Working and researching on professional ethics

The ethical dimension is a fundamental pillar in the University's contribution to the professional sphere, due to its capacity to humanize social and working life. The institution's humanistic tradition, its focus on work issues work its close ties with companies and different professions qualify it to be a benchmark in this field.

With this vision in mind, the University has incorporated Professional Ethics as one of the priority areas of Strategy 25/30. 

With the goal initiating a process of work professional ethics, the Office of the Executive Council appointed a committee coordinator of:

José María Torralba
assistant to the Vice President Students

Pablo Sánchez-Ostiz
attachment director the Core Curriculum Institute

Dulce Redín
School Economics

Teresa Sádaba
Director of Institutional Relations at the University

Jesús López Fidalgo
DATAI

Luis Montuenga
School Sciences

Joan Fontrodona
IESE Business School

Antonino González
Core Curriculum Institute

Silvia Salcedo
Assistant to University Secretary

The strategic line was presented to more than 60 teachers at a session held on Thursday, February 26, in the classroom Siemens Gamesa classroom . Prior to this, the academics had worked on the document Framework for Virtue-Based Professional Ethics, from the Jubilee Centre for Character and Virtues at the University of Birmingham, which served as framework guiding the conversation.

During her speech, Vice President Students Rosalía Baena emphasized: "Ethics is part of the university's DNA. The committee , channel, and support the entire university community in addressing any needs that arise in this area." She added that the institution should be "a reference letter professional ethics and a leader in knowledge transfer knowledge this field."

For his part, José María Torralba referred to responsibility and commitment to professional work, emphasizing that these are core topic training . He urged attendees to promote research partnership projects partnership different centers and Schools this field. In this regard, he highlighted that the recent call for PIUNA projects is an opportunity to host this subject initiative. He also recalled that the Center for Civic Humanism, promoted by the Institute for Culture and Society directed by him, is fully aligned with these objectives and seeks to "reflect on the subject Education university graduates should receive, based on the concept of professionalism."

"We have a long-standing commitment to ethics. What begins today is a new phase in which professional ethics must become a distinctive feature of the University of Navarra, clearly identifying us to the outside world," said Pablo Sánchez-Ostiz. To move forward, he also highlighted the importance of creating "links, ties, and synergies" between the different Schools areas of knowledge. "It is about contributing to the work done work the Core Curriculum Institute Core Curriculum this area and the possibilities that the ICS offers for research and interdisciplinary research ." He then presented a SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) based on consultations with faculty members. 

Among the main areas for improvement that had been identified, he mentioned the need for more training faculty address ethical issues, the need for professor the various bodies involved, and the lack of substance or importance with which the subject ethics is perceived by students. 

In the chapter on strengths and opportunities, Pablo Sánchez-Ostiz considered that this moment "offers a unique opportunity to raise awareness and reinforce training in all areas. There is a cultural climate of sensitivity towards technical advances and vocational commitment to the profession," he concluded. 

The session concluded with an open dialogue in which participants shared their perspectives on the main ethical challenges in their respective educational fields. They also presented evaluation of training needs in professional ethics for the next five years. These results come from a survey which they evaluated and prioritized the main objectives.

Priority objectives for the 25/30 Strategy in Professional Ethics (rated from 1 to 5 by teachers)

1. That the University is perceived (by students and their families, employers, and society) as a benchmark in professional ethics (4.6)

2. Coordinate the teaching general ethics ( Core Curriculum Institute) with that of professional ethics so that there is continuity (4.3).

3. teaching should teaching only be theoretical but also include internship through real-life cases, the development qualities/virtues specific to each profession, etc.) (4.1)

4. Establish relationships with the professional world (consultancy service, advice, white papers, etc.) (4)

5. Improve teaching Degree 4)

6. Improve teaching Master's Degree 3.9)

7. Receive training on ethical issues in my area knowledge 3.8)

8. Collaborate on professional research with professors from other Schools 3.7)

9. Having good teaching materials (3.6)

10. Improve research my area knowledge 3.6)

11. Receive training on ethics in general to improve my teaching (3,4)