Actitudes ético-profesionales, clima de integridad y dilemas éticos en docentes universitarios: Un estudio convergente

Juan Miguel Salazar Partida; Mónica Márquez Pinedo; Fernanda Elizabeth  Ramírez Santos; Antonio Burgos García

doi:10.32870/punto.v12i23.317

Authors

Juan Miguel Salazar Partida University of Guadalajara (México) https://orcid.org/0000-0002-5743-1202
Mónica Márquez Pinedo University of Guadalajara (México) https://orcid.org/0000-0002-1785-0015
Fernanda Elizabeth Ramírez Santos University of Guadalajara (México) https://orcid.org/0000-0001-9957-6066
Antonio Burgos García University of Granada https://orcid.org/0000-0003-0692-7803

DOI:

https://doi.org/10.32870/punto.v12i23.317

Keywords:

Teaching professional ethics, ethical-professional attitudes, institutional integrity climate, ethical dilemmas, higher education

Abstract

This study examined university teachers’ ethical-professional attitudes and their relationship with institutional integrity climate and recent ethical dilemmas in a regional Mexican university. Using a convergent design, 156 faculty members from CUNorte (Universidad de Guadala-jara) completed Hirsch’s scale, two institutionalindicators (actions and culture), and an open-ended question on professional ethics. Re-sults showed high attitudes (highest in the affective–emotional dimen-sion) and a moderate integrity climate, more strongly associated with integrity culture than with specific institutional actions. Dilemmas were reported mostly as occasional, with variation by employment sta-tus and recent ethics training. Ethics was defined mainly in terms of values and fair treatment. The study contributes a mixed, faculty-fo-This study examined university teachers’ ethical-professional attitudes and their relationship with institutional integrity climate and recent ethical dilemmas in a regional Mexican university. Using a convergent design, 156 faculty members from CUNorte (Universidad de Guadalajara) completed Hirsch’s scale, two institutional indicators (actions and culture), and an open-ended question on professional ethics. Re-sults showed high attitudes (highest in the affective–emotional dimen-sion) and a moderate integrity climate, more strongly associated with integrity culture than with specific institutional actions. Dilemmas were reported mostly as occasional, with variation by employment status and recent ethics training. Ethics was defined mainly in terms of values and fair treatment. The study contributes a mixed, faculty-focused diagnostic; the main limitation is self-report, and the implication is to strengthen both integrity culture and institutional actions.

Author Biographies

Juan Miguel Salazar Partida, University of Guadalajara (México)

Profesor de asignatura “B” en el Centro Universitario del Norte de la Universidad de Guadalajara, adscrito al Departamento de Bienestar y Desarrollo Sustentable. Actualmente curso el Doctorado en Ciencias de la Educación en la Universidad de Granada, España. He coordinado y participado en diversos proyectos de investigación en el ámbito de la educación media superior y superior, enfocados en la equidad educativa, las inteligencias múltiples y la descentralización de la educación. Mi trayectoria académica se complementa con experiencia en docencia, gestión educativa y participación cívica en procesos electorales. Mi labor se orienta al fortalecimiento de la formación educativa con pertinencia social en contextos rurales y multiculturales.

Mónica Márquez Pinedo, University of Guadalajara (México)

Profesora de tiempo completo Asociada “B” en el Centro Universitario del Norte de la Universidad de Guadalajara, adscrita al departamento de Productividad y Desarrollo Tecnológico. Actualmente curso el Doctorado en Ciencias de la Educación en la Universidad de Granada. Imparto docencia en las licenciaturas en Administración, Turismo, Agronegocios y Educación. Mis publicaciones abordan temas como la sostenibilidad, la calidad educativa y el emprendimiento social en contextos rurales. Mi labor académica se orienta a fortalecer el vínculo entre universidad y sociedad, promoviendo procesos formativos con pertinencia social y regional.

Fernanda Elizabeth Ramírez Santos, University of Guadalajara (México)

Fernanda Ramírez Santos, profesora investigadora del Centro Universitario del Norte de la Universidad de Guadalajara. Es integrante del cuerpo académico Educación, Lenguaje y Comunicación. Sus áreas de investigación se centran en la deontología periodística, la responsabilidad social de los medios, así como la intervención mediática en situaciones de crisis y emergencias.

Antonio Burgos García, University of Granada

Profesor Titular de Universidad en el Departamento de Didáctica y Organización Escolar de la Facultad de Ciencias de la Educación (Universidad de Granada). Mis líneas de investigación son: Formación del profesorado, Desarrollo profesional docente, Sostenibilidad y responsabilidad social, Liderazgo educativo, Formación y desarrollo sostenible. La docencia que imparto está vinculada a la formación inicial del profesorado de primaria e infantil y en posgrado relacionado con la seguridad y salud laboral docente y la planificación/programación de la docencia universitaria. Finalmente, las publicaciones generadas en artículos, libros y capítulos de libro se encuentran en revistas indexadas en JCR (Web of Science) y SJR (Scopus).

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