The nexus between leadership and ethics has been characterized by Rushworth Kidder (2005) as requiring individuals to exhibit moral courage, standing up for values that may be difficult to maintain and which are often challenged by more pragmatic individuals or circumstances that require difficult choices. This particular relationship between ethics and leadership is of significance in the context of higher education for several reasons. C.E. Johnson (2004), for example, argues that leadership in this and any other field requires the ability to differentiate between policies and programs that superficially appear to be ethical and those that are actually ethical.
It is the purpose of this report to move from a definition of ethics and values to an understanding of how leaders implement ethical decisionmaking and standards in moving their organizations forward. The argument to be advanced is that as Joanne Ciulla (2004) notes, while we live in a world in which leaders are often morally disappointing we also live in a world where most people long for ethical leaders who may perceive themselves as transformational leaders, servant leaders, or individuals who are filled with high moral purpose who also recognize the need for practical action.
Kidder (2005) suggests that ethical codes and standards are derivatives of moral values that are inculcated in individuals by their families, communities, religious affiliations, and their professions. Generally, ethics is understood in the context of leadership as emanating from the actions of leaders, the ways in which they induce followers to behave in a certain manner, the influence that they use, and the mechanisms they use to persuade and motivate others (Ciulla, 2004). Leaders must examine the morality of means and ends and the moral use of power and must be cognizant of the fact that there is always some degree of tension between a leader's public and private morality.
Ciulla...