphic pressures for codes of conduct in this organizational field as a slight majority of these top universities publicly post codes of conduct with tenets reflective of ethical principles for teaching. Lower ranked universities post codes with more of these tenets than higher ranked universities and in particular tenets very protective of students as clients. These tenets relate to moral behavior and whose ethical infringement have legal ramifications, such as not having sexual relationships with students, harassing students, or teaching while intoxicated from alcohol or drugs. Isomorphic pressures to publicly post codes may be stronger among lower ranked universities that emphasize teaching and research. Since a code of conduct may increase faculty members’ sensitivity to ethical issues but not actually promote ethical behavior, we recommend reinforcement activities for faculty members.